The Leadership Role of State Teacher Education - Certification Officers

Herge, Henry Curtis

doi:10.1177/002248715600700414

Cited by 1 publication

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Several of these assumptions were in close agreement with findings reported earlier by Herge (24,25), who critically examined the new leadership function of state educational agencies with particular attention to activities of state directors of teacher education and certification in the co-ordination of teacher personnel services, certification, education, and state accreditation.…”

Section: Trends Toward Simplificationsupporting

confidence: 87%

“…In recent years, the state's responsibility for teacher personnel has been recognized broadly to include (a) the professional preparation of an adequate supply of qualified teachers; (b) the certification of candidates whose preparation entitles them to admission to the teaching profession; (c) the establishment of institutions, facilities, and programs for teacher education in state-supported colleges and universities; (d) the approval and periodic reapproval of programs for teacher education in both public and private institutions; (e) the establishment of rules, regulations, policies, and procedures, and the enactment of state statutes for teacher welfare; (f) the recruitment annually of an adequate number of students for the several teacher-education programs; and (g) the provision of state fiscal support for education at all levels (8, 24,25,27,70).…”

Section: Teacher Certificationmentioning

confidence: 99%

See 1 more Smart Citation

Chapter I: Teacher Certification, Supply, and Demand

Herge¹

1958

Review of Educational Research

Self Cite

View full text Add to dashboard Cite

Education groped to find means of insuring quality of teaching for about 40 million students in schools and colleges despite a shortage of teachers, instructional facilities, and financial support. A reappraisal of the educational system enabled the public to become aware of two crucial problems: (a) attracting sufficient young people into teaching in a period of acute shortage of trained manpower (1,20,46,47,50,51,57,73,82) in all occupations that require advanced education and (b) keeping education from deteriorating (7,20,38). No easy answers were apparent, but it was clear that a quality program must rest upon planning and firm convictions rather than upon expediency (64).The assumption was rather widespread that because of expanding classes and possible erosion of quality, any failure to secure a desirable concert of effort and to undertake bold but functional procedures in teaching might deny many thousands of children their educational birthright (2,20).Scates (62) examined the data available on teacher supply and demand and cited a variety of factors which may improve the situation in the future. He identified several trends and positive signs on the horizon that made him optimistic concerning school and college staffing problems. He argued strongly against acceptance of recommendations (emerging from pilot projects) which would expand class size but which would remove the teacher from the children except for lesson presentations. 185

show abstract

Section: Trends Toward Simplificationsupporting

confidence: 87%

Section: Teacher Certificationmentioning

confidence: 99%