Personnel Development The growing recognition of the need for continuing teacher education coincides with the efforts of the Leadership Training Institute and the Center to point out the usefulness of protocol materials in staff development programs.The purpose and nature of protocol materials and the history of their development was presented thematically in the Winter 1974 issue of the Journal of Teacher Education XXV, no. 4. Also discussed were their usefulness and potential as materials for preservice and continuing preparation of education personnel, the need for their dissemination, and the desirability of development of new protocols.A National Resource and Dissemination Center (NRDC) for protocol materials was established in the fall of 1974 at the University of South Florida in Tampa.* This action was taken after intensive consideration of dissemination issues and problems by the Leadership Training Institute for Educational Personnel Development and the directors of projects which developed protocol materials. These issues included consideration of commercial outlets, individual project distribution plans, universitybased dissemination, and effective distribution of materials at a minimum cost to the user. The activities of the National Resource and Dissemination Center are governed by a board of directors selected by directors of protocol materials projects and members of the Leadership Training Institute. The Division of Educational Resources of the University of South Florida assists with the distribution of protocol materials and provides technical consultation.Protocol materials from six of the projects are available directly from the Center, as is information about securing the protocols of those projects which have made other arrangements for distribution. Those projects which have made other arrangements have generally conformed closely to the policies established by the Center in order to avoid major inconsistencies in distribution plans. Other informational products are also available, including : (a) a film, (b) a filmstrip and cassette tape describing the total protocol program, and (c) a film on the use of protocols. A brochure may be requested from the NRDC which lists the protocol materials available from the Center as well as the sale and rental costs. A current catalog of all protocol materials may be secured from the During this first year of operation, the Center and the Leadership Training Institute are attempting to provid information about protocol materials and their use to a agencies, institutions, and associations concerned wit. initial and continuing teacher education. There has bee: widespread distribution of the brochure, and pre sentation-demonstrations are being made at numerou national, regional, state, and local meetings of educator, In addition, the directors of protocol material projects am members of the Leadership Training Institute hav become familiar with all protocols and can provid consultation in their use.The initial results of this broad-scale effort to inforr ...
BURDIN: Dr. Smith, whenever the term protocol is used, people always refer to you. Will you tell us how you got involved in this field? SMITH: Back in the early fifties, I worked on a critical thinking project. I found that the only way to ascertain what teachers were doing was through a checklist which provided very little information. I then became interested in making tape recordings of what went on. Around 1956, we taped some 25 or 30 teachers and analyzed the tapes from the standpoint of what sorts of verbal activities the teachers and pupils were engaging in. It occurred to me that recording teacher behavior and then analyzing and studying the recordings would be a good way to train teachers. Then, in 1957, I published a paper in the Journal of Teacher Education which suggested the notion of protocol materials. Later, I began to formulate the kinds of things you could teach through protocol materials. I also discovered that other fields, such as medicine, business administration, and counseling and guidance had already been using similar techniques. It is a mistake to say that any one person originated the notion. It grew out of work that a number of people had been doing in trying to analyze behavior for the purpose of instructing other people in intellectual, social, and verbal fields. BURDIN: Dr. Orlosky, you worked with a lot of people who followed up on Dr. Smith's pushing the use of protocols. Who, in your mind, has been most influential in making the use of protocol materials operational?ORLOSKY: I would include directors of those projects which have been funded during the past several years by the U.S. Office of Education (USOE) as among those in the forefront of protocol materials production, utilization, dissemination, and research. I would also include a number of people who have served on the Leadership Training Institute on Educational Personnel Development (LTI) who have also been members of study groups, prepared position papers, or developed recommendations for the production or establishment of standards for protocol materials. Perhaps there are 45 to 50 people counting project directors, assistant directors, technicians, and LTI personnel who have been most closely involved in this enterprise. Significance of ProtocolsBURDIN: Dr. Smith, in terms of your professional lifetime, what is the significance of protocol materials relative to some of the other things that you have been involved in? SMITH: My interest has always been largely in teacher training. Since I began as a supervisor of student teaching, I've been puzzled by having no way to tell whether or not students were learning the skills I was teaching them, or learning and using the concepts they were being taught in other courses. The development of protocols is simply the creation of laboratory materials which enables one to study and analyze behavior in a better way than could be done in a classroom. BURDIN: What do you think the next steps are in developing the concept of protocols and using protocol materials extensively in inst...
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