Annual report, Department of Public Education

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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,
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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<e Center
Ad.lnion .....
Scloool Food Scrvi<H
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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
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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
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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 .......
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A ... iolanl
State Superinlendent,
Special s"rvi .....
Medel CltIeII
Staff [)eye",. eld
FAlucation Prot_ioM
u..velopment Act
Scholarohipe
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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
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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.
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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
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(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
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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
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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
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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
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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
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(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,
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(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 .
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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.
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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.
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b.
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(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.)
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(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.
..
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(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.
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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:
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(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.
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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.
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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.
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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.
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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
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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.
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(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,
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(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.
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(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 .
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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
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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.
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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 .
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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 .
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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