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G5 '/2: lt1l,2{)Cf13 • , • • July 1,1972 - June 30, 1'973 As required by the Executive Organization Act of 19n I r1J of Public Education I t • I • • • A. CRA IG P H I L LIPS SUPERINTEN DENT .:§1qtn-intl!tlb-rnt af 1Ju.b-lic 4JllS"trurli:an 'JRaleigIr 2?liOZ August 24, 1973 The Honorable James E. Holshouser, Jr. Governor of North Carolina Dear Governor Holshouser: It is our pleasure to present the Annual Report for 1972-73 describing the achievements of the Department of Public Education. This Report represents the accomplishments for the Department of Public Instruction, the Controller1s ·Office of the State Board of Education, and the Department of Community Colleges. Sincerely yours, I A. Craig p, ips State Superintendent 0 Pu lic Instruction Secretary, State Boar of Education ACP/sls CC: Members, State Board of Education Dr. Ben Fountain, President Department of Community Colleges Mr. A. C. Davis, Controller State Board of Education I. ! • i 1 • • • A. CRAIG PHILLIPS SUPERINTEN DEN T j)u:ver udenltent of 1.\iulrlic ;iJnr>tructUrn ~altiglr 27.6!T2 August 24, 1973 The Honorable James E. Holshouser, Jr. Governor of North Carolina Dear Governor Holshouser: It is our pleasure to present the Annual Report for 1972-73 Qescribing the achievements of the Department of Public Education. This Report represents the accomplishments for the Department of Public Instruction, the Contro11er 'sOff1ce of the State Board of Education, and the Department of Community Colleges. ACP/sls S1 ncere1y yours, A. Craig p, ips State Superintendent 0 Pu lic Instruction Secretary, State Boar of Education · CC: Members, State Board of Education Dr. Ben Fountain, President Department of Community Colleges Mr. A. C. Davis, Controller State Board of Education • • • Section ONE TABLE OF CONTENTS Page DEPARTMENT OF PUBLIC INSTRUCTION Mission and Organization of the Department. . . . . 1 Mission Statement and Continuing Objectives .... 1 Objecti ves . . . . . . . . . . . . . . . . . . . . 1 Significant Legislation. . . . . . . . . . . . . . 2 Organizational Changes , . , , . • . . . . . . . . 2 Organizational Chart. . . . . . . . . . . . . . . 2 Management Methods . . . . . . . . . . . . . . . . 2 M~jor Problem Areas and Unmet Needs. . . . . . . . 4 Departmental Programs . • . . . . . . . . . . . . . 5 Administrative Services. . . . . . . . . . . . . . 5 Human Relations and Student Affairs. . . . . . . . 9 Personnel Relations and Public Affairs ...... 15 Research and Development, ............ 21 Program Services , •............... 25 Special Services . •............... 32 TWO DEPARTMENT OF COMMUNITY COLLEGES Letter from the State President to the State Board of Education . . • • • . . . . . . . . . . i Mission Statement ... , . . . . . . . . . . . •. 1 1973 Leg i slation. . . • . . . . . . . . • . . . .. 1 Organizational Changes. . . . . . . . . . . . . . . 2 Chart of Organization . . . . . . . . . . . . . . . 3 Management Methods. . . . . • . . . . . . . . . . . 4 Enrollment Growth .... 0 • • • • • • • • • • • • 5 Areas of Concern ... ..... , . . . . . . . . . 6 Programs of the Department of Community Col leges. . 8 Appendix I - Progress Report of the N.C.S.U. COrmlunity College Leadership Dev:e1opment Program . . • . . . . . . . . . . 43 Appendix 11- Summary Reports of 1972-73 Accomplishments and Problems of Individual COrmlunity Coll eges and Techni cal Institutes .........•..... 46 Table of Contents (continued) Section Page THREE CONTROLLER'S OFFICE • Mission and Organization of the Controller's Offi ce. • • • • • • • • • • • • • • • • • • • • 1 Mission Statement • • • • • • • • • • • • • • • • 1 1973 Legislation. • • • • • • • • • • • • • • • • 1 Organizational Changes. • • • • • • • • • • • • • 1 Organizational Chart. • • • • • • • • • • • • • • 2 Management Methods. • • • • • • • • • • • • • • • 1 Major Problem Areas and Unmet Needs • • • • • • • 3 Programs of the Controller's Office. • • • • • • • 4 Division of Agency Services • • • • • • • • • • • 4 Division of Auditing and Accounting • • • • • • • 5 Division of Insurance • • • • • • • • • • • • • • 6 Division of Management Information Systems. • • • 7 Division of Personnel • • • • • • • • • • • • • • 9 Division of Plant Operation • • • • • • • • • • • 10 Division of Teacher Allotment and General Control. • • • • • • • • • • • • • • • • • • • 11 Division of Textbooks • • • • • • , • • • • • • • 12 Division of Transportation. • • • • • • • • • • • 13 • • • DEPARTMENT OF PUBLIC INSTRUCTION Part 1. Mission and Organization of the Department A. Mission Statement and Continuing Objectives 1. The mission of the North Carolina Department of Pub1'ic Instruction is to insure, through informed and effective leadership at the State and local levels, that learning experiences which are compatible with individual needs, interests, and capabilities will lead to continued education and./or employment for all students. 2. Continuing Objectives a. Consistent with a realistic appraisal of their needs, interests, and abilities, all students in the State of North Carolina leaving the elementary-secondary schools will: (1) Be qualified to either continue formal education or become employed (2) Demonstrate competencies in the arts sufficient to enable the student to make wise value judgments and to make creative use of his artistic talents (3) Demonstrate the skills, knowledge, attitudes and habits necessary to develop sound mental and physical health . (4) Demonstrate the skills, knowledge, attitudes and habits necessary for effective and responsible citizenship : (5) Demonstrate the skills, knowledge, attitudes and habits necessary to develop constructive human relationships (6) Demonstrate scientific literacy (7) Demonstrate communication and cCil!hputationa1 skills (8) Complete an elementary-secondary school program (9) Find school satisfying and will develop an appreciation for a belief in learning -2~ b. The r esources and services necessary to achieve the mission and the above objectives will be provided by the North Carolina State Education Agency, in cooperation with local education agenc ies and the United States Office of Education. B. Significant Legislation 1. State funds were authorized to provide kindergarten programs for a min imum of 16 percent of the eligible children during 1973-74. This program wi l l be expanded on a phased basiswi l l provi de kindergarten programs for all eligible children by September 1978. 2. The General Assembly authorized a $300 million bond referendum for school construction . 3. Revisions were made in the Fair Employment and Dismissal Act which encourage and promote the development of sound personnel poli ci es and practices in local school systems . 4 . . An amendment was passed to provide separate transportation for elementary and secondary students . This enables schools to more adequately meet the needs of all children. 5. Legislative authorization provided 10 months employment for all teachers and custodial personnel and 12 months employment for supervisors and principals. 6. Various other legislation passed by the 1973 General Assembly indicates greater emphasis on accountability. C. Organizational Change~ 1. Due to a steadily increasing workload in the area of Federal-State Relations, the Human Relations and Student Affai rs Area was reorganized, creating an Assistant State Superintendent for Federal-State Relations effective July 1,1973 . D. Organizational Chart (See cha rt on page 3) E. Management Methods 1. A planning process has been installed and is functional in the Department of Public Instruction. This has resulted in the formulation of a mission statement and a set of continuing objectives for the Department. Building on that foundation, each division in the Department has developed a tri-biennial plan for 1973-79 outlining the long-range specific objectives being pursued by each division , In addition, each division developed a detailed • Aeaiatant State Superintendent, I Admin .... tive Services Veteran!' Education Plann .... lUaional ScM'i<e Center Ad.lnion ..... Scloool Food Scrvi<H • I • Aeaialant Stale Superintendent, Human ReJaliona and Studenl Aft'.in Athleti<a and Activities Sparta Medjcine F"""'-Stale lUialloM ~EA V NDEA H ..... lUialloM Student AIr.in h~ P ..... nel Set tiee. Department of Public Instruction Adminietratlve A .... tant State Superint.-,ndent Special Aeaiatant, 'Publi., Information I A .. i.tanl Stale Superinlendent, Penonnel Relaliona and Public A frairo Ed .... lIon o.veiopment Coudl ~tivr l,j.jwon Non-PreI ..... aI Penon",,1 ActivitiH ProI_aI Penonnel Activiti .. .... l1li< 1.lonn.tion .nd Pllblieatieu Sc~."-lUiated Orpnlzatioll. .... FuKtie .. A .. iotanl State- Superintendent, R.,..,....,h and Developmenl Reeearch and Information Center ()rInc ..... ent ESEA III State Ex""rimentation in EdQ~tional De.elopment (SEED) R.eoeardI Occupational Reeearch Unit ,--_. -______ L-_______ --, c.-ty aad City Admi.iotratlve U nita Penon",,1 Officer Aaoillanl Slale Superintendent, P,",,«",m Services O' .... ly A_tanl Stale Superintendent Non-Public Schools lA>nope .... ....,. f.,h.ation (ESF.A I) Kivant Education CIlltunJ Arb EoI_lIoooaJ Media E ... ptional Chllclnll Healtll, Salety, I'II7*aI. .... ClvO 0.1._ 1'." ...... Kind.~-~ CWldhood Ed ........ t.an.....,. M.~_tIco o.n,.lioIlaJ Ed ........ !Ide...., Soci.1 SI ....... • , A ... iolanl State Superinlendent, Special s"rvi ..... Medel CltIeII Staff [)eye",. eld FAlucation Prot_ioM u..velopment Act Scholarohipe 10-1-71 I W I -4- yearly plan identifying specific objectives, strategies, and tasks for accomplishing the objectives, and the means for evaluati ng the achievement of these objectives. Periodic review of the yearly plans are made by the appropriate area heads and the di vision directors to determine progress in achieving objectives. 2. A State-wide assessment of student achievement and needs at the sixth-grade level has been completed, Analysis of this data is being used to determine program effectiveness and areas requiring special attention. 3. Inter-agency coordination ;s achieved through agency membership and representation on inter-agency councils and commissions. These include: the Child Advocacy Commission, School Health Funds, Rural Health Task Force, Comprehensive Health Planning, the Governor's Highway Safety Program, Highway Safety Research Center,and the Civil Defense Agency. P . . Major Problem Areas and Unmet Needs 1. Unmet program needs 1n public education include: a. Adequate guidance and counseling services b. · Expansion of kindergartens to include all eligible children c. Incr eased emphasis on basic communication skills, par ticularly in the area of reading d. Expansion of occupational education programs to meet the needs of al l children and to provide for equitable allocation of occupational education resources 2. More relevant, up-to-date funding and allocation procedures to provide: a. Equitable distri bution of resources to all local education agencies b, Mo re flexibility to local education agencies in the utilization of these resources, to the end that the needs of children can be better met through the use of modern technology, newer techniques, and more creati ve and innovative processes 3. Inadequate funding for certain State-level operations, (agency-wide) , There is a lack of understandih9 by many decision makers about the role of the St~te Department of Public Instruction in relation to local boards of • • • • • • -5- education, particularly as this relates to the scope of the total educati on enterpri se. Chapter 115 of the General Statutes of North Carolina makes it abundantly clear that this role ;s primarily one of service and leadership rather than of arbitrary regulation. When it is taken into account that 151 iocal education agencies operate 2,039 schools, employing nearly 60,000 professional staff members to instruct nearly 1 ,200,000 students, it is immediately obvious that major funding is necessary for travel, subsistence, and printing if effective and continuing service and leadership is to be provided at the State level. It is our considered opinion that funds for these categories should be doubled if the State Agency is to render really effective leadership to the school personnel, and to provide effective educational services for the benefit of a1' the children of the State. 4. Almost 15 percent of the total funds expended for public education in e'lementary and secondar'y school s in North Carolina are der ived from federal sou rces. Budget preparation and planning at the State and local levels is, of necessity, predicated on availability of these funds. Yet the timing of appropriating legislation is such that concrete decisions cannot be made until the school year is far advanced. A classic example of this problem is found in the current status of funding for occupational education programs, wherein the State Board has been forced to underal10t po~ential re'sources because federal funding levels are not yet finalized . This precludes maximum effective ut i lization of all r esources. 5. Misinterpretation 0 education concepts has stifled some important concepts and programs . Deviation from traditionally accepted concepts and / or programs is all too often assailed as "loweri ng academic standards," simply because this charge requires no proof . The charge alone is suffi cient indictment to preclude successful implementation of the concept or prog ram. The career educatilon program and the certification of teachers are two cases in point. Once the general public latches on to a specific angle~ it is very diff cult to get the complete picture before them • Part II. Departmental Programs A. Administrati ve Serv ices 1. Purpose To develop and direct educational leadership and management programs in the State Education Agency and in local educational agencies and to manage the operation of specified divi~ions within the State Agency. • -6- 2. Strategies to Achieye Purpose a. To plan, implement, coordinate, and manage the operations of such leadership development programs which will strengthen the caliber of educational administration and management in the State- Education Agency and the local education agencies (LEA's) . (1) Directing State-level internship programs for local administrators (2) Coordinating staff development and in-service programs for local 1 eadershi p personnel , (3) Directing the North Carolina Component of the National Program for Educational Leadership (NPEL) (4) Coordinating weekly Executive Staff meetings of the State Education Agency and the Annual State Conference for Superintendents and Assistant Superintendents (5) Providing technical assistance to local administrators and school boards in the identification and employment of leadership personnel b. ' To direct the establishment and the administration of Regional Service Centers of the State Education Agency for the purpose of decentralizing services, improving communications, and better utilization of resources. Three Centers will be in operation during the 1972-1973 year. . c. To manage the activities of the Division Directors assigned to this area to the end that the objectives of these divisions will be accomplished: (1) Division.Qf. Planning - to provide technical assistance in planning within the State Education Agency and to local school systems (2) Division of School Facilities Planning - to conduct facility survey~ and to provide architectura 1, eng1 neeri ng, and ins pect ion s erv i CliS for construction projects in local school systems (3) School ·Food Services;.. to provide assistance in food management and fiscal accounting to the end that all schools will operate food service programs consistent with sound nutritional requirements and USDA regulations • • • • -7- (4) ~e~ftrans Education - to inspect and license private business and trade schools under standardS issued by the State Board of Education and approved by the Veterans Administration 3. Performance Measures . ~ a. Provided and directed internships of from 6 to 12 weeks each in residence in Raleigh for 14 LEA Assistant Superintendents and Principals. b. Assisted Superintendents in 15 districts of State in developing and implementing in-service programs for administrators. c. Planned and implemented six two-day staff development Conferences involving 250 principals. d. Recruited and enrolled four NPEL Fellows to begin 18 months leadership training program and placed two NPEL Fell'ows who completed training. e. Provided Management By Objectives (MBO) training for 16 principals and LEA central office personnel in N~El Associate Coordinators Program. This training was in residence in Raleigh and covered an eightweek period. f. Assisted 10 local Boards of Education in selection process for Superintendent of schools. g. Planned and directed a week-long, State-wide Conference for all Superinte,ndents and Assistant Superintendents in North Carolina. h. Directed the food service program in 2,283 public schools, including lunch, breakfast, and sumrrter programs. This involved 155,000,000 meals representing a total expenditure of $85,200,000.00, from all sources. i. Conducted 36 school surveys in local units. Assisted in the design and construction of 100 building projects representing the capital outlay from all sources of approximately $43,267,243. Conducted 113 inspections of new construction, additions, and rennovations . j. Reviewed and recommended to the State Board of Education for licensing and re-licensing programs of 31 private business and trade schoolso -8- k, Sponsored three-day management services programs for 320 LEA top leadership personnel. 1. Provided on-going technical assistance in management and long-range planning for 52 LEA's in the State. m, Directed and supervised the operations of the State Agency's 3 Regional Centers which serve 66 of the State's 151 school systems. 4. Special Projects a. Opening of Eastern Regional Center of State Department of Education .. Center is located in Pitt County and serves,26 school systems in the Eastern area of the State. b. Implemented a U. S. Office of Education (USOE) grant to accelerate the application of improved management techniques and comprehensive planning in local school systems, 5. Trends, Problems and Needs a. The Regional Centers are inadequately financed. Also, the Eastern Center covers a geographic area entirely too large to provide optimum service. There is a continuing need to establish a center in the South Piedmont area and another in the Southeastern area of the State, b .. There is a clearly discernible trend toward improving management practices in LEAis, with emphasis on longrange planning and management by objectives, This was given strong credence by the State Board of Education through its policy adopted in October 1972, which bases accreditation of schools on the development and implementation of educational planning. c. The 1973 General Assembly authorized a referendum in No~ember 1973, for the issuance of $300 million of State funds for school construction. If this is approved, it wi.11 greatly increase the activities and responsibilities of the Di vision of School Planning. d. Since many of the programs in Administrative Services are dependent to a large degree on federal funding, the uncertainty and late funding of these resources • • • • -9- create considerable anxiety and frustration in trying to effectuate sound long-range planning and implementation. 6. Number of Employees an~Budget a. The average number of full-time employees: 93 b. The approximate 1972-73 expenditure for administrative services: $1,138,283 B. Human Relations and Student Affairs 1. Purpose To remove those obstacles in the area of human relations~ which hinder the achievement of the. continuing objectives of the State Department of Public Instruction. and to coordinate the procurement of federal and foundation support for education programs in North Carolina. These are three objectives: a. TG eliminate problems related to the desegregationintegration process b. To eliminate barriers to optimum development of social, physical and emotional well-being of students c. To influence federa l legislation favorable to public education and to generate and obtain federal and foundation funds 2. Stra~egies to Achieve Purpose a. Inform our Congressional delegation about the use of funds from existing grants which provide programs~ staff, and materials in North Caro1ina ' s public schools b. Develop a "Foundation Guide" for preparing proposals to private foundations, and develop a resource information file concerning private fQundations which might fund projects developed by the bepartment c. Work with the Executive Staff in determining priorities for the use of ESEA, TH1 e V funds d. Disseminate information to local school systems and other interested personnel about current deve10pmehts in federal legislation for education -10- eo Review National Defense Education Act (NDEA) projects to insure that funds are spent according to federal regulations f. Arrange meetings during which Congressmen and superintendents can exchange ideas and information g. Offer consultive services to local school systems which aid in establishing, maintaining, and improving programs in the area of Human Relations h. Work with professional personnel on an as needed basis to deal with problems related to desegregation and integration within the schools i. Work with school personnel and other agencies in develop"lng and implementing strategies for alleviating tensions in desegregated schools, and promoting a climate which will be more conducive to learning j .. Develop a handbook to assist those persons responsible for developing comprehensive, coordinated programs of Pupil Personnel Services . k. Develop two prototype programs of Pupil Personnel Services which demonstrate effective procedures for providing supportive services in local education o agencles 1. Plan and conduct con ferences for educators to increase their awareness of the need for supportive services, and to elicit their support for the development of these services in the. public schools m. Acquire additional staff in order to provide at least one consultant in each of the components of Pupil Personnel Services: Guidance and Counseling, Psychology, Health, and Social Servi ces n. Es~ablish .channels of communication with the Departments of Social Services, Public Health, Mental Health, Administration, Youth Development, and councils related to those departments to facilitate inter-agency functioning . o. Form one High School Athletic Association p. Recodify Rules and Regulations Governing Athletics which will be available to personnel concerned with the organization, administration, and supervision of interscholastic athletics in all local education agencies • • • • -11- q. Continue improving methods and techniques used by all coaches r. Continue improvement of the athletic officials training program s. Certify all high school varsity head coaches in football, basketball, track, and wrest1ing 3. Performance Measures· a. Fewer incidents of overt racial disturbances reported by local newspapers across the State b. Fewer incidents of racial disturbances in school where staff members of the Division were asked to work c. Evaluations by personnel in local education agencies d. Increases in the ability of school administrators to implement preventive techniques e. Eight meetings were held throughout the Congressional districts, and were highly successful in that congressmen and superintendents established a closer liaison. The meetings aided this office in the successful retention of most federal monies for the new fiscal year. f. Reports from administrators and junior high principals and coaches indicate the newly introduced modified inter-scholastic athletic program for junior high schools was well received and highly successful. g. The Division of Pupil Personnel Services schedules annual meetin"gs of local education agency directors of guidance and directors of pupil personnel services. In this way, one is able to receive feedback from directors of programs who supervise the school personnel served by the division. A meeting with pupil personnel services directors resulted in: (1) Informing the directors of the on-going activities of the Division (2) Sharing ideas and discussing ways to improve communication between local education agency and State Education Agency personnel -12- (3) Discussing more cooperative planning for the effective delivery of services to children and youth (4) Ascertaining from local directors the effectiveness of services rendered by the State staff 4. Special Projects a. Sponsored a workshop for individuals who work in the area of Human Relations in local education agencies. This workshop, along with conferences in local units by staff members, has resulted in a continued decline in the number of overt racial disruptions and the beginning of efforts to solve desegregation-related problems rather than symptoms. b. Coordinated meetings between Congressmen and superintendents where an exchange of ideas and information took place. The retention of most federal program monies were two of the more important activities within the Division of Federal-State Relations. c. A revised athletic handbook with the regulations governing athletics in the public high schools of North Carolina was recodified, and a new modified interscholastic sports program for students in grades 7, 8, and 9 was developed and distributed to administrators, athletic directors, and coaches in each local educational agency. The establishment of a Sports Medicine section was a very important addition to this division. It has worked with athletic officials in providing instructions on the proper handling of injuries, training, and the securing of medical personnel for all school athletic events. d. The Division of Pupil Personnel Services sponsored workshops in each of the eight educational districts. Approximately 70 persons were present at each workshop. The purpose of the workshops was to focus on indepth planning for initiating more effective and comprehensive programs of human support services for all students. The results of an evaluation by workshop participa,nts revealed the following: (1) Excellent opportunities were provided for school personnel to interact with personnel from all other child-serving agencies (local departments of Mental Health, Social Services, Vocational Rehabilitation, Health, Employment Security Commission, Community Colleges) in an effort to identify and coordinate services available to children and youth, • • -13- (2) Gained better understanding of how to establish procedures for implementing informational processing system 1n a .local educational agency. (3) Provided guidel ines for implementing comprehensive pupil personnel service programs in local educational agencies. 5. Trends, Problems and Needs a. The clientele served by the Division of Human Relations has been significantly affected by the St.ate's willingness to look for solutions to problems. This willingness, extending from the Governor's Office through the local units, has caused school personnel to begin to look deeper than just into those manifestations which are symptomatic of problems. Personnel in local units have discovered that many of the problems existing in schools are not new but have been magnified by school desegregation . b. This discovery has necessitated a change in both the staff working in the area of Human Relations . and Student Affairs, and the kinds of problems with which they must work at the local level. Presently, the area is being reorganized to help it more effectively offer assistance to units in wor king with desegregationrelated problems, and in problems arising from teacher training, curriculum, unacceptable desegregation plans, and community attitudes toward school desegregation. c. Continued efforts should be made in dissiminating information about Federal programs to the school administrators for the benefit of the student . d. Elementary school guidance continues to grow . The State staff does not have a consultant in this area; therefore, we are unable to honor requests from local educational agencies who seek assistance in this area. e. School-based health personnel have rapidly increased in the last few years. The State staff does not have a consultant in this area; therefore, we are unable to honor requests from local educational agencies who seek assistance in this area . However, since this is very necessary service to students, as well as a component of pupil personnel services, the division initiates and receives the cooperation of consultants from agencies, colleges and univers i ties . -14- f. Elementary school guidance seems to be on the increase. Administrators in local educational agencies continuously state that the need for counselors at this level is extremely important. (1) Many of the counselors at this level are funded by compensatory programs. This restricts the services to populations which meet criteria under these programs. g. There is still a lack of coordination of pupil personnel services at the loca~ level. The need for one person to coordinate these efforts is very evident. Such a coordinator should rank on an equal level with instructional coordinators, supervisors, and other decision makers. h. There continues to be a lack of an adequate funding base for pupil personnel service workers. This makes it extremely difficult to do adequate advance planning or move from crisis orientation to developmental programming. i .. The philosophy of career education, (based on the report of the Task Force), is guidance-based. Counselorsare beginning to redefine their roles in light of this philosophy; however, there are far too few counselors to implement the job at all levels-elementary, junior high and senior high. j .. Increased attention must be given to the utilization of community mental health services and psychological services in the schools, k. There is an increased focus on the promotion of the utilization of the team approach to pupil personnel services at the local leVel. 6. Number of Employees and Budget The average number of full-time employees: 32 The approximate 1972-73 expenditure for human relatibns and student affairs: $661·,173. • • -15- C. Personnel Relations and Public Affairs 1 • 2. Purpose To develop a knowledgeable, responsive, and supportive public; to develop and maintain a workable two-way communication system within the Department of Public Instruction and with the many publics of public education; to provide accurate information to the members of the General Assembly; to motivate and assist local education agencies to improve their instructional programs; and to assist in the development of acceptable personnel policies and practices in each local school system consistent with State policy. Strategies to Achieve Purpose a. To improve internal communication within the State Agency, with school administrators, and with teachers: (1) Through newsletters and other publications (2) Through working with the Executive Staff and the Division Directors to seek better means for the two-way flow of information and ideas within the Agency and through meetings with school administrators and teachers b. To inform the many publics about their schools and to involve citizens in the affairs of their schools: (1) By encouraging local school units to assign full or part-time school-community relations (public information) duties to someone on their staff (2) By providing workshops, consulting services, and materials to help develop advisory councils and local school-community relations and involvement programs so that local education agencies have both the desire and the know-how to inform and involve their publics. (3) By providing regular releases, phone reports, etc., to news media and gathering information to fill special requests initiated by news media staff c. To motivate and assist local education agencies in improving their instructional programs: (1) Through the publication and distribution of curriculum materials for teachers and other educators -16- (2) Through the publication of a quarterly magazine which focuses on promising practices for the classroom that can be used in other schools across the State (3) Through an educational television series designed for teachers and school administrators by the Department (4) Through workshops with school administrators d. To provide accurate information to the members of the General Assembly, to inform Agency staff of status of bills pending, and to inform Agency staff and school administrators of bills passed. e. To assist in the development of acceptable personnel policies and practices in each local school system: (1) Development of a model personnel management system with accompanying manual of operations and procedures. (2) Conducting workshops with school administrators and teachers to seek ways to implement actions of the General Assembly regarding length of term, pay, tenure, etc. (3) Preparation and distribution of materials which affect personnel policies in local education agencies. 3. Performance Measures a. Internal Communications -- Within the State Education Agency the term has a rather broad application. Internal communications are defined as communications within the Agency, with local school administrators in the field, and with teachers and support personnel in the schools. The Agency communicates with its internal publics through publications, conferences and meetings, and educational television. (1) A one-page weekly newsletter, Our Weekly Reader, ;s distributed within the Agency to keep staff informed on education and personnel matters. (2) State Board Highlights is distributed to school administrators after each State Board of Education meeting to keep them informed of actions by the Board. • • b. • -17- (3) The monthly one-page newsletter, The State Superintendent Reports, is used to keep local admfnistrators abreast of policies and events. (4) The quarterly magazine, North Carolina Public Schools, is a vehicle for internal communication with school administrators, teachers, and other educators and support personnel. (5) The television series, Conversations with Craig Phillips, aired over the University of North Carolina Educational Television network, is also used to some extent as an 'internal communications device, as well as providing information about education for the general public. (SDPI Presents also provides information for teachers and other school personnel, but the Program Services Area has responsibility for this series.) (6) Meetings are numerous, including annual meetings with superintendents and assistant superintendents, and area meetings with principals and teachers. , Informing and involving citizens -- Although news media staff are supplied with information (and the general public through them) from the State level, the policy is also to encourage local school systems to provide information locally on a regular basis. One way this is accomplished is to encourage superintendents and Boards of Education to assign public information (school-community relations) duties to staff in 1 oca 1 education agendes. Advi sory council s and volunteers are also encouraged at the local level and given support services by the Department. (1) News releases are mailed to the news media on a regular basis. (2) Messages are recorded daily on a code-a-phone device which allows reporters to call and find out what's going on in education. If they need more information, they call a member of the Public Information and Publications staff. (3) The Department's Public Information staff gathers information to fill special requests of the news media. (4) Although the monthly television series Conversations with Craig Phillips is to some extent an internal device, it is also available to the general public, as are some copies of the quarterly magazine North Carolina Public Schools. -18- (5) Superintendents and boards of education are urged, through workshops, newsletters, etc., to assign public information duties to someone on the staff in the local education agency so that they can provide information and help to local news media. (6) Workshops, materials, and individual consultations are provided to local public information staff to help prepare them to do a better job of informing and involving local citizens. (7) Intensive work is being done with six local education agencies to help them with utilizing their advisory councils. More and more local educational agencies are beginning advisory councils and models are needed. (8) Local school units who are beginning to seek volunteers from the community to serve as teacher aides, etc., are being helped through a series of workshops conducted by the Division of Public Affairs. (9) Ove~ 150 appearances have been made by staff before civ1c organizations to seek their support for and involvement in the public schools as well as working with State-wide organizations and groups such as the PTA, Jaycees and with business and industrial leaders. c. Improving Instruction -- The Division of Public Information and Publications seeks to assist local education agencies in improving instruction through the preparation and distribution of curriculum materials for teachers, school administrators, and other educators, and through disseminating information about good teaching practices through the news media, through publications, and through regular educational television series. (1) All curriculum materials are processed through the Division of Public Information and Publications. Services offered by the Division include editing, design and layout, preparation of camera-ready materials, and arrangements for printing and distribution. (All forms used in the public schools are also processed ~nd distributed through the Division of Public Information and Publications.) • • • -19.,. (2) North Carolina Public Schools is a quarterly magazine published by the Division of Public Information and Publications which features prbmising practices--classroom, administrative, etc.--going on in North Carolina that other North Carolina schools might be able to adopt . (3) The educational television series, Conversations with Craig Phillips., is a vehicle for encouraging local -education aQlendes to improve instruction through sharing information and ideas in interviews with the State Superintendent. (4) The Division of Public Information and Publications provides support services--programs, handling media coverage, publications, etc.-- for other Divisions of the Department which conduct workshops to help local education agencies improve instruction. d. Liaison with members of the General Assembly and distrib~t1on of actions--The Personnel and Public Affairs Area acts as clearinghouse to gather information sought by members of the General Assembly and distributes actions of the Assembly after the session is over. (1) Information is gathered by staff from the Personnel R~lations and Public Affairs Atea throughout the Agency at the request of legislators. (2) An information desk in the Division of Public Information and Publications is provided to serve Agency staff who wish to check the progress of bills during the session. (3) A compilation of actions of the General Assembly is published and distributed by the Division of Public Informati,on and Publications to Agency staff, school administrators, and other educators. e. Assistance in the development of acceptable personnel policies and practices in each local education agency-- , (1) The Division of Personnel Relations is working with Personnel Advisory Committee established by the State Board of Education to get their input into the model personnel management system and operations manual and meeting with personnel directors of local education agencies to pinpoint problems and help work out solutions. .. -20- (2) A manual of personnel procedures has been developed for use by local education agencies. (3) Plans have been made for a series of workshops across the State for superintendents and personnel directors to present the personnel manual and a series of workshops on personnel evaluation procedures. (4) The Division of Personnel Relations is offering consulting services on an individual basis to local education agencies. 4. Special Projects a. School officials and citizens received 1200 copies of the report of the Governor's Committee on the Public Schools. b. An information packet on schools including 13 pieces of material on such subjects as transportation, school lunches, enrollment, kindergartens, etc., were sent to public information staff in local education agencies, school administrators, and the news media. The packet, prepared by the Division of Public Information and Publications, was designed to provide a ready reference for State-wide data on the public schools. c. A packet prepared by the Division of Personnel Relations was sent to local education agencies to aid in implementing the Fair Employment and Dismissal Act, and guidelines on the term and pay of public school employees. d. In the fall of 1972, schools opened to the theme, "It's the Kids that Count." A school opening ceremony was held at Eastern High School in Alamance County with educators and students from all across the State looking on via educational TV channels. This symbolic opening was a joint effort of the Governor and State School Superintendent Craig Phillips to bring the people of the State together in a mutual effort to continue to work for a quality public scho01 system. 5. Trends, Problems and Needs The primary difficulties in accomplishing the tasks that really need to be accomplished to get the end result of a better education for children in North Carolina are (1) resistance to change and (2) lack of funds to get the necessary staff at the local and State levels. • [. I I . , -21- 6. Number of Employees and Budget 1. Average number of full-time employees: 25 2. Approximate 1972-73 and Public Affairs: expenditure $320,998. for Personnel Relations D. Research and Development 1. Purpose To discover new and better ways to teach children and youth; to manage the elementary and secondary schools in the State; and to evaluate existing and new programs. 2. Strategies to Achieve Purpose a. To complete a State-wide assessment of student achievement and needs at the sixth grade level. b. To evaluate 19 experimental programs funded by the State and 41 experimental programs funded by the Federal Government . c. All consultants in the State Education Agency and school personnel in three local education agencies will be competent users of the research and program information available through the Research and Information Center. 3. Performance Measures a. b. State-wide Assessment - One of the major objectives for 1972-73 was to complete a State-wide assessment of student achievement at the sixth-grade llevel by: (a) anlayzing data collected on approximately 12,000 pupils; (b) interpreting findings to members of the State Board of Education, the legislature, professional educators, and the public; and (c) implementing desirable change. Performance in (a) and (b) above exceeded expectations; personnel with the State Agency have already made significant progress in making desirable changes on the basis of data obtained through the assessment program. Evaluation of Development Programs - Another major objective during 1972-73 was to evaluate l~ experimental programs funded by the State and 41 experimental programs funded by the Federal Government, by: • -22- (a) reviewing management and outcome results for 60 experimental programs, and (b) making recommendations for the diffusion of promsing practices. An appraisal of this phase of work warrants the conclusion that both the management and the outcomes of the experimental programs improved significtmtly during the year. Experimental programs have been identified as exemplary and worthy of emulation. The Burlington Project, "Accountability in Primary Reading Education," received national recognition as an exemplary Title III project. Dissemination and diffusion, however, remain major problems in the Research and Development Area . c. Use of Information in Research and Information Center The last major objective in the Research -a"nd "Development Area for 1972-73 was to insure that all consultants in the State Education Agency and school personnel in three local school districts would have become competent users of the research and program information available through the Research and Information Center to be achieved by: (a) extensive orientation and in-service training for consultants within the State Agency; (b) extens1ve orientation and in-service training for local personnel in three school districts; and (c) evaluation of training in terms of users' proficiency. Within the State Agency, new staff members were sought out and oriented in competent usage of the facilities and services of the Research and Information Center. A program is being designed which proposes to expeditiously familiarize non-using Agency consultants with the center's resources. Outside the Agency, eight school districts have received on-site information sessions, which included: a description of the center and its purposes, a demonstration of the Educational Resources Information Center (ERIC) system and microfiche readers, a slide-tape presentation, materials handouts, and question-and-answer periods. Additionally, wide-range exposure was achieved by presenting similar programs at principals' conferences and workshops. Users' proficiency has been evaluated thus far, as to their favorable reactions to the training sessions and their frequency of Center utilization. Plans are being made to design a systematized, diagnostic evaluation instrument to adequately measure user proficiency. • • • • • • , -23- d. Design of Innovative Curricula for Occupational Education - The design of innovative curricula in occupational education was accomplished by funding eight occupational education curriculum projects involving the development of a research base for curriculum development, the development of a planning system for meshing curriculum programs with job opportunities, and the design of an innovative curriculum for selected areas in occupational education. An appraisal of these efforts indicates that the curricula designed in the experimental setting are, by and large, successful. This is parti:cularly true for the experimental project for individualliz;,ng instruction in occupational education. This approach has increased the effectiveness of teachers in providing occupational education . The project emphasized organizing the curriculum so that students utilize self-paced independent study and shop practice as they progress through their courses in areas such as drafti,ng, metal work, wood construction, masonry, typing, and other similar courses. Currently, the experimental concept is being integrated into staff development and pilot programs sponsored by the Division of Occupational Educati on. 4. Special Projects Among the many activities conducted within the Area of Research and Development during 1972-73, the completion of a Statewide Assessment of Educational Progress and the initiation of a Leadership School for secondary school pupils were of special significance. A brief description of these projects and their major accomplishments follow. a. State-wide Assessment During April 1972, approximately 12,000 of the 101,549 sixth graders in North Carolina were randomly selected and administered tests in reading, mathe-mati cs, 1 anguage arts, ca'reer awareness, abi,l ity to work with abstract ideas, and students· attitudes toward school and peers. These data were analyzed and presented in several written reports and a visual report which have been disseminated widely among professional and laymen in the State. Also, the Division of Research, working with the Division of Public Information, wrote a number of interpretative articles which were re-leased to the news media in the State. -24- The results of the assessment have and will be used to identify State-wide needs and to establish educational priorities as well as to provide baseline data for measuring progress in the future. Also, local school units can be better assisted in their planning of programs now that they have meaningful State, regional, and type-of-community norms for comparison purposes. Evaluation of this initial assessment effort indicated that the program was highly successful. b. The North Carolina Summer Leadership School! In a continuing search for improved ways to provide the best possible education for the youth of North Carolina, the Department of Public Instruction, in cooperation with the Z. Smith Reynolds Foundation, sponsored a six-weeks residential leadership school during the summer of 1972 for 96 potential leaders among rising junior and senior high school students in the State. The overall objectives of the program, which was conducted on the campus of Mars Hill College, were designed to insure that each participating student would: · Have adopted attitudes, concepts, and philosophy which will enhance his chances of becoming a creative leader. · Have a better understanding of self and others. · Have demonstrated according to criteria and procedures that he has the ability to perform as a leader. · Have developed an acceptable plan for implementing a project in his community during the coming year(s). An evaluation of this program by an on-site visitation team and the participating students indicated that the prbgram was highly successful. The administration of the programs and activities provided students received especially high ratings. The evaluation also poi nted up the 'needs for making several changes that should lead to significant improvement. • • • • • • • -25- 5. Trends, Problems, and Unmet Needs a. At the close of the 1972-73 school yea r , there appeared to be an i nc r eas i ng demand for accountability, for educational relevancy on the part of students, and for i nding better ways to operate schools and i nstruct students . Federal f und i ng remains a serious problem. In relati onsh ip to need, there is a seri ous lack of resear ch and development monies and uncer tai nties associated with how much money will be available, and when funds wi ll be allotted . This has a detr i mental effect on wise planning and admi ni str ation . b. Staff members in the Divi si on 0 Development continue to have di f f iculty in rel ating development activities to the total agency functions as well as to the most important education issues in the State . To a degree, this defi ciency can be at tri buted to lack of procedures for defi ning the most cri t i cal education problems 1n local educat ion agenci es and summarizing those problems at the State level . c. Though progress has been made, t here i s a great need to develop an evaluation system to appraise the major educational prog ams 1n the State and the performance of class room teacher s . The assessment effort, which will be continued, should ass ist in these two endeavor s . Fi nally, improvement is needed in getting' the educators at the State and l ocal levels to use research and program in fo r~at i on Wh l Ch is collected and disseminat ed in the Nation and the State . 6. Number of Emploxees and Budget a. Average number of ul l-time employees: 38 b. Approx imate 1972-73 expend i t ure fo research and development: $1,972,373 E. Program Servi ces 1. Purpose To give leader ship to the i nstructi onal program in the State 's publ ic school system. This responsibility includes assistance to the 60,000 teachers and staff working in the K-12 educational program. A staff of consu l tants furnish leadersh ip in the development of curriculum and new materials and in the i ntroduction 0 new teach i ng techniques. -26- Objectives: a. To provide a program of studies, grades K-12, in each of the discipline (subject) areas which charts a course of action for the local school systems of the State b. To insure a successful learning experience for each child in the public school system based on a dynamic program of studies c. To provide an accurate assessment of children1s needs and modern research and knowledge about child growth and development d. Tp provi de a comprehensive plan for upgrading teacher effectiveness in instruction through leadership in introducing new textbooks and materials, staff workshops, implementation of models and demonstrations, and better organization and use of materials at the school and classroom levels e. To expand programs in early childhood education, basic skills programs, and career education through the addition of new resources, staff training, and d~velopment of teaching materials in these areas f. To redirect teacher training through cooperation with institutions in areas of program priorities and involvement of student trainees in more meaningful laboratory experiences 2. Strategies to Achieve Purpose a. Develop a plan for each of 13 divisi:ons which have direct responsibility for attaining these objectives, whereby each division will contribute to the attainment of the various objectives b. Develop curriculum materials in each discipline and service area in accordance with specific schedule outlined in the plan and directed at the accomplishment of the objectives c. Furnish field services to the 151 administrative units through the 13 divisions and these are to be services purposefully planned to accomplish the objectives d. Hold conferences with 16 colleges and universities and help them alter teacher training programs in light of the objectives for the public schools • • • • • • • -27- e. Coordinate the services of various governmental and private agencies to obtain input in attaining the objectives f. Coordinate supplementary services in focusing atte'ntion on the objectives--Educational TV, Psychological Services, Assessment Program, etc. 3. Performance Measures a. More relevant, flexible program of studies to serve better the general and special needs of pupils (1) Cultural Arts (a) Certified art teacher in all but 26 local units. (bt All local units except three now have certified music staff. (c) Schools participating in the Poet-inResidence Program increased from 35 to 61. (d) The services of a dance consultant to schools and corrmunities were provided; two residencies occurred during 'the year which were notable firsts--an internationally known movement teacher and a dance company. (e) Six schools hosted a Drama Director-in Residence. (f) The regular Paul Green and Shakespeare drama tours concentrated on schools in the more remote, isolated areas, many of which had never had such performances before. A yotal of 110 performances were given. (2) Exceptional Children (a) A learning disabilities program was initiated. (b) The number of special teachers increased by 200 . (c) There were significant increases in both the budget and the number of children served in the Trainable Mentally Retarded program. - .. -28- ' (d) Provisions for tuition grants were made to accomodate handicapped children who cannot be served in ,existing programs. (3) Kindergarten and Early Childhood Education This program received appropriation for expansion; the number of kindergarten classes increased from 108 to 153 and the total number of children served increased to 3,400. A substantial appropriation by the last General Assembly assures continued expansion and improvement. (4) More than 6,000 children were provided schooling and attendant services throu~h the Migrant Education program. (5) Follow-Through programs in four centers in four local units produced positive results and new insights into programming. A notable dividend was parent involvement. (6) Occupafiona 1 Educati on (a) Substantial increase in man-months (instructional personnel) allotment. (b) Fund allocations changed to formula basis rather than project basis. (c) Programs and services to disadvantaged and handicapped increased. (d) Noteworthy increase in cooperative projects and activities involving various academic disciplines . b. Teacher effectiveness, staff development, and instructional resources (1) Program Services staff advised on and actively participated in the preparation and introduction of guidelines and criteria for Performance Based Teacher Certification. (2) Several thousand teachers were involved in workshops and work conferences. Subjects and topics included all subject areas, i~dividualized teaching and learning, pupil and program evaluation, school organization, curriculum and instructional materials development, school climate and community relati'ons, grading and reporting to parents, textbook selection and use, and coutless special interest themes, • • • • • • • -29- (3) Five two-day regional conferences were held to introduce new textbook adoptions in social studies, literature and health. All local units participated, conferring with staff program consultants and with pub1ishers l representatives. A second series of conferences was held to introduce new spelling adoptions . (4) The leadership role of principals in the areas of curriculum development and improvement, individualizing learning and teaching, and selection and use of media and resources were addressed in a series of ten, two-day regional work conferences attended by more than 1 ,200 (5) (6) (7) of the elementary and secondary school principals in the State. Special institutes of one to two weeks were provided for the teachers, aides, and administrators who are i nvolved in the Kindergarten/ Early Childhood programs in the State. The instructional materials review and evaluation services increased the volume of materials processed, served a larger clientele from local administratnve units, and issued more comprehensive materials evaluation sUlTlTlaries to local units and schools. Model and/or prototype programs were carried on in the areas of reading, career education, science, social studies, media services, physical education, occupational education, and environmental education. c. Assessment of chi1dren l s needs, utilizing findings of new research and experimentation (1) The instructional planning process incorporates an evaluation and accountability component which 'makes continuous assessment indigenous to the teaching-learning process . (2) Through conferences and workshops emphasis was given to diversified means of and approaches to pupil progress evaluation. Informal, techniques and systems were emphasized as supplementary to the usual standardized methods. • -30- (3) Staff personnel participated in a number of 4. Projects work conferences held regionally, which brought together teachers, supervisors, and principals from schools in the surrounding areas to review and discuss the results and implications of variousexperirnental, pilot, and demonstration programs . Programs funded by federal, state, local, and other funds were included. Program topics included the several subject areas, innovative organizational patterns, and new methodologies and materials. a. As follow-up to the State-wide assessment of sixth grade pupils, the implications were discussed with instructional leaders throughout the State in a series of ~ork conferences . Also, program personnel have completed a detailed analysis of the results as .a basis for constructive changes in curricula, programmi ng, and practi ces . b. A conceptual framework for clJrri cul urn development and improvement has been des i gned through which curricula, programs, and services in publit schools can better accommodate the general and unique needs of children being served . The curriculum design concept has been endorsed by the State Board of Education clearing the way for State and local agency personnel to move ahead with implementation. The publication has been disseminated and program development is underway. c. State accreditation of schools has been reoriented and and made complementary or concomitant to the current emphasis upon and progress in systematic instructional planning . In recognition of the realities of educational planning and management, the focus of accreditation activity has been shifted by State Board of Education policy from i ndividual schools to school admihisttative units as a whole. The new approachis contained in a new publication recently distributed to local units in the State. d. A comprehensive review and study of the career education concept was completed by a task force representing a broad range of educational and lay interests. Definitions and general guidelines were formulated to serve as bases for further study and for use in a limited number of pilot centers . " • • • • • '. • • -31- e. A major thrust was made in environmental education. An interdisciplinary team of teachers and special'ists, under auspices and direction of the Division of Science Education, developed curriculum materials for the middle and upper grades . Three instructional units were prepared: population, pollution, and natural resources. Over 1,000 teachers were involved in environmental education workshops . 5. Trends, _froblems and Needs a. Operatiorns - The greatest hindrance to maximumefficiency and productivity is inadequate resources to carry out plans. The followi;ng areas are critical: (1) Staff Travel - There are insufficient funds available to permit staff consultants to honor all requests for assistance in local schools and units. It is detrimental to the effectiveness and the prestige of the agency to be unable to provide services requested. It is also detrimental to the Agency for staff to be unable to attend professional conferences. Natioha1 and regional professional conferences and institutes are of inestimable value to the professional staff as a means of keeping abreast of newest developments and trends. (2) Printing and Binding - The effectiveness of the Agency ;s seriously impai,red by the inability to publish. Curriculum guides, courses of study, resource materials, suggestions as to content and methodologies are the stock-in-trade of a state education agency. If these cannot be produced and disseminated, the agency's leadership role is seriously diminished. (3) Corrununications (Tel'ephone and Postage) - The efficiency and effectiveness of the agency depends upon close intercommunications with local units and schoolsi The pace and the exigencies that are characteristic of education at the present time demand prompt communication which means greater use of the telephone. Equally important is the m~tter of dissemination of materials. Increased postal rates and the urgent need to increase the outflow of materials are pertinent factors. The need to increase the outflow of materials is due to the accelerated pace of change ; n educati on. Time is of the essence . -32- b. Program Priorities - Two areas are identified to receive special emphasis: programs and services for all handicapped children and for gifted a~d talented children. Ways and means of serving children with special types of handicappi,ng conditions are a top priority along with extending and improving services through existing programs. The pressures and tensions in schools within the recent past has caused a deemphasis of services for and attention to gifted and talented students. Communities and the State as a whole cannot permit this to continue. All talent must be discovered and developed. 6. Number of Employees and Budget a. Average number of employees: 296 b. Approximate 1972-73 expenditure for program services: $5,119,,459 F. Special Services 1. Purpose To insure that all professional personnel and other public school employees are qualified to serve effectively in the realization of the cOhtinuing objectives of the State Education Agency. 2. Strategies to Achieve Purpose a. The teacher education program of the State will focus on competencies needed by teachers as determined by professional judgment and by the State Board of Education. b. The teacher education program for the State will begin focusing on performance as the basis for certification and the differentiation of staffing. c. Comprehensive staff development programs will be approved for 15 administrative units as indicated by approval of 15 Plan II proposals. 3. Performance Measures a. The catalogue of competencies for the standards and guidelines for competency-based teacher education, developed by representative task forces, were reviewed by the State Advisory Council on Teacher Education and · Staff Development and presented to the State Board of Education for adoption. Adoption by the State Board of Education occurred on September 7, 1972. , • • • r \ • -33- b. A tentative draft of an assessment instrument for use as a part of the exit criteria for teacher candidates was developed by a sub-committee of the, State Advisory Council on Teacher Education and Staff Development. The draft of the instrument was adopted by the State Board of Education on December 7, 1972. At a later date the State Board action was rescinded. As . directed by the State Board of Education, a second sub-committee of the State Evaluation Committee on Teacher Education was formed to construct a set of guidelines for use by teacher education institutions in developing exit criteria for teacher candidates. This was done and the work of the Committee was presented to, and adopted by the State Board of Education on June 28, 1973. c. The Division of Teacher Education organized review committees and provided leadership in the on-site review of the teacher education programs at ten colleges and universities. Paritia1 program reviews were conducted in five other colleges and universities. d. A task force to develop a listing of competencies needed by readi ng teachers, and gui deli nes for the development of reading teacher education programs was constituted. The work of this task force has been completed including the development of a list of competencies in the teaching of reading needed by all teachers. (1) A second task force to develop a listing of competencies and program guidelines for the preparation of pupil personnel service workers was appointed and began work. e. Due to the limited number of personnel in the Division of Teacher Education, and a shortage of funds, the work projected for the development of Pilot Centers to test teacher assessment instruments was not i niti ated. f. Comprehensive staff development programs were approved for nine (9) administrative units. Assistance was provided other administrative units that are planning comprehensive staff development programs. It is a rather slow process requiri!ng commitment of 1,oca1 funds and personnel and the involvement of many groups. of people, i.e., individual schools, business/industry, professional organizations, civic organizations, local colleges/universities, State Department of Education . • -34- g. Three staff development conferences were held for administrative unit coordinators of staff development. Total participation was 209. h. Plans are complete for one (1) summer (1973) institute for 30 administrative unit coordinators of staff development. The institute is being held at Appalachian State University and will be two weeks fulltime. i. Additional funds for comprehensive staff development at the local and State level were sought from State and federal sources, but the efforts were unsuccessful. j. Certification process has been consolidated and improved. Division can now respond to client needs specifically and directly when needed. k. Systematic visitation program to LEA's has been implemented . This procedure has improved communications between the Division and LEA's in reference to certification problems. The number of visitations has been limited due to funds and the office work load. 4. Special Projects a. Co-sponsored with .Western Carolina University a Southeastern Regional Conference on competency-based teacher education. b. Conducted two, one-day conferences on competencybased teacher education for school administrators in Eastern North Carolina . c. Conducted a half-day conference on the implications of the competency-based teacher education program for the Piedmont Consortium of Colleges. d. The Division began the implementation of the computer programming of all certification records, and the microfilming of all base documents. The progress of data conversion to the new format has been good but slow. e. Plans were made and carried out to improve the administration and fiscal procedures of the Program for the Professional Improvement of Teachers. These plans · culminated in new policies and fiscal guidelines being adopted by the State Board of Education on June 28, 1973. The changes brought about will improve State admi ni stration and at the same time increase the potential effectiveness of local school administrative units in using funds allocated to them . • , J • -35- 5. Trends, Problems and Needs o a. A major problem restricting the effectiveness of services rendered by the Certification Division is an inadequate number of personnel. The resulting work load has adversely affected morale within the Division. Additional persannel are needed for filing, stenagraphic duties, and work at the specialist level, ; f the Di vi s i on is to render the qual, i ty 'Of servi ce to which we aspire. b. Although greater responsibility for staff development has been placed on 1acal administrative units, a number of units continue to assign relatively low priority to staff development efforts. The extension 'Of the periad of emplayment and the Fair Employment and Dismissal Act have helped ta emphasize the necessity for more effective staff development programs. Higher priarity must be given ta staff development before substantial progress can be made in this vitally impartant area. c. The full develapment and implementatian of campetencybased teacher educatian pragrams, beyond the initial step that has been taken, requires that: (1) Intimate and cantinuing working relationship be developed between and amang teacher educatian institutions, professianal 'Organizations and local administrative units to: (a) identify and verify the campetencies needed by teachers (b) pravide the teacher educatian student with laboratory experiences in a real setting (c) develop and test pracedures and practices far the evaluatian of teaching and learning (d) pravide 'Opportunities ta link teachinglearning theary with practice (e) design and conduct experimental teacher education programs (f) determine levels of certificatian based on verified performance
Object Description
Description
Title | Annual report, Department of Public Education |
Date | 1972; 1973 |
Place | North Carolina, United States |
Agency-Current |
North Carolina Department of Public Instruction |
Rights | State Document see http://digital.ncdcr.gov/u?/p249901coll22,63754 |
Collection |
North Carolina State Documents Collection. State Library of North Carolina |
Type | Text |
Language | English |
Format | Reports |
Digital Characteristics-A | 40 p.; 3.84 MB |
Digital Collection | North Carolina Digital State Documents Collection |
Digital Format | application/pdf |
Audience | All |
Pres File Name-M | pubs_education_serial_arncdeptpubliceducation19721973_0001.tif - pubs_education_serial_arncdeptpubliceducation19721973_0043.tif |
Pres Local File Path-M | \Preservation_content\StatePubs\pubs_education\images_master\ |
Full Text |
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July 1,1972 - June 30, 1'973
As required by the Executive
Organization Act of 19n
I r1J
of Public Education
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A. CRA IG P H I L LIPS
SUPERINTEN DENT
.:§1qtn-intl!tlb-rnt af 1Ju.b-lic 4JllS"trurli:an
'JRaleigIr 2?liOZ
August 24, 1973
The Honorable James E. Holshouser, Jr.
Governor of North Carolina
Dear Governor Holshouser:
It is our pleasure to present the Annual Report for 1972-73
describing the achievements of the Department of Public Education.
This Report represents the accomplishments for the Department of
Public Instruction, the Controller1s ·Office of the State Board of
Education, and the Department of Community Colleges.
Sincerely yours,
I
A. Craig p, ips
State Superintendent 0 Pu lic Instruction
Secretary, State Boar of Education
ACP/sls
CC: Members, State Board of Education
Dr. Ben Fountain, President
Department of Community Colleges
Mr. A. C. Davis, Controller
State Board of Education
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A. CRAIG PHILLIPS
SUPERINTEN DEN T
j)u:ver udenltent of 1.\iulrlic ;iJnr>tructUrn
~altiglr 27.6!T2
August 24, 1973
The Honorable James E. Holshouser, Jr.
Governor of North Carolina
Dear Governor Holshouser:
It is our pleasure to present the Annual Report for 1972-73
Qescribing the achievements of the Department of Public Education.
This Report represents the accomplishments for the Department of
Public Instruction, the Contro11er 'sOff1ce of the State Board of
Education, and the Department of Community Colleges.
ACP/sls
S1 ncere1y yours,
A. Craig p, ips
State Superintendent 0 Pu lic Instruction
Secretary, State Boar of Education ·
CC: Members, State Board of Education
Dr. Ben Fountain, President
Department of Community Colleges
Mr. A. C. Davis, Controller
State Board of Education
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Section
ONE
TABLE OF CONTENTS
Page
DEPARTMENT OF PUBLIC INSTRUCTION
Mission and Organization of the Department. . . . . 1
Mission Statement and Continuing Objectives .... 1
Objecti ves . . . . . . . . . . . . . . . . . . . . 1
Significant Legislation. . . . . . . . . . . . . . 2
Organizational Changes , . , , . • . . . . . . . . 2
Organizational Chart. . . . . . . . . . . . . . . 2
Management Methods . . . . . . . . . . . . . . . . 2
M~jor Problem Areas and Unmet Needs. . . . . . . . 4
Departmental Programs . • . . . . . . . . . . . . . 5
Administrative Services. . . . . . . . . . . . . . 5
Human Relations and Student Affairs. . . . . . . . 9
Personnel Relations and Public Affairs ...... 15
Research and Development, ............ 21
Program Services , •............... 25
Special Services . •............... 32
TWO DEPARTMENT OF COMMUNITY COLLEGES
Letter from the State President to the State
Board of Education . . • • • . . . . . . . . . . i
Mission Statement ... , . . . . . . . . . . . •. 1
1973 Leg i slation. . . • . . . . . . . . • . . . .. 1
Organizational Changes. . . . . . . . . . . . . . . 2
Chart of Organization . . . . . . . . . . . . . . . 3
Management Methods. . . . . • . . . . . . . . . . . 4
Enrollment Growth .... 0 • • • • • • • • • • • • 5
Areas of Concern ... ..... , . . . . . . . . . 6
Programs of the Department of Community Col leges. . 8
Appendix I - Progress Report of the N.C.S.U.
COrmlunity College Leadership Dev:e1opment
Program . . • . . . . . . . . . . 43
Appendix 11- Summary Reports of 1972-73 Accomplishments
and Problems of Individual
COrmlunity Coll eges and Techni cal Institutes
.........•..... 46
Table of Contents (continued)
Section Page
THREE CONTROLLER'S OFFICE
• Mission and Organization of the Controller's
Offi ce. • • • • • • • • • • • • • • • • • • • • 1
Mission Statement • • • • • • • • • • • • • • • • 1
1973 Legislation. • • • • • • • • • • • • • • • • 1
Organizational Changes. • • • • • • • • • • • • • 1
Organizational Chart. • • • • • • • • • • • • • • 2
Management Methods. • • • • • • • • • • • • • • • 1
Major Problem Areas and Unmet Needs • • • • • • • 3
Programs of the Controller's Office. • • • • • • • 4
Division of Agency Services • • • • • • • • • • • 4
Division of Auditing and Accounting • • • • • • • 5
Division of Insurance • • • • • • • • • • • • • • 6
Division of Management Information Systems. • • • 7
Division of Personnel • • • • • • • • • • • • • • 9
Division of Plant Operation • • • • • • • • • • • 10
Division of Teacher Allotment and General
Control. • • • • • • • • • • • • • • • • • • • 11
Division of Textbooks • • • • • • , • • • • • • • 12
Division of Transportation. • • • • • • • • • • • 13
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DEPARTMENT OF PUBLIC INSTRUCTION
Part 1. Mission and Organization of the Department
A. Mission Statement and Continuing Objectives
1. The mission of the North Carolina Department of Pub1'ic
Instruction is to insure, through informed and effective
leadership at the State and local levels, that learning
experiences which are compatible with individual needs,
interests, and capabilities will lead to continued education
and./or employment for all students.
2. Continuing Objectives
a. Consistent with a realistic appraisal of their needs,
interests, and abilities, all students in the State
of North Carolina leaving the elementary-secondary
schools will:
(1) Be qualified to either continue formal education
or become employed
(2) Demonstrate competencies in the arts sufficient
to enable the student to make wise value judgments
and to make creative use of his artistic
talents
(3) Demonstrate the skills, knowledge, attitudes
and habits necessary to develop sound mental
and physical health .
(4) Demonstrate the skills, knowledge, attitudes and
habits necessary for effective and responsible
citizenship :
(5) Demonstrate the skills, knowledge, attitudes and
habits necessary to develop constructive human
relationships
(6) Demonstrate scientific literacy
(7) Demonstrate communication and cCil!hputationa1
skills
(8) Complete an elementary-secondary school program
(9) Find school satisfying and will develop an
appreciation for a belief in learning
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b. The r esources and services necessary to achieve the
mission and the above objectives will be provided by
the North Carolina State Education Agency, in cooperation
with local education agenc ies and the United
States Office of Education.
B. Significant Legislation
1. State funds were authorized to provide kindergarten programs
for a min imum of 16 percent of the eligible children
during 1973-74. This program wi l l be expanded on a phased
basiswi l l provi de kindergarten programs for all eligible
children by September 1978.
2. The General Assembly authorized a $300 million bond
referendum for school construction .
3. Revisions were made in the Fair Employment and Dismissal
Act which encourage and promote the development of sound
personnel poli ci es and practices in local school systems .
4 . . An amendment was passed to provide separate transportation
for elementary and secondary students . This enables
schools to more adequately meet the needs of all children.
5. Legislative authorization provided 10 months employment
for all teachers and custodial personnel and 12 months
employment for supervisors and principals.
6. Various other legislation passed by the 1973 General
Assembly indicates greater emphasis on accountability.
C. Organizational Change~
1. Due to a steadily increasing workload in the area of
Federal-State Relations, the Human Relations and Student
Affai rs Area was reorganized, creating an Assistant
State Superintendent for Federal-State Relations effective
July 1,1973 .
D. Organizational Chart (See cha rt on page 3)
E. Management Methods
1. A planning process has been installed and is functional
in the Department of Public Instruction. This has resulted
in the formulation of a mission statement and a
set of continuing objectives for the Department. Building
on that foundation, each division in the Department has
developed a tri-biennial plan for 1973-79 outlining the
long-range specific objectives being pursued by each
division , In addition, each division developed a detailed
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Aeaiatant
State Superintendent, I
Admin .... tive Services
Veteran!' Education
Plann ....
lUaional ScM'i |
OCLC number | 4709276 |