• TABLE OF CONTENTS
HIDE
 Front Cover
 Bookplate
 Title Page
 Foreword
 Table of Contents
 Staff conference
 Twelfth annual conference for administrators...
 Dinner meeting
 Area meetings
 Appendix I: Proclamation














Group Title: Bulletin ; 70E-14
Title: Report of the vocational, technical, and adult education staff conference and the twelfth annual Conference for Administrators and Supervisors
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Full Citation
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Permanent Link: http://ufdc.ufl.edu/UF00067132/00001
 Material Information
Title: Report of the vocational, technical, and adult education staff conference and the twelfth annual Conference for Administrators and Supervisors
Series Title: Bulletin
Physical Description: 46 p. : ;
Language: English
Creator: Florida -- Division of Vocational, Technical, and Adult Education
Florida -- Division of Vocational, Technical, and Adult Education
Publisher: s.n.
Place of Publication: Tallahassee
Publication Date: 1967
 Subjects
Subject: Vocational education -- Florida   ( lcsh )
Genre: non-fiction   ( marcgt )
 Notes
Funding: Bulletin (Florida. State Dept. of Education) ;
 Record Information
Bibliographic ID: UF00067132
Volume ID: VID00001
Source Institution: University of Florida
Rights Management: All rights reserved by the source institution and holding location.
Resource Identifier: oclc - 21320794

Table of Contents
    Front Cover
        Front cover
    Bookplate
        Bookplate
    Title Page
        Title page
        Title Page 2
    Foreword
        Page i
    Table of Contents
        Page ii
        Page iii
        Page iv
    Staff conference
        Page 1
        Page 2
        Page 3
        Page 4
        Page 5
        Page 6
        Page 7
        Page 8
        Page 9
        Page 10
        Page 11
        Page 12
        Page 13
        Page 14
        Page 15
        Page 16
        Page 17
        Page 18
        Page 19
    Twelfth annual conference for administrators and supervisors
        Page 20
        Page 21
        Page 22
        Page 23
        Page 24
        Page 25
        Page 26
        Page 27
    Dinner meeting
        Page 28
        Page 29
        Page 30
        Page 31
        Page 32
        Page 33
        Page 34
    Area meetings
        Page 35
        Page 36
        Page 37
        Page 38
        Page 39
        Page 40
        Page 41
        Page 42
        Page 43
        Page 44
        Page 45
        Page 46
    Appendix I: Proclamation
        Page 47
        Page 48
        Page 49
        Page 50
        Page 51
        Page 52
        Page 53
        Page 54
Full Text

























F 6to b T
nr. 70E- 1
c..2


BULLETIN


APRIL, 1967



ECHiCIAL, AND
ADULT EDUCATION


17


\TE DEPARTMENT
OF EDUCATION

375. 00975"9 State Superintendent


TALLAHASSEE, FLORIDA


70E -14


o I


F F


CIOFRNHCE


ADMNMSRATOR
AND
SUPERVISORS






















UNIVERSITY

OF FLORIDA

LIBRARIES


I


--- I









BULLETIN 70E-14


REPORT OF THE


VOCATIONAL, TECHNICAL, AND ADULT EDUCATION



Staff Conference


and the


TWELFTH ANNUAL CONFERENCE


for


Administrators and Supervisors


April, 1967










F 636-L
It .0 & -oE -/


















FOREWORD



The Division of Vocational, Technical, and Adult Education Staff Conference
and the Twelfth Annual Conference for Administrators and Supervisors of
Vocational, Technical, and Adult Education were held at the George Washington
Hotel, Jacksonville, Florida, February 22-24, 1967.

The General Conference Committee selected as the theme for the Conference,
"TO IMPROVE LEADERSHIP AND PROGRAM QUALITY IN VOCATIONAL, TECHNICAL, AND
ADULT EDUCATION".

Acknowledgement and appreciation are expressed for the services and con-
tributions of toiccse u;ho planned and participated in the Conference; and to
the recorders of the various group meetings, staff personnel and office
secretaries who assisted in making this report possible.



Rod R. Dugger
Conference Secretary












TABLE OF CONTENTS



Page

FOREWORD .. .. . . . . . .... i

TABLE OF CONTENTS ........ ................. .

STAFF CONFERENCE ............................ 1

GENERAL SESSION . . . . . . .. 1
(Wednesday)
9:00 a.m.

"Vocational, Technical, and Adult Education
Beliefs and Objectives". . . . ... 1
L. A. Sims

Discussion Groups . . ........... 1

"State Department of Education Legislative Program" . 2
Carl W. Proehl

GENERAL SESSION . . . . .10
(Wednesday)
2:00 p.m.

Report on Group Discussions . . ........ 10

"Beliefs and Objectives" . . . 10
K. M. Eaddy

"Developing a Projected Design for Vocational
Education in Florida" . . . . 13
Carl W. Proehl
G. W. Neubauer

Discussion Groups . . . . . 13

Committee I
A. Administrative Organization . . .. 13
B. Geographic Structure of Area Components .. .. 15

Committee II
A. Projection of Area Vocational Schools . .. 16
B. Organizational Structure for Area Vocational
School Operation . .. . . 17












TABLE OF CONTENTS (Continued)


Page


Committee III
A. Projecting Coordinated Programs at the
Local Level . . . . 17
B. New Areas for Program Projection . .. 18


ADJOURNMENT OF STAFF CONFERENCE






Page

TWELFTH ANNUAL CONFERENCE FOR ADMINISTRATORS AND SUPERVISORS . .20


GENERAL SESSION . . . ..
(Thursday)
9:00 a.m.

"State Department of Education Legislative
Carl W. Proehl


Program" ... ,


Group Meetings . . . . . 21


GENERAL SESSION . . .
(Thursday)
2:00 p.m.

"The Challenge is Yours" .
Floyd T. Christian


. . . . . 21



. . . . .. 22


Group Meetings . . . .


. . 27


DINNER MEETING . . . . ... . . 28
(Thursday)
7:00 a.m.

"Teach a Man to Fish" . . . .... ... .28
J. E. McCracken

(Friday)
9:00 a.m.

Area Meetings . . . ..... 35










TABLE OF CONTENTS (Continued)


Page

GENERAL SESSION . . . . . 35
(Friday)
11:00 a.m.

"Evaluation of Conference" ..... ... . 35
Edward C. Eikman

Summary of Group Meeting Findings. .. . . ... 36
K. M. Eaddy

Group I Identification of Needed Changes in
Vocational Certification. . .37
Group II Improving Communications in Vocational
Education . . . .. 38
Group III Placement and Follow-up . . 38
Group IV Vocational Guidance and Student
Selection . . .. . 39
Group V Role of Basic Supportive Education in
Vocational Education . . 40
Group VI Relationship of Occupationally Related
Education to Vocational Education . 40
Group VII Identification and Development of Local
Leadership Resources. . .. 41
Group VIII Programs for Disadvantaged Persons 41
Group IX Needed Modifications in Teacher
Training .................. 42
Group X Improving the Image of Vocational
Education . . . . 43
Group XI Cooperation in Vocational Program
Development . . ,. 43
Group XII Research in Vocational-Technical
Education ............ .44
Group XIII Evaluation . . . 45
Group XIV Improving Instructional Quality 45


ADJOURNMENT OF CONFERENCE

APPENDIX I

"Proclamation"

CONFERENCE SPONSORS

GENERAL SESSION CHAIRMEN AND RECORDERS















STAFF CONFERENCE


General Session

Wednesday
9:00 a.m.

Chairman E. K. Hankin
Recorder Ruth Brewer


INVOCATION

J. A. Davis
Consultant,Diversified Programs
Distributive, Cooperative, and Business Education
State Department of Education



VOCATIONAL, TECHNICAL, AND ADULT EDUCATION -
BELIEFS AND OBJECTIVES


L. A. Sims
Coordinator
Program Evaluation
Vocational, Technical, and Adult Education Division
State Department of Education


Dr. Sims discussed the proposed "Vocational, Technical,
and Adult Education Beliefs and Objectives". He
asked the staff to meet in discussion groups to study
the objectives, as prepared, and make recommendations
for needed changes.


Discussion Groups

The Conference divided into twelve assigned groups to
study the Division's proposed beliefs and objectives.











THE STATE DEPARTMENT OF EDUCATION
LEGISLATIVE PROGRAM




Carl W. Proehl "Mediocrity is not good
Assistant Superintendent enough for either the
Vocational, Technical, and Adult Edudation individual or the total
Division program of Vocational
State Department of Education Education".


Florida today is faced with problems growing out of a rapidly increasing popu-
lation, an increased and expanded industrial growth, and accelerated job changes.
There is no section of Florida not confronted with these problems. There is no
county school system which is not attempting to meet them head-on.

The Florida Legislature in 1963 and again in 1965 recognized the need for a
positive approach to meet these problems through an expanded and improved
program of Vocational, Technical, and Adult General Education.

In 1963, the Legislature established in statute the area vocational-technical
school and provided for a referendum on a bond amendment under which funds
were to be made available for the construction of area vocational-technical
schools. In 1965, sixteen million dollars was made available for the con-
struction of area vocational schools and vocational-technical facilities in
junior colleges. In addition, 5,463 Minimum Foundation Program instruction
units were authorized to support the operation of Vocational, Technical, and
Adult Education classes in high schools, vocational schools, adult centers and
junior colleges during the 1965-67 biennium.

As Florida faces the future, Vocational, Technical, and Adult Education programs
must continue toward four major goals:

1. Provide education and training for all who seek it and can
profit from it.

2. Develop new programs and re-orient, as necessary, on-going
programs to meet the needs of the changing economy of Florida.

3. Meet the challenge of projected rapidly increasing enrollments
in Vocational, Technical, and Adult General Education resulting
from Florida's fantastic population growth.

4. Meet the need for adequate financing for the operation of Vocational,
Technical, and Adult General Education as well as providing the
physical facilities for carrying on these programs.

Consistent with these goals, studies have been conducted and a proposed legis-
lative program developed for presentation to the 1967 session of the Florida
Legislature.











The following represents a report of status of proposals made for inclusion
in the State Superintendent's Legislative Program:

1. Minimum Foundation Program Instruction Units for the 1967-69
Biennium

The identified needs for Vocational, Technical, and Adult General
Education classes have far outstripped the financial support being
provided for them. There is not only an acceleration of need but
a backlog of needs to be met as well.

In order for County Boards of Public Instruction to cope with the
problems confronting them in providing adequate Vocational,
Technical, and Adult Education services, a substantial increase
in Minimum Foundation Program units is essential.

The request for Minimum Foundation Program units for Vocational,
Technical, and Adult General Education is included-in the proposed
budget for the Minimum Foundation Program as submitted to the
Budget Commission by the State Superintendent. The request is
divided between (1) units for Vocational Education and (2) units
for Adult Education.

a. Vocational Education Units

The total vocational education units recommended by the
Budget Commission, February 21, through the K-12 Minimum
Foundation Program for 1967-69 represents a 34% or a 1,521
unit increase over those authorized for the 1965-67 biennium:

Authorized Requested

Year Units Year Units

1965-66 2148 1967-68 2799
1966-67 2270 1968-69 3140

Total 4418 Total 5939

The vocational education units requested do not include
those for programs in junior colleges. Junior college
units for vocational education courses to be operated by
junior colleges during the 1967-69 biennium are included
in the proposed budget for the Junior College Minimum
Foundation Program.

An excerpt from the statement of justification for the
substantial increase in vocational education units as
stated in the Legislative Budget Request is as follows:

"Projections for vocational-technical education are based











upon need identified by local personnel and critical ana-
lysis by state vocational staff representatives. The need
for unit increases results from the following factors:

1. Growth in the number of persons needing training for
employment and in the occupations for which training
is needed

2. Enrollment growth in secondary schools having vocational-
technical programs

3.. Establishment of programs in new schools and new programs
in existing schools

4. Provision for training in a greater number and variety of
occupations for high school and post-high school students,
out-of-school youth, and adults, because of the Vocational
Education Act of 1963

5. Establishment of new area vocational-technical schools

6. The need to provide vocational training for persons with
special handicaps and needs."

b. Adult Education Units

The number of adult education units recommended by the Budget
Commission, February 21, through the K-12 Minimum Foundation
Program for 1967-69 represents a 3% or a 36 unit increase over
those authorized for the 1965-67 biennium

Authorized Requested

Year Units Year Units

1965-66 516 1967-68 525
1966-67 529 1968-69 556

1965-67 1045 Total 1967-69 1081 Total

The Adult Education units requested do not include those for
programs in junior colleges. Junior college units for adult
education courses to be operated by junior colleges during
the 1967-69 biennium are included in the proposed budget for
the Junior College Minimum Foundation Program.

The justification for the adult education units requested as
stated in the 1967 Legislative Budget Request is as follows:

"Units for classes in general adult education, other than
vocational education, are provided for in Section 236.04
(6), Florida Statutes. Adult education units support high











school completion programs, citizenship and leadership
training, cultural and general education courses in modern
foreign languages, science, mathematics and social studies.
During the past two years, 13,825 adults received high school
diplomas through this program. This represents approximately
one in every ten high school diplomas awarded by the public
schools of Florida. During the 1966-67 school year, requests
for courses requiring 74 adult education units could not be
approved because this would have exceeded the number authorized.
Thirty-nine counties had to be allocated fewer units than were
needed. In 1965-66, fifty counties were allocated fewer units
than they requested.

"Pressure is growing each year on the thousands of employed
adults throughout the state who have not completed high school.
School boards are being called upon by more and more of these
people to provide expanded programs of adult education through
which they can complete high school and receive other necessary
instruction to enable them to meet their obligations and ful-
fill their responsibilities. These units are also used to
match Federally supported high school programs for adults."

c. Vocational Education Units for Area-Vocational-Technical Centers

1,073 of the vocational education units being requested for 1967-
69 are planned for use in area vocational-technical centers.

d. Vocational Education Units for Programs for Disadvantaged

175 of the vocational education units being requested for 1967-
69 are planned especially for programs for the disadvantaged.
These units are necessary to provide state and local funds to
match federal funds to serve this category of individuals.

2. Computing ADA for Vocational Education Units and Broadening the
Services to be Provided

As Florida strives toward the goal "to provide education and train-
ing for all who seek it and can profit from it," as well as "meet
the challenge of projected rapidly increasing enrollments" a greater
number of young people and adults will be involved who have widely
differing abilities, interests, aptitudes, personal characteristics
and economic, social and general education backgrounds.

Greater emphasis must be placed upon services to these individuals,
other than teaching, so that each may acquire job skills and take
his rightful place in a changing Florida economy.

As a part of an effective program of vocational education, such
services should include student counseling, student recruitment, and
student placement and follow-up on the job.











Concurrent with this problem is the need to develop new programs
and provide classes at advanced levels without County Boards of
Public Instruction being penalized financially on account of pos-
sible low enrollment.

When the needs of individuals require it, it should be possible
for County Boards of Public Instruction, without being penalized
financially, to operate some classes with low enrollment, provided
the enrollment in other classes offset them.

Chapter 326.04 (5), Florida Statutes, authorizes MFP units for
vocational education and sets forth the conditions under which
they may be used.

Proposals are under consideration to amend this statute so that
services which may be provided through the use of vocational
education units may be broadened and average attendance computed
on the basis of a vocational program in a school rather than upon
the average attendance of the classes of the individual teacher.

3. Funding Support for Post Secondary Vocational Education

There are two Minimum Foundation Programs supporting public
education in Florida. One is the K-12 Minimum Foundation Pro-
gram. The other is the Junior College Minimum Foundation Pro-
gram.

For the 1967-69 biennium, it is proposed that post secondary
vocational, technical, and adult education classes conducted by
junior colleges be financed through junior college units as a
part of the Junior College Minimum Foundation Program.

Post secondary vocational, technical, and adult education classes
operated in other types of schools, such as, area vocational-
technical centers, vocational schools and adult centers will con-
tinue to be financed through Vocational Education units and Adult
Education units as a part of the K-12 Minimum Foundation Program.

Several plans are under consideration for presentation to the
State Superintendent's Legislative Committee so that post
secondary vocational education may receive equal treatment within
the total public school system of state support regardless of
which Minimum Foundation Program may be involved.

The intent is to equate the financing of post secondary programs
not a part of a junior college with that at the junior college
level.

4. Capital Outlay for the Further Development of Area Vocational
Technical Centers (separate institutions)

a. Authorized for the 1965-67 biennium










The 1965 Legislature authorized $8,000,000 in State Bond
Amendment funds for establishment of Area Vocational-
Technical Centers as separate institutions with the stipu-
lation that not more than $500,000 of state funds be allocated
for any one center.

$4,001,968 of Federal funds were also allocated making a total
of $12,001,968 for Area Center Construction during the 1965-67
biennium.

20 area centers have been designated by the State Board of
Education as separate institutions.

The first phase of development of each of these area centers
is either under construction or on the drawing board.

b. Proposed for the 1967-69 biennium

$9,237,600 of state funds has been requested as Capital
Outlay for the construction of additional needed facilities
at vocational-technical centers. It is proposed to partially
match this amount with $4,000,000 of federal funds making a
total of $13,237,000 for this purpose.

These capital outlay funds for construction would be used
for the completion of the second phase of 18 centers and the
initial phase for one additional center.

As construction of these area centers progresses, there is
need for additional capital outlay funds for equipment.

$3,500,000 of state funds has been requested for this pur-
pose to be matched partially with $1,000,000 of federal
funds making a total of $4,500,000.-

It is expected that this amount will provide basic equipment
for 300 new programs being planned in area schools.

These requests have been included in the 1967 Legislative
Budget Request presented by the State Superintendent to the
Budget Commission.

Of the capital outlay funds for construction $4,365,000 is
expected to be made available from Bond Amendment Funds.

The balance of the state construction funds as well as that
for equipment will need to be made available by the Legis-
lature from other sources.












5. Transportation of Students to Area Schools (separate institutions)

There are two aspects of transporting students to Area Schools:

a. The transportation of the student who is enrolled in the
area school as a full-time day time student from his home
to the area school and return.

b. The transportation during the school day of the high school
student from his high school to the area school and return.

The State Superintendent's Legislative program now includes pro-
visions for these two transportation needs as a part of the total
transportation proposal for grades K-12.

a. In general, units for transportation of full-time area school
students from home to area school and return are based upon
an ADA of 30 transported students for which $1,250.00 will be
allowed.

b. In general, units for transportation of high school students
from their base high school to the area school and return
during the school day are based upon a formula involving ve-
hicular miles travelled in terms of each 50 pupils transported
miltiplied by 200 per vehicular mile.

6. Protective Eye Devices

A proposed revision of the statute relating to protective eye
devices, after clearance with the other divisions concerned, has
been made a part of the State Superintendent's Legislative Program.

7. Teachers Teaching Full-Time with a.Part-Time Teaching Certificate

A number of questions have been raised about the status of teachers
teaching full-time with a part-time teaching certificate. For
example: the status of these individuals in relation to N.T.E.
and teacher training for renewal of certificate; the contractural
relationship between this type of individual and the County Board
of Public Instruction; or eligibility for continuing contract.

At the present time, the problems relate primarily to teachers of
MDTA classes.

This matter is under study and legislation will be proposed as
deemed necessary.

8. Teacher Education Advisory Council

For sometime, vocational, technical, and adult education has not had
direct representation on the Teacher Education Advisory Council.











Authorization is being requested for one member from the Division
staff to be appointed to the TEAC.

In addition to proposals relating to the State Superintendent's Legislative
Program, the following is considered as having significant importance to
the future economic development of the State of Florida.

Training for New Industry and Industry Expansion

A committee representative of the Florida Development Commission,
Committees of 100, Chambers of Commerce and other agencies concerned
with Florida's industrial development studied the programs of indus-
trial training in six southeastern states: Georgia, North Carolina,
South Carolina, Tennessee, Virginia, and Florida.

All members of this committee share the conviction that to remain
industrially competitive, Florida must strengthen industrial training.
These six southeastern states, in general, are competing for the same
type of manufacturing industries and often Florida finds itself in a
non-competitive position.

The essential difference between Florida and the other five south-
eastern states is that Georgia, North Carolina, South Carolina,
Tennessee, and Virginia have each developed a special program for
training for new industry and industry expansion over and beyond
the vocational and technical education being carried on as a part
of the regular public school program. In Florida, special provisions
for training for new industry and industry expansion have not been
made.

Increased emphasis is being placed upon vocational and technical
education in Florida's high schools, area vocational schools, and
community junior colleges, but as presently organized and financed
neither the State Department of Education, County Boards of Public
Instruction or local school systems are in a position to provide
special planning services and "crash" training programs essential
to serve the needs of new industry or industry expansion.

To adequately service the needs of an industry planning to locate
in Florida or to expand its operation, much more is involved than
merely conducting training classes. A modern industrially oriented
training program includes: (a) continuing labor market research,
labor force analysis, and wage and salary information; (b) engineer-
ing services to the industry to analyze manpower, training and re-
cruiting needs, and to develop a master plan for recruiting, selection
and training, as well as a lead-time schedule so that these activities
will be keyed to the new industry timetable; (c) a flexible program
of training available to any area of the state if it would make the
area more competitive in industrial and economic growth; (d) teacher
training services together with the development of "tailor-made"
courses supported by instructional aids and instructional materials;











(e) and the capability of providing these services and training at
the time they are needed for a new industry or industry expansion.
Timing is of utmost importance.

Representatives of the Division of Vocational, Technical, and Adult
Education have been working with the Florida Development Commission
to establish a proposal for two purposes:

a. To request the Legislature to authorize the establishment of
a program under the State Board of Vocational Education for
the specific purpose of meeting the needs of new industry
and industry expansion in Florida, and,

b. To request the Legislature to provide an appropriation for the
establishment and operation of such a program during the
1967-69 biennium.

These proposals are not yet firm, but may involve an appropria-
tion of $2,000,000 for the biennium with $600,000 for 1967-68
and $1,400,000 for 1968-69.


General Session


Wednesday
2:00 p.m.


Chairman Ann G. Buis
Recorder Talmadge Rushing


Report on Group Discussions


BELIEFS AND OBJECTIVES


K. M. Eaddy
Director
Research and Evaluation Coordinating Unit
Vocational, Technical, and Adult Education Division
State Department of Education


"Reassessment and
evaluation of ob-
jectives must be
continuous."
Dr. Proehl


Dr. Eaddy stated that the recommendations made by the
work groups would be incorporated in the final version











of the document. Reproduced here is the final approved
version of the Vocational, Technical, and Adult Education -

BELIEFS AND OBJECTIVES.


Vocational, Technical, and Adult Education in Florida is based upon acceptance
of the following beliefs:

We believe...

in the worth and dignity of the individual, and in his
importance as a.participant in and a contributing citizen
to our democratic society

in the individual's right, potential, and the urgency to
develop the necessary appreciations, attitudes, abilities,
skills, and understandings essential for the fulfillment
of occupational, social, and civic responsibilities

that vocational, technical, and adult education is an
integral part of a total educational program

that vocational, technical, and adult education contri-
butes to the identification of occupational, social, and
divic roles of the individual and to the development of
competencies necessary in their fulfillment

that persons of all ages in all communities shall have
programs available that are suited to their needs,
interests, abilities, and career objectives.

Based upon the acceptance of these statements of belief, it is the function
of the Division of Vocational, Technical, and Adult Education to:

1. Provide continued leadership and services in the development
and implementation of programs having the greatest occupational,
social, civic, economic, and cultural value for youth and adults
for as long as benefit can be derived.

2. Initiate and support pre-service and in-service education for
personnel at all levels.

3. Initiate and promote an active program of recruitment for
qualified personnel at all levels.

4. Initiate, encourage, and support continuing efforts in
programs of research, experimentation, innovation, and
dissemination.











5. Provide leadership for coordinating efforts in the development
of articulated programs, services, and facilities at all edu-
cational levels.

6. Encourage increased recognition and utilization of community
resources in program development and implementation.

7. Provide the framework for continued evaluation of total program
effectiveness.

To achieve and improve a program of total effectiveness, the Division of
Vocational, Technical, and Adult Education must:

1. Work cooperatively and maintain effective communications with
other divisions of the State Department of Education, governmental
agencies, institutions, professional and civic organizations,
business, industry, and all other agencies.

2. Provide for the most efficient and effective use of allocated
funds.

3. Provide resources for the development, appraisal, and dissemina-
tion of curriculum and instructional materials.

4. Provide resources for an increased recognition and utilization
of a planned program of information services to the lay and
educational public.

5. Develop guidelines and procedures to assess the effectiveness
and provide for the improvement and expansion of vocational,
technical, and adult education.

6. Make provisions for special short courses and training programs
to meet the immediate needs of business, industry, and the
community.

7. Encourage affiliation with and active support of appropriate
professional organizations.

8. Encourage and support student organizations with supplement the
various vocational, technical, and adult instructional programs.











DEVELOPING A PROJECTED DESIGN FOR VOCATIONAL
EDUCATION IN FLORIDA


Carl W. Proehl
and
G. W. Neubauer
Director
Program Services
Vocational, Technical, and Adult Education Division
State Department of Education


"All thoughts should
be considered, though
they may sound ridicu-
lous at the time".

Dr. Proehl


Dr. Proehl and Dr. Neubauer discussed Vocational-Technical,
and Adult Education as it is now operating in the state,
and suggested many areas of concern. These areas of con-
cern must be emphasized as attempts are made to develop a
projected design that will fill the needs of future students,
and carry the vocational education program forward in the
years ahead. These remarks set the stage for the staff
members to discuss and plan ways to improve the design for
vocational education in Florida.



Discussion Groups


The Conference broke up into three committees composed of
four groups each. Each committee discussed two assigned
portions of the topic "Developing A Projected Design for
Vocational Education for Florida." Following are summaries
of the committees' comments on their designated subjects.



COMMITTEE I

Groups I, IV, VII, and X


A. ADMINISTRATIVE ORGANIZATIONS


OBJECTIVE:


To provide leadership for coordinating efforts in the
development of articulated programs, services, and
facilities at all educational levels.


Committee I suggests that ....

The Vocational, Technical, and Adult Division Supervisors change to the











role of consultant and gradually shift the responsibility to local
personnel for "on the spot" checking of the quality of programs.

The administration explore the need for a communications instrument
such as the "Monday Report"

The administrative organization be flexible enough to enable a con-
siderable variety of instructional activity in the area vocational
schools

Each supervisory area should have a permanent chairman or director
who is not a member of any section

The area director's primary duty should be his responsibility as the
area director

State personnel be assigned to work specifically with counties that
do not have local directors

Teacher training institutions provide a core of Vocational Education
to all vocational students, with specialization in the separate occu-
pational fields

Better articulation be developed between county and state vocational
education personnel to provide for more effective vocational education
programs.


The Vocational, Technical, and Adult Education Division Should ....

Assist in developing county leadership, possibly in setting up leader-
ship training programs and in-service training programs

Develop a procedure manual on how to establish vocational programs
and a manual on evaluation procedures

Prepare an organizational chart for distribution to the counties and
include the responsibilities of each state staff member to help local
personnel know the proper persons to contact

Provide realistic salary and other incentives for holding state personnel

Hire administrative assistants in all sections to take care of operational
routines

Consider establishing aide positions between staff level and secretarial
level and prepare working job descriptions for such positions

Increase inter-sectional communication











ADMINISTRATIVE ORGANIZATIONS (Continued)


Increase communication from Assistant Superintendent and Program Services
to other staff members

Provide sabbaticals for staff

Arrange to pay per diem for any part of a quarter as other state agencies
do

Be housed in one building

Develop a materials and curriculum library work-room for staff

Allow more released time for professional improvement

Reactivate supervisory training positions

Consider the problem of serving the disadvantaged as a coordinated
effort not restricted to individual sections

Have better coordination of programs and communication between sections
in order to avoid repetition

Encourage expansion of guidance and counseling services for better
identification of student interest

Make provision for telephone connections in state offices on which
conference type conversations could be handled.



B. GEOGRAPHIC STRUCTURE OF AREA COMPONENTS

OBJECTIVE: To encourage continued recognition and utilization of
community resources in program development and
implementation.

Committee I suggests that ....

An evaluation be made on the effectiveness of the state's division into
three supervisory areas

Each state staff supervisor represent all sections in an area with one
person to coordinate or direct the area

Three area state offices be set up

Supervisors be pooled and sent out as requests are received











GEOGRAPHIC STRUCTURE OF AREA COMPONENTS (Continued)


Supervisory areas coincide more closely with labor market areas

Representatives from sections be assigned to areas on the basis
of number and size of vocational programs.




COMMITTEE II

Groups II, V, VIII and XI


A. PROJECTION OF AREA VOCATIONAL SCHOOLS

OBJECTIVE: To provide for more efficient use of allocated funds.

Committee II suggests that ....

Area schools should expand opportunities and offerings rather than replace
high school programs

Flexible scheduling of 2-3 whole days of vocational instruction in a
center be considered whereby secondary students could spend remainder
of week in a base school

Expanded use of educational media be considered

More effective and realistic guidance programs be implemented

Residence facilities for students from rural areas be established at
the area vocational centers

Traveling teachers with mobile classrooms be made available to rural
areas lacking vocational training facilities

Cooperative programs be established in rural areas whereby local businesses
and shops can be used for part-time training facilities

Stronger pre-vocational programs be developed

Possibility of private contracts be explored to provide vocational edu-
cation in rural areas

Vocational educators begin to develop area vocational schools based on
concepts that indicate an awareness of the growth and needs of "Strip
City" areas











PROJECTION OF AREA VOCATIONAL SCHOOLS (Continued)


Educators recognize the feasibility of providing training for persons
who are going to relocate at the completion of their training period

The influence of socio-economic factors that contribute to the estab-
lishment of area vocational schools should be studied

Vocational education accept the challenge of meeting the special needs
of students classified as potential "dropouts"

Criteria be developed to evaluate area vocational schools in Phase I
before approving Phase II expansion.



B. ORGANIZATIONAL STRUCTURE FOR AREA VOCATIONAL SCHOOL OPERATION

OBJECTIVE: To provide leadership for coordinating efforts in
the development of articulated programs, services,
and facilities at all educational levels.

Committee II suggests that ....

Each county should set up an administrative committee, and develop an
organizational chart representing all institutions and vocational
services involved in the counties' total vocational program,and county-
wide advisory committees are strongly recommended

A strong committee at the state level composed of junior college
personnel and Vocational, Technical, and Adult Education personnel
should be developed for the purpose of determining procedures and
methods whereby the programs of the two divisions can be better
coordinated.




COMMITTEE III

Groups III, VI, IX and XII


A. PROJECTING COORDINATED PROGRAMS AT THE LOCAL LEVEL

OBJECTIVE: To initiate, encourage, and support continued efforts
in programs of research, experimentation and innovation.











Committee III suggests that ....


There should be one person in each county who is responsible for
coordinating all vocational programs

Each county should have a coordinating committee composed of members
representing the county secondary school vocational program, the junior
college vocational program, and the area vocational school program when
these institutions exist within the same county

The counties need projected information on occupational opportunities

Workshops be conducted over the state for making labor market studies

Intensive training should be provided for a nucleus group who would
study labor market demands on a continuing basis

Procedures should be established for students from one county to attend
a vocational school in another county

Area vocational schools in adjoining counties should coordinate their
efforts to prevent undue duplication of offerings, and to provide a
broader selection of offerings to the areas

Several counties with small populations could work together to consider
employing a well qualified director of Vocational, Technical, and Adult
Education to coordinate vocational offerings in these counties

"Lead Teachers" might be used to advantage to a small rural county complex
where one vocational teacher could be selected to serve as a local super-
visor.



B. NEW AREAS FOR PROGRAM PROJECTION

OBJECTIVE: To provide leadership and services in the developing
and implementation of programs having the greatest
economic and cultural value for youth and adults for
as long as benefit can be derived.

Committee III suggests that ....

The Division of Vocational, Technical, and Adult Education, working
jointly with the Division of Community Junior Colleges, should develop
a written policy that will establish sectional procedure regarding
the supervision of vocational programs offered in junior colleges











Total area program planning should be done by the area supervisory
committee with proposals being approved by the committee after total
program planning has been done and consideration being given to having
an overall area planning committee made up of the supervisory.repre-
sentatives and an area advisory committee.

More emphasis should be placed on local, and state advisory committees
and possibly on area advisory committees

Guidelines should be drawn up stating.the purpose, function, and duties
of advisory committees

The County Planning Guide which.is projected for one year ahead, should
include questions to encourage three to five year planning

Teacher training efforts among the various colleges and sectional
services be more adequately coordinated to better serve the total
Vocational Education Program and consideration be given to periodic
meetings of Vocational, Technical, and Adult Education supervisory
personnel and teacher training personnel

More attention should be given to pre-service and in-service teacher
training

An instructional materials library and distribution center be established
by the Division for collection, preparation, and dissemination of instruc-
tional materials and information.
















ADJOURNMENT OF STAFF CONFERENCE











TWELFTH ANNUAL CONFERENCE

for

ADMINISTRATORS AND SUPERVISORS
February 22-24


General Session


Thursday
9:00 a.m.


Chairman Carl W. Proehl
Recorder Everett Groover


INVOCATION

Lucy Lang
Area Supervisor
Home Economics Education
State Department of Education


WELCOME

Ish Brant
Superintendent, Public Instruction
Duval County


THE STATE DEPARTMENT OF EDUCATION
LEGISLATIVE PROGRAM


Carl W. Proehl
Assistant Superintendent
Vocational, Technical, and Adult Education Division
State Department of Education


"Each one of us must
be sincere and con-
vinced of what he
itsrdding.!''


A summary of this speech may be found listed in the
General Session of the Staff Conference, Wednesday,
9:00 a.m.











Group Meetings

Each Conference participant was invited to attend the
group meeting of his choice. The groups were assigned
the following topics for discussion:

Group 1. Identification of Needed Changes in Vocational Certification

Group 2. Improving Communications in Vocational Education

Group 3. Placement and Follow-up

Group 4. Vocational Guidance and Student Selection

Group 5. Role of Basic Supportive Education in Vocational Education

Group 6. Relationship of Occupationally Related Education to Vocational
Education

Group 7. Identification and Development of Local Leadership Resources

Group 8. Programs for Disadvantaged Persons

Group 9. Needed Modifications in Teacher Training

Group 10. Improving the Image of Vocational Education

Group 11. Cooperation in Vocational Program Development

Group 12. Research in Vocational-Technical Education

Group 13. Evaluation

Group 14. Improving Instructional Quality


The recommendations of these groups may be found listed
in the General Session, Friday, 11:00 a.m.




General Session

Thursday
2:00 p.m.

Chairman Carl W, Proehl
Recorder Ralph Smouse











THE CHALLENGE IS YOURS


Floyd T. Christian "The Vocational Edu-
State Superintendent of Public Instruction cation Program in
State Department of Education Florida is one of the
fastest growing in the
Nation. While much has
been done in the past
half century, much re-
mains to be done. The
future is virtually
unlimited."


Florida is generally thought of as the Sunshine State and today it certainly
is.

But Florida is more to me than the Sunshine State -- much more. I like to
think of it as the action state.

Florida is on the move in all areas -- in agriculture, in industry, in
tourism and in space exploration. And best of all, and most important of all,
Florida is on the move in education. We here in this auditorium, representing
the state and local levels of education, and others like you out in the county
school offices, are in the forefront of this action.

I think that if I had to choose again a time to live, a field in which to
work and a place in which to work, I'd pick today. I'd pick education.
And I'd certainly pick Florida. For never have our challenges been more
serious, and our opportunities more great -- never have we had so much to do
and so little time in which to do it.

Our people are not just concerned about public education -- they are obsessed
with it.

They want things to happen -- and they are happening.

And in Vocational Education -- and all its related fields -- the pace is a
little faster, the action a little quicker, the results a little greater.

This week, as you know, marks the fiftieth anniversary of the first Federal
Vocational Education legislation. It was on this day in February, 1917,
that President Woodrow Wilson placed his signature on the Smith-Hughes Act,
opening the doors beyond academic education, and making possible the whole
new concept of preparing our youth and adults for successful entry into
trades and industries.











Then, as today, there was action in education in Florida. A few months after
President Wilson signed the bill into law, Florida became the first state in
the South to adopt implementing legislation making us eligible to receive
federal funds under the Smith-Hughes Act.

It was a mere $15,400 that the 1917 Legislature appropriated for vocational
education. But this -- and the $18,840 appropriated for the following year--
was enough to start the action in vocational education.

And there has been no let-up since that time.

The Vocational Education Program in Florida is one of the fastest growing in
the nation. While much has been done in the past half century, much remains
to be done. The future is virtually unlimited.

One of the goals of the 1917 Legislation was "to promote a more productive
and prosperous agriculture." Vocational education has certainly done this.

Today, a relatively few people provide an agricultural abundance for the
people of the United States -- even an overabundance. However, the spectre
of hunger still stalks the world. Most of the people still are not well fed.
The problem has not been solved. Training in agricultural education is still
needed in Florida and in this nation and in distant lands. This imbalance of
overabundance at home and starvation abroad is one of our greatest challenges.

I think some figures which probably are familiar to you, will serve to show
the progress we have achieved in this past half century ... and what the
future holds.

In the 1920-1921 school year, there were 1,609 students enrolled in vocational
education courses in Florida. In 1955, this number had grown to 158,000. In
the decade from 1955-1965, this came close to doubling, rising to 275,000
students.

And in the unlimited future I spoke of moments ago, by 1975, we are anti-
cipating Florida will have more than 440,000 persons enrolled in vocational
education.

In that 1920-21 school year -- with its 1,609 students -- state, local, and
federal support of vocational education amounted to less than $25,000 in
Florida. Last year, this amount reached $22 million.

And to meet the demands of the present and prepare for the future, 29 area
vocational-technical centers are in various stages of development around the
state. Nine are already open and five more will open by September, 1967.
These 14 centers will serve areas containing three and one-quarter million
persons -- or about 57 percent of Florida's total population.

Serving a growing state's growing needs, these new centers will help Florida
carry out its pledge -- of education for ll.











In addition to new centers, new jobs and new teachers, we need something else
new, frankly, and I think you will agree -- but vocational education needs a
better image.

Years ago, when a high school youngster appeared to be having difficulty with
his academic subjects or was on the verge of dropping out of school, it was
commonplace to send him to a vocational or manual training school. Although
we may hate to admit it, some educators -- and some parents -- looked down
their noses at vocational training and the students who took vocational
courses. Some, unfortunately, still do. I don't. I know you don't.

You know and I know that many students do not want to be -- and shouldn't be
-- doctors and lawyers (or even educators). We must have skilled mechanics
and computer programmers, and secretaries and top-notch technicians.

Parents -- and some teachers -- must learn that with our fast-moving world,
with its fast changing occupational demands and skills, vocational and tech-
nical education is an integral part of the education program.

And that the vocational-technical youngster is a first-class student. And
that vocational .education is a first-class education.

This is the new image we must create for vocational education.

Thus far I have been talking about vocational education in general. Now I
would like to get down to specifics and made a few suggestions you may want
to discuss later in this conference.

I think that some of our placement and follow-up information on vocational
graduates is spotty and should be improved. This information is most
important to measure the effectiveness of our instruction.

I would like to see the Division of Vocational Technical, and Adult Education,
Dr. Proehl, assume the responsibility for initiating a uniform procedure for
gathering placement data and maintaining follow-up information for at least a
three-year period.

And I think that some of the following information should be supplied:

Was the student placed in the occupation for which he was preparing?
Was he placed in a closely related occupation?
Is he continuing his education?
Is the continuing education related to his occupational preparation?
If he has not been placed, why is he not available for employment?
In short, what happened to this student? and, why?

Only through a comprehensive, follow-up analysis -- such as this -- can we
grade ourselves on this vital program.











Closely allied with vocational education is basic education -- ranging from
literacy education to the completion of a high school diploma.

The 1960 census showed that of persons 25 years of age and older in Florida,
9.2 percent of them had completed less than five years of schooling and only
42.6 percent had completed high school.

Carl Proehl told me about the foreman in a warehouse who had offered a
supervisory position to a laborer. The laborer at first accepted the
promotion, then refused it. The boss was curious and asked why. He found
the employee could neither read nor write but was able to hold his job
because he had memorized the stock items by size, color, shape and such.
At the suggestion of the foreman, the laborer enrolled in basic education
classes and in four months he accepted the promotion.

This is but one example -- there are hundreds -- which show the benefit and
importance of basic supportive education for employment.

I think we need a very careful analysis of the special educational competencies
needed to make a person employable in any given occupation.

I would like to see our state staff work with county personnel in identifying
these special competencies to be sure that all trainees -- especially the
disadvantaged -- are employable when their job preparation is completed.

I feel that since our State Department of Education is a leadership agency,
we should work more closely with the counties in spotting and developing
leadership.

We need to place these poeple in positions of responsibility which will
challenge their potential. There needs to be made available in-service and
on-campus education which will develop this potential.

We are going to: need well-qualified professional personnel to teach and
administer those 29 area vocational-technical centers mentioned previously.

I would like to announce to you here today that the State Department of
Education will fund an intensive three-week institute at Florida State
University this summer to help prepare administrative personnel for these
area centers.

There were 6,250 teachers employed in vocational and related education in
Florida in 1960 and the number to be needed in 1969 is estimated to be 10,410.
For vocational education alone, 3,690 teachers were employed in 1966 and it
is expected 6,670 will be needed by 1969.

Many of our vocational teachers today were employed on the basis of their
occupational competence, and with a minimum of professional education
courses.











To meet the growing demands of industry and technology, these teachers must
keep abreast -- or ahead -- of new developments -- of new occupations.

We not only must see that the occupational competence of these teachers is
updated, but their professional competence must be improved also.

We are conducting a teacher-by-teacher, county-by-county survey to determine
the in-service education needs of Florida's teachers. We hope to have the
results of this survey in hand next month. Then, knowing what is needed, we
can make strong recommendations to upgrade our instructional ranks.

And I think there should be a continuing evaluation of the quality of our
vocational instruction. Increases in enrollment, in money, in facilities,
in teachers show growth in quantity but what of quality?

I would like to see a procedure established in our department so we at the
state level can work with you at the county level on a continuing basis in
evaluating the quality of our vocational instruction. Where needed, I would
like to see us act as partners in improving the weak spots in our instructional
program.

Our Tallahassee staff is being bolstered at all levels, in all divisions, so
we will be better able to provide educational leadership to all counties,
helping them strengthen their school system.

I said earlier that the action in Florida is in education. In just a few
weeks, the action also will be in the legislature, which meets in April.

Our legislative program this year is large and ambitious -- the most ambitious
since the Minimum Foundation Program in 1947 and in terms of dollars, the
largest ever.

First, of course, we must continue and upgrade the programs now in operation --
to continue the state financial support now being provided. And this in-
cludes a fully financed Minimum Foundation Program -- and I mean fully
financed, with no freeze on units. The total for this -- for maintaining the
status quo -- is $644,870,133 or an increase in state funds of $105,820,732.

But we are the action state. We need and demand more than the status quo.

We must forge forward in the field of teacher salaries. And this is a top
priority item.

As you are too well aware, there is intense competition for teachers and to
help meet this competition, Florida must offer a beginning teacher a salary
of $5,000 statewide. This minimum must be spelled out firmly in the law.











To pay all teachers a minimum of $5,000 statewide -- from kindergarten through
the 12th grade -- will cost an estimated $129,331,546. For junior college
instructors, a similar program wild total $17,933,256. These figures add up
to $147,264,802 just for improved teacher salaries.

But an improved Minimum Foundation Program and higher teacher salaries are
just a start. There are other needs, over and above the current programs.

Here are a few of these:

For school construction, an added $6,967,100.
For an improved transportation program, an added $5,700,000.
To give the counties a larger share of the school sales tax fund, an
added $13,300.000.
For a revised junior college financial formula, add $2,824,000.
For educational television, $2 million more.
To provide kindergartens for all, $28,485,231.
To reward counties making a full financial effort, an incentive plan
costing $67,090.000.
Year round education, $58,500,000.

I could go on, for there are more -- many more. But these figures give you
an idea of the range and the scope -- and the cost -- of some of the edu-
cational improvements to be asked of the legislature this year. It is a
large, ambitious and expensive plan -- but it is what we MUST do to make
Florida first in education. (Who -- besides Avis -- is content with being
No. 2?).

Today we have more children than ever. We have more teachers than ever.
We have more classrooms than ever. And we have more money than ever.

And we also have the challenge to see that all these resources are used
wisely as possible.

The challenge is yours -- and mine. Meeting it depends on imagination,
initiative and innovation.

And our opportunity has never been greater.




Group Meetings

The fourteen groups that met Thursday morning continued
the discussion on their respective topics. Their
recommendations may be found listed in the General
Session, Friday, 11:00 a.m.













Dinner Meeting


Thursday
7:00 p.m.


Presiding W. T. Loften
Head Teacher Educator
Agriculture Education
University of Florida


INVOCATION

C. R. Crumpton
Director, Manpower Development and
Training Programs
State Department of Education



TEACH A MAN TO FISH


J. E. McCracken
President
Okaloosa-Walton Junior College


"Each American seeking
to outreach the other
for a place in the sun
...' Each seeking to
reach fulfillment of
his highest aspirations,
and having opportunities
to do so'...caused us
all to grow tall."


Our American"ism", with 6 percent of
the world's population and 7 percent
of its land, owns 71 percent of its
cars, 56 percent of its telephones,
83 percent of its TV sets, 90 per-
cent of its bathtubs.

(You hear social-minded beatnik types professing to prefer some "ism" other
than ours; they're the underdeveloped ones. Anybody who wants government to
TAKE CARE OF HIM hasn't been weaned yet.)











It's up to us who know better to stand up
and challenge these mop-topped nincompoops
and their asinine theories.

And don't let factions claim credit for
America's magnificance. Labor did not
build the United States; management did
not build it; Republicans didn't build
it, and the Democrats didn't either.

It was We, the People of the United States
who put rivets in the American Dream.
Every man and boy of us who dug the holes
and set the forms and poured the mix and,
one bucketful at a time, built skyscrapers
over the blacksmith's shop.

Each American seeking to outreach the
other for a place in the sun, caused us
all to grow tall.*

"Each American seeking to outreach the other for a place in the sun ....J"
each seeking to reach fulfillment of his highest aspirations, and having
opportunities to do so"...caused us all to grow tall."

It is certainly fitting that this banquet tonight is on the 50th anniversary
of the signing of the first National Vocational Education Act. What I most
want to convey in my remarks is but a reiteration and reminder of what the
National Society for the Promotion of Industrial Education had in mind in
1906 in its active pursuit of those concerns which led to the National Act --
the Smith-Hughes Act of 1917.

These activities and this Act were America's statement of her commitment in
the field of education and of human dignity. The Greeks regarded vocational
instruction as unworthy of those who would become freemen and a sharp dis-
tinction was drawn between liberal and vocational education. Western Europe
perpetuated this perception and tradition -- vocational education continued
to be associated with low social status while schools with classical curricula
were regarded as providing the education "necessary for a gentleman". Not
until the late 19th Century did Germany lead the way in Europe in recognition
of the importance and role of vocational instruction in the elementary and
secondary schools. America, a nation founded and still dependent upon a
belief in the dignity and worth of every human being; a nation of spirited
and aggressive free men; a nation which has taken pride in the dignity and
strength of WORK and of MAN as the creative instrument of work could have
done little else than declare its position on behalf of American education
as education for her total population.


*Paul Harvey Reports: Playground Daily News, Fort Walton Beach, December
28, 1966.











We have not been freed, however, from numerous carry-overs of the Greek and
early European traditions in education. Structure, pride, "gentleman status
for my children", habit, and limited perceptions of the true nature of WORK
and of MAN have plagued the success of our own American Educational enterprise.
Effective educational services for our nation -- for its people -- have been
hamstrung by insensible structural boundaries and by fallacious value judgments
which suggest that one dominant pattern of education is the answer for the
majority and therefore should be the standard, prevailing pattern for all,
until each person incompatible with that pattern has proven its inappropriate-
ness for him through humiliating failure.

"It was WE, the People of the United States,
who put rivets in the American dream. EVERY
man and boy of us who dug the holes and set the
forms and poured the mix and, one bucketful at
a time, built skyscrapers over the blacksmith's
shop. "

'EACH American seeking to outreach the other
for a place in the sun (each seeking to reach
for fulfillment of HIS highest aspirations
and HAVING THE OPPORTUNITY TO DO SO) caused
us ALL to grow tall."

As I proceed with my remarks, I would want at this time to acknowledge four,
among the many, persons whose influence on my life and my thinking are the
precipitating causes of the thoughts I wish to convey. (I shall assume full
responsibility for whether the thoughts are aptly stated and communicated;
any credits to these four, any discredits to myself.) First and foremost,
a credit to my parents: a father whose knowledge of people was learned in
truck farming and in checking hot boxes on railroad cars, was privileged to
have attained a PhD at Harvard and yet retain his humility; a mother whose
studies were at the Cincinnati Conservatory of Music, yet whose heart and
mind placed all others before herself. They taught me a very simple thing,
but so profound: Always remember, Ed, everyone puts his pants on one leg
at a time, and never, never work for appreciation. Secondly, a credit to
my wife whose commitment to sincerity and honesty, love and integrity, has
taught me that we must not manipulate people. Rather, that we must aid
them in pursuing their own highest aspirations in order to be true to them-
selves mentally, physically, and spiritually; that to do otherwise is to
initiate the destruction of the man himself and thus, all else. Structures
manipulate; services magnify the personal lives of those served.

Third, in closer relationship to the group here tonight, I wish to acknowledge
and thank one of you here for initiating the particular insight which has
brought into focus the very matter which should be of greatest importance and
concern to us all. Mr. E. G. Holly during our professional acquaintance in
Pensacola, Florida, made a greater and more lasting impact on me than I suspect
he could even imagine. For this impact and its significance, I am most deeply
indebted, Ed.












Specifically, Ed Holly made clear to me that we are all committing a grave
and serious error, by letting structural factors in education block and
injure the progress and welfare of those whom we would serve; that any
structure, vertical or horizontal, which inhibits services directly to
those to whose lives we claim we are dedicated is a bad structure; repeatedly
he pointed out how structural relationships were causing us to drop in-
numerable persons into a deplorable abyss of failure and anonymity -- an
abyss which we, the educators, have created through our empires. How is
it, he would repeatedly interrogate, that we can be so insensitive to
services and needs and so absorbed in "domains" and "franchised territories"?
Is not education, education wherever it is needed? Do we have the right
to manipulate youth and adults into inappropriate experiences through rational-
izations that hold no validity? Is there really a difference within the
community between the electrician who leads the scout troop at church X,
and the PhD chemist who leads the troop at church Y?

Only recently have I personally had the privilege of observing and partici-
pating among a group of educators committed to provision of total educational
services according to needs of people rather than being more greatly concerned
with boundaries and "franchises". Two particular counties have joined to-
gether in a fashion which means that the person who dials a phone and says,
"I wish to study" receives a response that says, in essence, "Tell me what
you have in mind and WE will assist you!" The same reply comes from any
among the many telephones which link together the educational services and
personnel of these two counties. The response is not, "I'm sorry, but you
don't fit our admissions or curricula patterns", or "That's down at the
other place", or "Why don't you realize that you ought to go into engineer-
ing instead of being a technician", etc., ad Infinitum.

What greater thrill can there be than to visit an ABE class and listen in as
one 30-year old clops the other 30-year old on the back at the first class
meeting and says, "Gol' Durn, Sam! Haven't seen you since second grade!"?
Unless it's to meet Sam or his counterpart in the adult high school seeking
the next step forward toward occupational and personal goals he has long
considered beyond his reach. Unless it's to find Sam in the aircraft power
and frame or drafting classes either improving his present job status, or
preparing for an entirely new one. Unless it's to see him enter a field of
work with new zeal, enthusiasm and optimism for himself and his family.
Unless, unless -- UNLESS the answer to Sam's first phone call was, "Yes sir,
Sam. How can WE -- all of us in education -- help you?"

But JUST A MOMENT, who is Sam? SAM IS MAN. Who or what is Man? At this
point I must stop, in fairness to you, to express my personal bias about
the nature of MAN, the focal point of our services.

Let's get one thing straight about which I, personally, feel we have been
greatly confused, especially in recent years. We treat MAN as though he
possessed some mysterious thing called SOUL. Frankly, this idea is pro-
ducing the great confusion which precludes the effectiveness of our work
day-by-day, month-by-month.












This idea, that MAN possesses a SOUL, is the most absurd concept ever
devised by mankind. It is my firm belief that no man has a soul. No,
not any of you before me; not I, myself. This view I believe from the top
of my head to the tips of my toes. ANY other belief is to me totally
unsatisfactory if I am to teach a man to fish, or teach him anything else
for that matter. The criticality of my belief on this point is such that
if this premise is unsatisfactory or unacceptable, I have no doubt that
full effectiveness in our endeavors to teach in vocational, technical, and
adult education fields, or any other, is not only unattainable, but totally
irrelevant.

Obviously, this idea disturbs and offends you, but this is an age in which
we must think objectively and progressively. I recognize that several of
you have begun to frown and become concerned about your speaker and his
outlook on life, finding this premise unattractive to you. I hold it,
nonetheless, for the balance of the premise to be added makes a substantial
difference in our consideration of the man we are to teach. THUS, YOU HAVE
NO SOUL, YOU ARE A SOUL AND POSSESS A BODY! This premise, I DO believe and
presume that you will join with me therein, the MAN to be taught IS a soul
and possesses a body -- arms, legs, hands, head, feet. The important task
in teaching him, then, has much less to do with whether his body is large,
small, weak, or strong. Rather, it has to do with the MAN.

You undoubtedly would say to me at this point, "O.K. fella." "That's a
great bit of flag waving? Got any practical comments?" Yes, as hazardous
as it is to make suggestions among a group of pros in the game, I would like
to make a few comments along these lines which are derived from the school
of hard knocks (school colors black and blue) in attempting to fulfill
the kind of mission I have been describing.

1. Talk to our MAN in terms of his needs rather than our
restructured services. Our services should derive
from him; not he from our services, though our services
should aid his growth.

2. Talk to our man in terms of opportunity, not of threat,
in looking at multiple careers. A career becomes then
a commitment, not a possession of a set of skills and
knowledge for life. Help him see that these changes in
work role may actually be the variety that adds spice
to life as opposed to the tedium of one, repetitive
set of tasks in one job per life.

3. Intensify individual initiative in getting into closer
relationship with those whom we would serve. This type of
activity cannot take place from an office chair. This type
of activity cannot take place from educator to educator. This
initiative involves constant communication and feedback among











ministers, physicians, welfare workers, barbers, bankers, postal
personnel, service station operators, restaurant operators, the
farmers --- the people, whom we will find are our MAN whom we
seek to serve.

4. Develop and promote within our formal educational establishments
as intensive an array of involvements and incentives in industrial,
business, agricultural, and other occupational pursuits as are now
prevalent and dominant in the "academic areas".

Assistance in this function is needed from the state level, as well
as the local level, in making an appealing hard-sell on the vital
needs for operators, mechanics, technicians, and similar personnel
in the industrial scene as a first choice, not because "can't
become a .... M.D., engineer, etc.".

The film strip which follows this presentation this evening is one
of the types of information that needs to be placed before youth.
Similar filmed, taped and live presentations need to be placed
before adults as well.

5. We must all work together in revising those statutes, regulations,
and policies which produce discrimination to the detriment of
vocational, technical, and adult education or any other phase of
education in terms of salaries, facilities, operations, and equip-
ment.

I was delighted to hear Carl Proehl this a.m. describe the projected
legislative program in this area. It's success depends on you and
on me GETTING OFF OF OUR DIFFERENTIALS and baking him with our
services, with commitment, with talks to legislators. NOW IS A
PREMIUM TIME, NOT LATER -- talks to the voting public -- dead
serious talks. If you don't act, don't gripe later. They won't
have done it to you or to me. We will have done it to ourselves.
We all must: "Act like men of thought. Think like men of Action."

Long ago it has been demonstrated that it costs as much and requires
as capable personnel in one phase of education as another. No longer
does anyone of intelligence assume that teaching elementary education
takes less brains, etc., than secondary; in vocational than in higher
education, etc.

We all must work to improve upon the financial status of instructional
and support personnel for the teaching and counseling mission. Voca-
tional education, especially, suffers from salary-support provisions
which fail to account for the vital and able role of the non-degree
teacher whose education has come through his work background, through
in-service industrial or business training, and through the years
which teach much that the days in formal schooling just don't know.
Education is really what stays with you after all you've learned is
forgotten.












6. Again -- the main thesis of these remarks necessitates that we reduce
structural barriers among the various levels and components of the
educational system. This reconsideration of structures must begin
at the state level on the basis of local level needs. Why is it
that we are not better articulated among the elementary education,
other secondary school planners, the junior college personnel, at
all levels State or local? (Our institution, I might point out,
has been privileged to enjoy just such interrelationships, but I
understand that this phenomenon is not common by any means.) If
a MAN is in need of services which can enhance his abilities, why
can't we involve him in that element of the system which can best
aid him to develop them, instead of imprisoning him in humiliating
educational experiences that can do nought but convince him of his
unworthiness and inability. Structures, structures not-services.
We are not too intelligent if we fail to solve this problem. As
one speaker said recently, the question isn't "Is there intelligent
life in space?", it's "Is there any intelligent life here on earth?".

By now, the fishing enthusiasts in the crowd must wonder what happened to
the title for these remarks. Frankly, I decided that I would have to do
more research directly on the topic -- (about springtime the Ling start
in April) -- before posing as an expert in that field. I am learning, how-
ever. I shall need numerous consultants in this field and presume that they
can become available at the right times.

Seriously, the topic is just as it was stated. I noted with pleasure that
the document which President Wilson signed 50 years ago today was designed to
enable us to teach people for their own lifetime good, rather than to feed
them for only a moment of time: WORK -- not welfare; MAN -- not money;
EDUCATION -- not ease was the by-word of the ACT. I find no difference in
the need for such a mission today. Herein lies the commitment to which
each of us and the whole of education -- vocational, technical, and adult
in particular on this anniversary occasion -- must give ourselves, our time,
our energies, and our talents if we are to deserve our calling.

By the way, our friend Sam is a first class teacher! He is teaching me!
Yes, he can qualify for MFP (my fishing pleasure). He has 24 years of
experience in his craft field. I notice, though, that he doesn't give me
fish in spite of plenty. I'm greatly indebted to Sam. For, you see, a
PhD on a desert island would die if only given a few fish, but no skill in
fishing.

As A.B.E. SAM said to me: "Y'see, Doc, it's this way -

If y'Give a man a fish; he eats for a day;
If y'Teach a man to fish; he eats for a lifetime!

God bless you, Sam. I hope I am worthy of YOUR instruction and your time.









Friday
9:00 a.m.
Area Meetings


The Conference members convened into their respective area
meetings. The purpose of these meetings was to give the
local and county supervisors and administrators a chance
to ask questions and discuss their problems with the members
of the state staff.


Area I Chairman T. L. Barrineau
Recorder E. C. Eikman

Area II Chairman H. L. McCauslin, Sr.
Recorder R. W. Scull

Area III Chairman R. T. Caldwell
Recorder S. L. Whitman




General Session


Friday
11:00 a.m.

Chairman Carl W. Proehl
Recorder Wendell Sheets


EVALUATION OF CONFERENCE


Edward C. Eikman
Vocational Survey Specialist
Vocational, Technical, and Adult Education Division
State Department of Education

Mr. Eikman gave a brief evaluation report of the
conference as determined from the evaluation forms
filled out by the conference participants. Below
is a summary of the report.

One-hundred and forty-seven participants reacted to the conference
by means of an evaluation form. A synopsis of their views follows.











It was felt by the majority that the most valuable aspect of the
conference was the group sessions which provided all individuals
with a chance to participate. Dr. Proehl's speech relating state
legislative plans was thought to be exceptionally valuable.
Superintendent Christian's speech was felt to be inspirational
and challenging. The participants also concluded that individual
contacts with state-wide colleagues was most beneficial.

Though some participants felt that the group discussions were. not well
organized, others felt this could be combated by allowing more time in
work groups and by providing separate rooms for each working group.

One suggestion for improving future conferences was to issue programs
prior to the conference. This would enable the members to be better
prepared to participate in the activities of the conference. This
would also improve the organization and value of the group meetings.

A large group of participants felt that colleagues in other educational
phases within the state as well as out of state should be invited to
participate in the conference.

Many in attendance feltl.there should have been more vocational
instructional materials distributed.




SUMMARY OF GROUP MEETING FINDINGS


K. M. Eaddy
Director
Research and Evaluation Coordinating Unit
Vocational, Technical and Adult Education Division
State Department of Education

Dr. Eaddy gave a concise summary of the recommendations of
the groups.

The following is an expanded report on the group meetings.











IDENTIFICATION OF NEEDED CHANGES IN VOCATIONAL CERTIFICATION


GROUP I Chairman Dave Erwin
Recorder Ruth Brewer

Recommends that -- (these recommendations are from the permanent committee
appointed by Dr. Proehl and Group I.)

--the Assistant Superintendent Vocational, Technical, and Adult Education
arrange for a member of this committee to serve as a representative of Vocational,
Technical, and Adult Education on the Teacher Education Advisory Council.

--the Assistant Superintendent, Vocational, Technical, and Adult Education
arrange for a representative of the section concerned and a representative
From this committee, along with other interested persons, to meet with the
Certification Section on the solution of any special problems.

--the Assistant Superintendent communicate to people on the local level any
anticipated changes in certification before presentation to the Certification
Section in order to determine effects of changes at the local level.

--serious consideration be given to establishing specialized vocational
guidance certification.

--certification requirements be established for positions such as Assistant
Director, Principal or Head of School, Assistant Principal, etc.

--a study be conducted to determine a practicable system which would enable
specialists to become certified to teach short courses.

--a study be made by a representative of this committee and the Vocational,
Technical, and Adult Education Division on the problem of uniformity in
limitations on part-time certificates.

--this committee make a study of the provision requiring a degree for Adult
Business and Office Education certification.

--the Certification Section reappraise requirements for certification of
part-time teachers of adults with a view to vesting local authority
with greater responsibility for acceptance.

--the legislature eliminate the National Teachers.Examination, the Graduate
Record Examination and other examinations for Vocational, Technical, and
Adult Education teacher certification.

--suggestions on needed Vocational Certification be directed to Mr. Dave
Erwin, Chairman of the Permanent Committee, P. O. Box 3408, Tampa, Florida.











IMPROVING COMMUNICATIONS IN
VOCATIONAL EDUCATION

GROUP II Chairman E. L. Groover
Recorder Margaret Long

Recommends that --


--the State Department request a communication flow chart from counties to
be used in their communications with the counties.

--all sections consider having the same due dates or deadlines for C Forms
and other requests for information and reports.

--a public relations person be employed to serve the Division of Vocational,
Technical, and Adult Education and that this person send a news bulletin
stressing such things as proposed legislation, text book information and
other needed information to counties to use as needed.

--the state be divided into smaller areas, to make it possible for more local
people to attend meetings held by the area supervisory committees.

--the State Department of Education react to the 1966 and 1967 reports of
this committee prior to the next fiscal year.

--the work of this committee be continued.




PLACEMENT.AND FOLLOW-UP


GROUP III Chairman Burgess Meadows
Recorder R. R. 7im-r

Recommends that --

--placement and follow-up records be kept on every vocational student.

--forms concerning placement and follow-up be developed that can be used
state-wide.

--the efforts of this group and the vocational guidance committee that is
also working on this same area of concern be combined.

--one centralized agency be designated for each city, county or area as
the place where placement information may be secured.











GROUP III (Continued)


--the schools furnish the local employment office with the names of students
who have completed vocational programs or courses and are available for
employment.

--follow-up records be maintained on each student for five years after
graduation.

--follow-up records also be maintained for vocational education students
who drop out before graduating from high school or completing training
programs.




VOCATIONAL GUIDANCE AND
STUDENT SELECTION


GROUP IV Chairman Boyd Willborn
Recorder Arnold Freitag

Recommends that --


--continued study should be given to the mechanics of the follow-up function
which should be correlated with the state reporting needs, and should con-
sider employer's comments.

--each local program re-evaluate its recruitment procedure, keeping in mind
that the primary concern is the individual student.

--workshops should be continually provided for guidance personnel associated
directly with vocational programs with emphasis on the:

Placement service for school graduates
Recruitment process
Research needs
Student selection function
Student personnel record function




ROLE OF BASIC SUPPORTIVE EDUCATION
IN VOCATIONAL EDUCATION


GROUP V Chairman M. T. Capo
Recorder Curtis Ulmer











GROUP V (Continued)


Recommends that --


--basic supportive education be defined as that knowledge which provides
the student with competencies that make possible successful achievement
in vocational and technical programs.

--teaching social, cultural, and civic responsibilities be considered an
integral part of supportive education, and that a more unified approach
from the fiscal and administrative standpoint be adopted if all agencies
offering basic education are to make a maximum contribution.

--pre-service and in-service education be emphasized for Basic Supportive
Education teachers.






RELATIONSHIP OF OCCUPATIONALLY RELATED
EDUCATION TO VOCATIONAL EDUCATION


GROUP VI Chairman M. J. Brinkley
Recorder B. B. Archer

Recommends that --


--the teaching of occupational information should be treated as an integral
part of the general educational process.

--supervisors of guidance services be invited to participate in all con-
ferences related to occupational programs in vocational education.

--in-service training be provided for all teachers to enable them to identify
specific occupational competencies demonstrated by their students, and that
supervisors and teachers of vocational programs provide these teachers with
criteria for identifying the needed competencies.

--the prerequisites for specific programs in vocational education be identi-
fied, established and respected more so than in the past.

--existing accreditation standards for technical education be evaluated and
up-dated to accommodate programs involving the new concepts of vocational
education.











IDENTIFICATION AND DEVELOPMENT OF
LOCAL LEADERSHIP RESOURCES


GROUP VII


Chairman M. E. Wilson
Recorder Don McBride


Recommends that --


--an additional state staff member be appointed to have major responsibility
for leadership development and in-service training.

--a survey of state needs in the area of leadership be conducted immediately.

--a single reference for vocational education be produced dealing with
certification, job descriptions, etc., reflecting a combination of the
State Plan, Certification Manual and Accreditation Standards.

--an in-service teacher training team be developed, consisting of state,
university, and local leadership, to conduct workshops in all area vocational
schools during the Fall of 1967.

--a committee be brought together for the purpose of discussing the develop-
ment of non-professional or lay advisory committee leadership.




PROGRAMS FOR DISADVANTAGED PERSONS


Chairman Richard Roland
Recorder J. A. Davis


Recommends that --


--adequate student personnel services be provided, i.e., counselors,
psychologists, psychiatric care, social workers, placement, etc.

--basic and remedial education be provided to meet specific needs.

--special funding be made available locally to provide facilities.

--new tests be found or developed to assist in identifying special needs of
the disadvantaged.


GROUP VIII











GROUP VIII (Continued)


--occupational orientation be given which will be sufficient to permit
logical decisions as to area of interest.

--specific identified needs be met in an acceptable manner, remembering that
care must be exercised not to over-burden individuals with offerings beyond
their reach.




NEEDED MODIFICATIONS IN TEACHER.TRAINING


GROUP IX Chairman Weldon Bradtmubller
Recorder Vivian Culver

Recommends that --


--more distinctive leadership be exercised by state universities in providing
pre-service training.

--universities be more aggressive in the area of certification requirements.

--the balance between work experience and academic preparation be re-examined.

--all aspects of teacher certification be examined and provisions made for
more flexibility and realism.

--a study be made of ways and means of providing some type of pre-service or
parallel training for part-time teachers who come with occupational com-
petency but no teaching competencies.

--the State Department of Education provide leadership in seeking ways and
means to more fully utilize industry and business to enrich the in-service
training program.

--the State Department of Education study the problem of getting help to the
"grassroots level" in their in-service efforts, and see what can be done
to provide "instant", "prepackaged" assistance.


--summer workshops for in-service training be expanded.











IMPROVING THE IMAGE OF VOCATIONAL EDUCATION


GROUP X Chairman Joe D. Mills
Recorder J. E. Frazier

Recommends that --


--local guidance personnel be extended an invitation to participate in future
conferences with well planned, informative meetings provided for them.

--a smaller, more workable group be appointed to function throughout- the
year in an effort to improve the image of vocational, technical, and
adult education.

--vocational educators exert more effort to involve people from business
and industry as part-time students or teachers in vocational education
programs.




COOPERATION IN VOCATIONAL PROGRAM DEVELOPMENT


GROUP XI Chairman W. R. Sheets
Recorder Gail Trapnell

Recommends that --


--a survey be conducted to find out what cooperative efforts are taking place
or have taken place among vocational services in program development through-
out the state.

--the State Plan include a section on cooperative efforts among the vocational
services in program development to serve as a catalyst to stimulate efforts
in the direction of better cooperation.

--all vocational programs seek supplementary information and assistance from
various manufacturing concerns regarding training materials and technical
assistance.

--guidelines be developed which motivate local personnel to develop multi-
vocational service programs, and which give some direction to implementing
this type of program.











GROUP XI (Continued)


--attention be given to the establishment of an itinerant teacher or
"circuit rider" program in which a small high school with one or two
vocational services could take advantage of other vocational services
available in surrounding high schools by making their teachers available
in return.

--a summer workshop be held either in a centrally located county or at
Florida State University to help implement the above program.




RESEARCH IN VOCATIONAL-TECHNICAL EDUCATION

GROUP.XII Chairman E. Kurth
Recorder Joyce Williams

Recommends that --


--more guidelines for vocational, technical, and adult education division
program planning be devised especially for small counties where research
data is lacking.

--clearer explanation be made available to county personnel concerning the
mechanics and procedures for requesting vocational, technical, and adult
education division funding.

--counties be given more direction concerning the facts and figures needed
by the vocational, technical, and adult education division for evaluation
and reporting.

--projects under $10,000 be eligible for vocational, technical, and adult
education division funding.

--some assessment of manipulative skills as well as mental maturity level
be made of students at the elementary and junior high school levels.

--more subject matter courses be made available for recency of credit and
up-dating of vocational, technical, and adult education division
instructors.












EVALUATION


GROUP XIII Chairman J. E. Christiansen
Recorder J. E. Rishell

Recommends that --


--evaluation of educational programs be made in terms of the objectives of the
program.

--evaluation include assessment and appriasal of both product and process.

--evaluation be a continuous process.

--evaluative teams be composed of both professional and lay personnel.

--evaluations include economic factors and be concerned with in-put, out-put
relationships.

--evaluation be concerned primarily with key indicators of success and failure.

--major purposes of evaluation should be to provide quality control and a basis
for intelligent change.




IMPROVING INSTRUCTIONAL QUALITY


GROUP XIV Chairman T. P. Winter
Recorder Bob Palmer

Recommends that --


--there be established a more clearly defined procedural relationship between
local vocational, technical, and adult programs and guidance programs.

--guidance counselors and others who perform a service function for vocational,
technical, and adult programs be involved in vocational conferences.

--short orientation courses be provided for students to assist them in
recognizing their areas of interest and ability.

--a closer relationship be maintained at the local level with administrators
and other teachers.











GROUP XIV (Continued)


--unique and effective program innovations be shared through some organized
distribution system.

--paid in-service training programs (workshops) for vocational teachers be
conducted by counties, utilizing local talent, university personnel and/or
consultants from State Department of Education, or that they be university-
sponsored programs whereby teachers are paid in a manner similar to the
National Science Foundation grants to teachers.


ADJOURNMENT OF CONFERENCE
























APPENDIX I




PROCLAMATION










proclamation
STATE OF FLORIDA
EXECUTIVE DEPARTMENT
TALLAHASSEE
t0lralS, February 23, 1967, marks the 50th anniversary of the signing of the first
National Vocational Education Act by President Woodrow Wilson which provided Federal
assistance for public school .Vocational-Technical and Practical Arts Education, and
'i4 ~tet l, through wise governmental leadership, Florida in 1917 passed the Accept-
ance Act, insuring state and local funds to match appropriations under the first National
Vocational-Education Act known as the Smith-Hughes Act, and
'tllCtera, since the first National Vocational Education Act was signed, Congress has
passed a number of additional Acts which are designed to improve and extend vocational
education opportunities such as the recent Manpower Development and Training Act of
1962 and the Vocational Education Act of 1963, and
3ftl4a ets youth organizations such as the Future Farmers of America, the Future
Homemakers of America, the Distributive Education Clubs of America, Future Business
Leaders of America, Cooperative Education Clubs of Florida, and the Vocational Indus-
trial Clubs of America develop the leadership qualities of those enrolled in Vocational
and Technical Education, and
tthCrenea, Florida's program of Vocational-Technical Education has steadily improved
its service to the public to meet the challenge of changing occupational needs both in
times of war and peace, and has served the needs of veterans and non-veterans, in-school
and out-of-school citizens, the physically handicapped, high school and post-high school
students, and adults, and
0tl reaS, Florida's progress in Vocational-Technical Education has made it possible to
serve people who seek employment or are already employed in the trades and industries, agri-
culture, distribution and marketing, home and office, health and technical occupations, and
311 reRS, Florida's broadened Vocational Education program for 1966-67, functioning
in every county of the state, serves approximately one of every eight residents, helping
them to be better informed and better qualified to contribute to an improved outlook
and economy, and
glrears!, Florida's planned statewide system of Vocational-Technical Education pres-
ently includes twenty-eight area vocational-technical schools which in less than two years
will make available broadened programs of occupational education for eighty percent of
Florida's population,
SNoft, tlierefore, I, Claude R. Kirk, Jr., by virtue of the authority vested in me as
Governor of the State of Florida, do hereby proclaim February 19-25, 1967, as
VOCATIONAL EDUCATION WEEK
in Florida, and urge all citizens and public officials to cooperate in arranging and par-
ticipating in appropriate ceremonies in all our schools and places of public assembly.
3 n fuitfnes fuaerenf, I have hereunto set my had and
caused the Great Seal of the State of Florida ixed at
Tallahassee, the Capital, thi 'day of Ja ry I6



ATTEST:



SECRET Y OF STATE



















Sponsored By


THE STATE DEPARTMENT OF EDUCATION

Floyd T. Christian
State Superintendent

Carl W. Proehl
Assistant Superintendent
Division of Vocational, Technical, and Adult Education


Conference Coordinator
J. P. McClellan, Supervisor, Diversified Programs
State Department of Education

General Conference Committee
G. C. Norman, Program Specialist
State Department of Education

T. C. Swift, Consultant, Special Industrial Ed. Programs
State Department of Education

D. N. McBride, Program Specialist
State Department of Education

Conference Secretary
Rod R. Dugger, Occupational Information Specialist
State Department of Education









GENERAL SESSIONS



9:00 a.m. Wednesday


E. K. Hankin, Head Teacher-Educator
Vocational Industrial Education
Florida State University


Ruth Brewer, Teacher-Educator
Business Education
Florida Atlantic University


2:00 p.m. Wednesday


Anne G. Buis, Head Teacher-Educator
Home Economics Education
Florida State University


9:00 a.m. Thursday


C. W. Proehl, Assistant Superintendent
Vocational, Technical, and Adult Education
State Department of Education


2:00 p.m. Thursday


C. W. Proehl, Assistant Superintendent
Vocational, Technical, and Adult Education
State Department of Education

11:00 a.m. Friday

C. W. Proehl, Assistant Superintendent
Vocational, Technical, and Adult Education
State Department of Education


T. L. Rushing, Instruction
Specialist
Industrial Education
State Department of Education



Everett Groover, Supervisor
Business and Distributive Ed-.
Jacksonville, Florida



Ralph Smouse, Director
Vocational and Adult Education
Orange County, Florida


Wendell Sheets, Supervisor
Business and Distributive Ed.
Clearwater, Florida


Chairman


Recorder










kt. 70,6-/-f











































TALLAHASSEE, FLORIDA




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