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 Title Page
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 Foreword
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Group Title: Bulletin / Florida. State Dept. of Education ;, 70A-2
Title: Florida state plan for the extension and improvement of vocational education
CITATION THUMBNAILS PAGE IMAGE ZOOMABLE
Full Citation
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Permanent Link: http://ufdc.ufl.edu/UF00067135/00001
 Material Information
Title: Florida state plan for the extension and improvement of vocational education
Series Title: Bulletin Florida. State Dept. of Education
Alternate Title: State plan for the extension and improvement of vocational education
Physical Description: iv, 111 p. : ill. ; 28 cm.
Language: English
Creator: Florida -- State Board for Vocational Education
Florida -- Division of Vocational and Adult Education
Publisher: Division of Vocational and Adult Education
Place of Publication: Tallahassee
Publication Date: 1960
 Subjects
Subject: Vocational education -- Florida   ( lcsh )
Genre: government publication (state, provincial, terriorial, dependent)   ( marcgt )
non-fiction   ( marcgt )
 Notes
Statement of Responsibility: State Board for Vocational Education.
General Note: Cover title: State plan for the extension and improvement of vocational education.
Funding: Bulletin (Florida. State Dept. of Education) ;
 Record Information
Bibliographic ID: UF00067135
Volume ID: VID00001
Source Institution: University of Florida
Rights Management: All rights reserved by the source institution and holding location.
Resource Identifier: oclc - 21320669

Table of Contents
    Front Cover
        Front Page 1
        Front Page 2
    Title Page
        Front Page 3
    Front Matter
        Front Page 4
    Foreword
        Page i
    Table of Contents
        Page ii
        Page iii
        Page iv
        Page v
    Main
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    Appendix
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Full Text


Bulletin 70A- 2


STATE PLAN
FOR THE EXTENSION AND IMPROVEMENT OF

VOCATIONAL EDUCATION




Division of Vocational and Adult Education
THE STATE DEPARTMENT OF EDUCATION
Thomas D. Bailey, Superintendent
375009759 Tallahassee, Florida


c o. 70 -2


July, 1960
























UNIVERSITY
OF FLORIDA ;-
LIBRARIES




1- :-1










VOCATIONAL EDUCATION


Bulletin 70A-2


July, 1960


FLORIDA

STATE PLAN FOR THE EXTENSION AND IMPROVEMENT OF

VOCATIONAL EDUCATION











ESTATE BOARD FOR VOCATIONAL EDUCATION


Hon. LeRoy Collins, Governor, President of the Board

Hon. R. A. Gray, Secretary of State

Hon. Richard W. Ervin, Attorney General

Hono J. Edwin Larson, State Treasurer

Hon. Thomas D. Bailey, State Superintendent of Public Instruction,
Secretary, and Executive Officer of the Board





6 ~ d~~
M, '7(l I-











FOREWORD


This Plan for Vocational and Related Education, approved March 10, 1960,
by the U. S. Office of Education and the State Board for Vocational Educa-
tion, is intended to provide assistance in clarifying the purposes which
these important state-wide programs are to serve within the public school
structure and in defining the conditions under which they should function
for greatest effectiveness.

Essentially, the Plan is a description of state operations, citing laws,
establishing standards, outlining procedures, and identifying responsi-
bilities of various agencies, groups, and individuals in the respective
vocational and related instructional areas. It incorporates the federal
provisions governing the functioning of the total program and, particularly
in Distributive and Cooperative Education, the State arrangement provid-
ing for more extensive service to the people of Florida.

It is anticipated that these provisions will contribute materially to the
extension and improvement of the total program of public education in
Florida.





tate_S ro~e ndent of Public
tatntendent of Public
Instruction and Executive Officer,
State Board for Vocational Education








TABLE OF CONTENTS


Section Page

Foreword ...,... ,......... ...... .. ......... ............ i

Table of Contents....... ... ............... ... ............ ..... ii

I Administration and Supervision ................................. 1

The State Board for Vocational Education and State Staff-
Creation, Organization, and Functions. ........ ............. 1
The State Plan.. ............................................. 9
State Supervision of the Program................... ......... 10
State Fiscal Procedures and Practices............. ............. 13
Travel Regulations................................. ........ 16
The Local Administration of Programs of Vocational
Education............. w ... ................. .......... ....... 17

Legal Appendix ... ......................... .............. .... 20


Power of State Board to Cooperate with the Office of
Education in the Administration of the Smith-Hughes
and George-Barden Acts......... ......... ................ 20
Legal Provisions Dealing Specifically with Vocational
Education ................ ..........., ................ ..... 21
Acceptance of Responsibility............................... 22


II Agricultural Education....... .. ....... ...... ....... ........... 23


Plan of Supervision.. *........ ... ............................... ...... 23
Program of Instruction ........... ,........................... 26
Advisory Committees... .................................. 33
Program of Teacher;Training...........................,..... 33
Plan for Coordinating Studies, Investigations, Research,
and Preparation and Distribution of Professional and
Technical Material for Employed Teachers......... ......,.. 38


III Business, Distributive and Cooperative Education................ 41








Section Page

Plan for Supervision.,........................................ 41
Programs) of Instruction................. ............ 46
Representative Advisory Committee............................. 50
Program of Teacher Training.... ................. ........... 50
Plan for Coordinating Studies, Investigations, Research,
and the Preparation and Distribution of Professional and
Technical Material for Employed Teachers.................... 53


IV Home Economics Education...................................... 55


Plan for Supervision. ....... .................................. 55
Program of Instruction..........a..,...................... .... 58
Program of Teacher Education.......... .................... 62
Provisions for Research and Studies in Home Economics
Education... ....... ......... .............. ........... ... 69


V Trade and Industrial Education (Industrial Education) ............. 71


Plan for Supervision................................. ...... 71
Program of Instruction. ....................................... 76
Representative Advisory Committees..................... ...... 84
Program of Teacher Training Including Training of
Industrial Supervisory Trainers.............................. 85
Plan for Coordinating Studies, Investigations, Research,
and the Preparation and Distribution of Professional and
Technical Material for Employed Teachers................... 88


VI Vocational Guidance............ .... .......... ................ 89


VII Area Vocational Education Programs............................. 91


Plan for Supervision .,...................4.................. 91
Program of Instruction. .,...... ............................. 92
Selection of Students..,.................. ......,.......... ..4.. 92
Student Travel............................................... 93
Qualifications of Teachers. ................................. 93








Section Page

Special Advisory Committee. ........ ....................... 94
Programs for Teacher Training ............... .............., 94
Research.. .......... ............... ........ ...... .. 95


Appendix .......................... .......... ...................... 97


Practical Nurse Training........ ........................ ...... 97


Plan for Supervision ............................,,......... 97
Program of Instruction.. ... .................................. 100
Advisory Committees............ ..... ................ ......... 107
Program of In-Service Training for Teachers, Teacher
Trainers, Supervisors, and Directors....................... 108
Plan for Coordinating Studies, Investigations, Research,
and Preparation of Professional and Technical Materials
Relating to the Practical Nursing Education Program....,...... 111






















SECTION I


ADMINISTRATION AND SUPERVISION









-1-


FLORIDA

STATE PLAN FOR THE EXTENSION AND IMPROVEMENT OF

VOCATIONAL EDUCATION


SECTION I. ADMINISTRATION AND SUPERVISION


The legal authority requiring or permitting administrative functions,
relationships, or procedures described in this part of the Plan is
reviewed in the Legal Appendix which appears at the end of this
section.


1.0 THE STATE BOARD FOR VOCATIONAL EDUCATION AND STATE
STAFF--Creation, Organization, and Functions

1. 1 The State Board. The State Board of Education shall consist
of the governor, the secretary of state, the attorney general,
the state treasurer, and the state superintendent of public
instruction; of which the governor shall be the president and
the state superintendent of public instruction shall be the
secretary and executive officer. (Section 229. 15 Florida
Statutes)

It shall be the responsibility of the State Board to require to
be kept by the secretary such records as are necessary to set
forth clearly all actions and proceedings of the State Board.
(Section 229.09 (2) F. S.)

"State Board" means the State Board of Education designated
as the State Board for Vocational Education. (Section 229. 26
(1) F. S.) Hereafter, all reference to the State Board in the
Plan refers to the State Board for Vocational Education.

It shall be the responsibility of the State Board to constitute
the State Board for Vocational Education required by the acts
of congress; to cooperate with the Office of Education in the
administration of all acts of congress relating to vocational
education.., and to provide for the proper conduct of the
vocational education.. .program, and for the articulation of
this work with other phases of the state program.









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1.2 The State Board Staff. The state superintendent and executive
officer will designate such professional and clerical personnel
as may be necessary for the efficient operation of the program.

1.3 The Executive Officer. The state superintendent, and by law
designated as the executive officer, shall be elected for a
term of four years, or until the election and qualification
of his successor. (Article IV, Section 20, State Constitution)

The state superintendent shall act as secretary and executive
officer of the State Board in matters pertaining to vocational
education, to recommend to the State Board, and, when
approved by the Board, to execute plans for cooperating with
the federal government for the conduct of the vocational
education program in the State; to designate such assistants
as are necessary to carry out properly the program and plans;
to carry into effect such rules and regulations as the State
Board may adopt for the promotion of vocational education; to
keep all necessary records and make all required reports,
and to provide for the proper articulation of vocational
education with all phases of educationin the State. (Section
229.17 (9) F. S.)

The state superintendent and executive officer shall recommend
ways and means of cooperating with the federal government
in carrying out any or all phases of the educational program
in which, in his opinion, cooperation is desirable. He shall
recommend policies for administering funds which may be
appropriated by congress and apportioned to the State for any
or all purposes, and shall execute such plans as are approved.
(Section 229. 17 (10) F. S.)

1.4 The State Director. The general coordination and direction
of vocational education will be the responsibility of the state
superintendent and executive officer of the State Board for
Vocational Education of Florida. The state superintendent
and executive officer may recommend to the State Board for
Vocational Education the selection and appointment of a
director of vocational education to assist the state superin-
tendent and executive officer of the State Board in the dis-
charge of these duties and responsibilities. The director of
vocational education shall be directly responsible to the state
superintendent and executive officer and, through the state
superintendent and executive officer, shall be responsible to
the State Board for Vocational Education for all vocational
activities under the control of the State Board for Vocational
Education, and for the coordination of vocational education with
other educational activities.





-4-


The director of vocational education shall be responsible under
the state superintendent and executive officer for the general
administration, coordination, supervision, and promotion of
vocational education in the State. He shall make such
recommendations to the state superintendent and executive
officer, and through him to the State Board for Vocational
Education, for the promotion and improvement of vocational
education in any or all of its phases and in the administration
thereof. He shall have specific responsibility to coordinate
activities in the field of vocational education with those of all
other educational fields in the State.

1.41 Qualifications for Position, Including Required Education
and Experience. The following training and experience
will be required for the director: a master's degree,
with training in vocational education; technical and pro-
fessional education, including professional courses in
vocational and general education; experience in an
approved state or local vocational education program.

1.5 Supporting Professional Staff.

1.51 Administrative Assistants. Two assistants are provided
whose relationships with the division of vocational educa-
tion are shown in the organizational chart under 1. 2.
They serve as administrative assistants to the state
director; assemble and organize materials for budgets,
reports, and statements; are responsible for main-
tenance of supplies and equipment; take inventories,
receive visitors, and answer inquiries; check expense
accounts and reports; and handle correspondence regard-
ing routine matters. Qualifications include graduation
from an approved college with a degree in education,
public administration, business administration, or
closely related fields. Equivalency in experience may
be accepted in lieu of a college degree.

1.52 Instructional Problems Coordinator. A coordinator for
problems of vocational instruction, whose relationship
with the division of vocational education is shown in the
organizational chart under 1. 2, works with assistant
directors at the sectional level; assists the director in
coordinating both credit and non-credit teacher -training
programs in two or more fields of vocational education;
assists county superintendents and/or other local
administrative personnel in the improvement of voca-
tional instruction; and coordinates the programs of
vocational teacher training of the approved institutions




-5-


of higher learning, the State Department of Education,
and local county levels. Qualifications shall include a
master's degree and shall meet all requirements of
teacher trainer in one of the fields for which he has
responsibilities.

1.53 Research and Survey Specialist. A specialist, whose
relationship with the division of vocational education is
shown in the organizational chart under 1.2, conducts
studies on various phases of vocational education and
makes findings and recommendations available for
general use or consideration; assists local school
officials in planning and organizing surveys to deter-
mine training needs; conducts special studies of a
research nature; keeps the state director and state
supervisors informed as to trends, both state and
national, in vocational research and makes recommen-
dations. Qualifications include a master's degree and
specialization in one vocational service.

1.54 Educational Materials Specialist. A specialist, whose
relationship with the division of vocational education is
shown in the organizational chart under 1.2, works with
state supervisors at the sectional level; establishes
format and samples used as guides in preparing
materials of instruction; assists in determining dupli-
cation and distribution procedures; maintains and
operates a lending library; informs personnel of
materials available; assists with and coordinates the
duplication of reports of the research and survey
specialist. Qualifications include a master's degree
and specialization in one vocational service.

1.55 Consultant for Technical Education. A consultant and
supervisor for technical education, whose relationship
with the division of vocational education is shown in the
organizational chart under 1. 2, works with the voca-
tional education administration, the state supervisor for
industrial education, the professional staff and the
general education supervisory staff in coordinating the
technical education program with the total educational
program; advises in the development of courses of
study and in the revision of state bulletins; assists
local school officials in planning and organizing
new technical education programs with recommendations
for curricular offerings, laboratory plans and equip-
ment, and class organization; provides materials and





-6-


assistance for the improvement of instruction; maintains '
liaison between institutions providing teacher training
in technical education and the State Department of
Education in recommending standards for teacher
certification and keeping teacher-education programs
abreast of teacher needs and curriculum changes.
Qualifications include a master's degree with a major
in industrial education from an approved institution
and five years of successful engineering, technical,
or industrial education administrative, supervisory, or
teaching experience.

1.56 Consultant for Industrial Arts. A consultant and super-
visor for industrial arts, whose relationship with the
division of vocational education is shown in the organi-
zational chart under 1.2, works with the vocational
education administration, the state supervisor for
industrial education, the professional staff and the
general education supervisory staff in coordinating the
industrial arts program with the total educational pro-
gram; advises in the development of courses of study
and in the revision of state bulletins; assists local
school officials in planning and organizing new indus-
trial arts programs with recommendations for cur-
riculum offerings, shop plans and equipment, and
class organization; provides materials and assistance
for the improvement of instruction; maintains liaison
between industrial arts teacher-education institutions
and the State Department of Education in recommending
standards for teacher certification and keeping teacher-
education programs abreast of teacher needs and cur-
riculum changes. Qualifications include a master's
degree with a major in industrial arts from an approved
institution and five years of successful industrial arts
teaching experience.

1.57 Consultant for Business Education. A consultant and
supervisor for business education, whose relationship
with the division of vocational education is shown in the
organizational chart under 1. 2, works with the vocational
education administration, the state supervisor of distri-
butive and cooperative education, and the professional
staff and the general education supervisory staff
in coordinating the business education program with
the total educational program; serves as consul-
tant in vocational schools, and in other areas where
vocational business education programs are in oper-
ation, and in general high schools; clarifies the re-




-7-


lationship existing between vocational and general
education offerings in this field; serves as supervisor
of vocational office occupations and evening business
education programs and business education cooperative
offerings in vocational and general high schools;
advises in the promotion and development of all busi-
ness education programs; provides materials and
assistance in the improvement of instruction; main-
tains liaison between business education teacher-
training institutions and the State Department of
Education in matters of teacher certification and
curriculum development. Qualifications include a
master's degree with a major in business education
from an approved institution and five years of successful
teaching experience in business education.

1.6 Employing State Staff. The State Board for Vocational Educa-
tion will, upon the recommendation of the state superintendent,
who is by law the executive officer, designate and employ to
serve under the state director such assistants as are nec-
essary to carry out properly the program and plans of voca-
tional education. The state superintendent, with the approval
of the Board, shall remove from office for cause any person
appointed by him.

1.61 There is no relationship at present of state or local civil
service or other personnel classification and compen-
sation systems to the employment of personnel.

1.7 Delegation of Authority. No authority is delegated by the State
Board to any other person or agency to act for the State Board.

1.8 State Advisory Committees.

1.81 A General State Advisory Committee for Vocational
Education. A general state advisory committee for
vocational education may be organized for the state
programs if deemed advisable and necessary by the
state superintendent and executive officer of the State
Board.

1.81-1 Composition. The general state advisory
committee for vocational education will be com-
posed of outstanding persons in the fields of
vocational and technical education.

1.81-2 Appointment. Individuals will be appointed to
membership by the state superintendent and





-8-


executive officer of the State Board upon the
recommendation of the state director of voca-
tional education.

1.81-3 Term of Office. The term of office shall be
for one year.

1.81-4 Duties. The duties of the general state advisory
committee will be to counsel and advise the
State Department of Education on problems and
programs related to vocational and technical
education. A report covering each meeting will
be transmitted to the state superintendent and
executive officer.

1.81-5 Meetings. Meetings will be called by the
executive secretary, who will be the state
director of vocational education.

1.81-6 Frequency of Meetings. Meetings will be called
when deemed necessary.

1.82 State Advisory Committees for Agriculture, Distributive
Education, Home Economics, Industrial Education, and
Technical Education. General program-wide advisory
committees shall be organized as follows:

1.82-1 Composition. The service-wide advisory
committees will be composed of outstanding
persons in the respective fields.

1.82-2 Appointment. Individuals will be appointed to
membership by the state superintendent and
executive officer upon the recommendation of
the state director who will be provided with
nominations by the appropriate state supervisors.

1.82-3 Term of Office. The term of office shall be for
one to three years.

1.82-4 Duties. The duties of the program-wide
advisory committee members will be to counsel
and advise the State Department of Education on
problems and programs related to the respective
services. A written report of each meeting will
be presented to the state director of vocational
education for review and implementation.





-9-


1.82-5 Meetings. Meetings will be called by the
executive secretaries, who will be the state
supervisors of the services concerned, upon
the approval of the state director of vocational
education.

1.82-6 Frequency of Meetings. Meetings will be called
when deemed necessary.

1.83 Additional state advisory committees may be established in
business education, industrial arts education, and other
vocationally-related areas of instruction if deemed advisable
and necessary by the state superintendent and executive
officer of the State Board.

1.9 Records and Reports. The state superintendent and executive
officer shall keep all necessary records and make all required
reports to the United States Commissioner of Education.


2.0 THE STATE PLAN

2.1 Adoption Procedures. The state director, after consultation with
appropriate supervisors and other interested administrative, voca-
tional, and educational personnel, submits recommendations for
amendments to the State Board through the executive officer.
Following approval by the State Board, two copies shall be sub-
mitted to the Office of Education. The transmittal letter from the
state superintendent and executive officer to the assistant
commissioner of vocational education shall (1) identify the
material transmitted, and (2) indicate the date on which it was
adopted by the State Board.

2.2 Clearances and Approvals. Since the attorney general is a member
of the State Board, clearances and approvals by him and his office
are automatic.

2.3 Enforcement. All rules and regulations and minimum standards
adopted or prescribed by the State Board in carrying out the pro-
visions of the school code shall, if not in conflict therewith, have
the full force and effect of law. (Section 229.06 F. S.)

It shall be the responsibility of the State Board to provide for the
proper enforcement of all laws relating to the state system of
public education and of all regulations or actions of the State
Board. (Section 229.08 (19) F. S.)





- 10 -


3.0 STATE SUPERVISION OF THE PROGRAM

3. 1 General Policies. The State Board -will provide adequate super-
vision of vocational programs within the division of vocational
education through the respective vocational sections. The Board
shall have the authority to employ such additional supervisors and
other assistants as may be necessary to carry out the provisions
of the vocational education acts. All state supervisors shall deter-
mine conformity of the programs with the requirements of the
State Plan, insure that all federal moneys are expended in con-
formity with provisions of the State Plan, check and recommend
approval of requisitions for reimbursing local schools, and pro-
vide proper supervision needed for vocational schools or classes
organized and conducted under provisions of the State Plan.

3.2 Verification of Qualifications.

3.21 Employment of Professional Personnel. The state director
examines and verifies the qualifications of professional
personnel to be employed and, after consultation with the
state supervisor concerned, makes recommendations to the
state superintendent and executive officer in conformity
with the standards of the State Plan.

3.22 Professional Personnel Employed by Approved Teacher-
Training Institutions. The state director examines and
verifies the qualifications of professional personnel to be
employed by the approved teacher-training institutions
and, after consultation with the state supervisor concerned,
makes recommendations to the state superintendent and
executive officer in conformity with the standards of the
State Plan.

3.23 Professional Personnel Employed by Local Boards. The
state director verifies the qualifications of the professional
vocational personnel to be employed by the local boards of
education and makes recommendations to the Certification
Division, State Department of Education, for the licensing
of directors, supervisors, coordinators, and all teachers
of vocational and technical education,

3.3 Evaluation of Programs. Evaluation of vocational programs is
provided by periodic program visitations of state and area super-
visory personnel who observe and examine the adequacy of the
facility, the effectiveness of instruction, the placement and
follow-up of former students and graduates, and who also deter-
mine that all state and federal funds are expended in compliance
with the State Plan and State Board regulations.




- 11 -


3.4 Teacher Training.

3.41 Provision for Teacher Training. It shall be the responsibility
of the State Board to provide adequate teacher training for
teachers of vocational classes by qualified teacher-trainers
and supervisors. The Board is responsible for the desig-
nation of agencies which train teachers and for the super-
vision of their teacher-training work.

3.42 Agreements with Approved Teacher-Training Institutions.
When authorized by the state superintendent and executive
officer, the state director may enter into agreements with
the proper representatives of the approved training
institutions to provide for training of prospective and in-
service teachers: through approved courses. Procedures
are outlined in a bulletin entitled "Administrative Policies
and Procedures Covering State Board and Approved Teacher
Education Institutions" which covers general considerations,
budget and contractual situations, and appropriate adminis-
tratire details.

3.43 Supervision and Standards. Teacher training is required to
be under the supervision of the State Board. The Board,
through its authorized representatives, will determine by
periodic evaluation if standards of instruction and facilities
are being maintained in the pre-service and in-service
teacher-training programs in accordance with the agree-
ments entered into by the Board and the teacher-training
institutions.

3.44 Teacher Training by Local Administrative Units. When
authorized by the State Board, local boards of education
may employ qualified teacher-trainers to conduct in-
service teacher training for employed instructors of voca-
tional education classes under the same provisions as the
State Board.

3.5 Research, Studies, Investigations, and Experimentation.

3.51 Types of Research and Sponsoring Agencies. Research may
be conducted by the State Board for Vocational Education
through the State Department of Education, through approved
teacher-training institutions, and by county boards of
public instruction through the local director of vocational
education, when the research is confined to one of the
following areas of study:


Identifying and determining vocational training needs





- 12 -


Methods of instruction
Supervision of instruction
Instructional facilities and materials
Employment and occupations
Placement and follow-up of trainees
Standards for organization and administration of programs
Evaluating instruction
Selection and training of teachers
Methods of coordinating training with employment needs
Any other research that will function directly in the
furtherance of any or all of the federally-aided fields
of vocational education.

3.52 Publication and Distribution. Such studies shall be published
and distributed to those persons concerned with the nature
of the studies being developed and to any other persons
interested in the vocational education program.

3.6 General Conditions. The adequacy of program and facilities, the
effectiveness of instruction, and the propriety of state and federal
fund disbursements is reviewed by state and area supervisors
through frequent visitations to local centers. The program is
designed to extend and improve vocational education in the State
of Florida as follows:

3.61 Control. All training and services provided will be under
public supervision and control.

3.62 Purpose. The controlling purpose of the training program
is to fit individuals engaged in or preparing to engage in
useful employment.

3.63 Grade. The training will be of less than college grade.
College grade is considered training for college credit or
that which might be applicable to a baccalaureate degree.

3.64 Costs. Costs of instruction supplementary to the voca-
tional instruction will not be paid from federal or matching
funds.

3.65 Space and Equipment. Space and equipment for vocational
instruction will be adequate and shall conform with mini-
mum standards as prescribed by the State Board.

3.66 Courses of Study. Courses of study will be adequate as
determined by the approval of the respective state super-
visors.




- 13 -


3.67 Methods of Instruction. Methods of instruction will be
appropriate for vocational subjects.


4.0 STATE FISCAL PROCEDURES AND PRACTICES

4.1 Public Control of Funds. The State School Fund, the interest on
which shall be exclusively applied to the support and maintenance
of public free schools, shall be derived from.... The proceeds
of all lands that have been or may hereafter be granted to the
State by the United States for public school purposes, donations
to the State when the purpose is not specified, appropriations
by the State, the proceeds of escheated property or forfeitures,
twenty-five per cent of the sales of public lands which are now
or may hereafter be owned by the State. (Article XII, Section 4,
State Constitution)

Appropriations specifically for vocational education... shall be
expended on the basis of requisitions approved by the state
superintendent in accordance with regulations of the State
Board. (Section 236. 15 F. S.)

4.2 Custody of Federal Funds. The state treasurer shall be the
treasurer and custodian of all state funds for vocational educa-
tion and other state funds for the public school program. He
shall receive and provide for the proper custody and disburse-
ment of these funds in accordance with the provisions of law.
(Section 236.17 F. S.)

4.3 Prorating of Costs. Proration of costs of administration,
research covering all fields, and salaries of staff members
for vocational and non-vocational responsibilities are determined
as equitably as possible among the several vocational services.
These will be indicated in budgets or by written time assign-
ments made by the state director.

4.4 Contracts and Agreements with Local Schools. Applications
for reimbursement are submitted by local boards of public
instruction, outlining the conditions of the request. After
careful consideration by the state director and state super-
visor, a written agreement confirming the allocation is
furnished the local board, stipulating the conditions under
which final reimbursement:will be forthcoming.

4.5 Claims for Reimbursement.

4.51 Content of Claims. Expenditures authorized by the director
upon the recommendation of the respective state supervisors





- 14 -


may be made for the following: (1) state and local admini-
stration and supervision, (2) salaries and travel of
authorized state and local administrative, supervisory,
or instructional personnel, (3) fees and travel of con-
sultants and resource personnel, (4) travel and expenses
incurred in holding state advisory committee meetings,
(5) cost of approved teacher training for both pre-service
and in-service teachers, (6) expenses of conferences
called by the state director and respective state super-
visors for the purpose of improving the supervisory or
instructional program, (7) instructional equipment and
supplies, (8) the development and reproduction of
instructional materials, (9) the purchase of educational
materials and teaching aids, (10) cost of recruitment
and selection of teachers and students, (11) cost of
research projects, including surveys to determine
training needs, (12) clerical salaries for clerks and
handling correspondence, records, and reports on
vocational education programs, and (13) any other
expenditures allowable under the federal acts and any
other federal regulations pertaining to this law.

4.52 Procedures Used. Visitations by the state or area super-
visors are made to confirm all requests for reimburse-
ment and to assure that fees collected from students in
adult classes are not used for matching federal funds.

4.53 Approval of Reimbursements. At agreed intervals or
upon completion of the course, the local boards shall pro-
vide the State -Board with sworn affidavits that there have
been expended moneys in conformity with the agreement
and State Plan and that they are now entitled to reim-
bursement. This is substantiated by signed salary and
travel vouchers stating the instructor's name, certification
number, position, and the amount of salary or expense
paid.

4.54 Procedure Assuring No Improper Reduction of Expenditures
Under Titles I and II. Funds available under the Act pro-
viding for Area Vocational Education programs will not be
used to reduce the amount of state and/or local funds being
expended for programs under the Smith-Hughes Act and
Titles I and II of the George-Barden Act. This will be
insured by providing the program of any teacher with an
amount from the Smith-Hughes and George-Barden Acts
or matching funds no smaller than that used during the
fiscal year ending June 30, 1958.




- 15 -


4.6 Records and Reports. Records and reports received from schools
consist of applications for approval to operate vocational courses
which list the type of course, name of instructor, salary to be
paid the instructor, length of course, and other pertinent infor-
mation; an attendance record for each class which lists the number
of students enrolled, their attendance, and the number of hours
taught during the course; a course outline covering the content
that is to be taught; and an annual narrative report covering the
operation of the vocational training program.

Local counties shall be responsible for keeping within their
respective centers records of the age and field and extent of
employment of students enrolled in extension classes.

4.7 Program Review. Programs are reviewed by the state and area
supervisors through frequent visits to the local centers involved
to verify the propriety of the expenditures claimed for reim-
bursement of matching funds. Failure to conform to the written
agreement may cause the local board to forfeit all entitlement to
reimbursement from federal or matching funds when so deemed
necessary by the State Board to enforce the provisions of the
State Plan.

4.8 Audits of State Board Accounts. An annual audit is made of state
and local receipts and expenditures by the state auditor and his
staff to ascertain if funds are spent in accordance with state laws
and State Board regulations, and to determine the accuracy of
accounting. No audits are made by independent auditors.

4.9 Purchase of Instructional Equipment and Supplies.

4.91 Equipment Purchases. All equipment shall be purchased
after prior approval by the state supervisor concerned
and authorization by the state director, and it shall be
used directly for instruction in the shop, laboratory, or
classroom.

4.92 Inventory Records. An invoice will be furnished for all
items of equipment costing $10 or more, or those not
expendable during a one-year period, at the time a
request for reimbursement is made.

4. 93 Sale or Transfer of Equipment. At any time equipment
ceases to be used for an approved vocational program or
is sold, a pro rata amount of the value shall be returned
to the State Board. In lieu of the above, another school
may acquire title to the equipment for use in an approved
program through purchase from the local board of





- 16 -


education no longer using the equipment for a program under
this Plan. In the event a local board shall have no equity
in the equipment and it is no longer in use, the State Board
may move it to a school operating an approved program.

4.94 Purchase of Supplies. The procedures for purchasing
instructional supplies shall conform to that outlined in
part 4. 91 of this Section.


5.0 TRAVEL REGULATIONS

Travel regulations are established by the state legislature and supple-
mented by State Department of Education standardized travel regulations
for those persons whose official travel is reimbursable from federal
or matching funds.

5. 1 Official Travel Policy for Instructional, Supervisory, and Other
Vocational Personnel.

5.11 Within the School Service Area. (A service area is defined
as the school area in which the person concerned is
employed.) Reimbursement for authorized official travel
(transportation only) necessary for the maintenance or
promotion of vocational education may be approved. Reim-
bursed travel will be approved by the appropriate state
supervisor and by the local school officials.

5. 12 Within the State but Outside the Service Area. County boards
of public instruction may be reimbursed for vocational
personnel travel and per diem expenditures to approved con-
ferences and group meetings which are authorized by the
county superintendent and the state director and which are
called by the appropriate state supervisor. Such reim-
bursement shall conform to written agreements with the
county.

Reimbursement conforming to State Department of Educa-
tion travel policy may be covered by an approved sectional
formula or may be recommended by the state supervisor
and authorized by the state director to county boards of
public instruction to cover expenses of individuals or
groups whose services are loaned to the State Department
of Education for advisory or consultative purposes.

5.13 Outside the State. Reimbursement may be made for out-of-
state travel in accordance with state policies when requested




- 17 -


by the state supervisor and prior approval is given by the
state director and/or state superintendent and the local
chief school official.


6.0 THE LOCAL ADMINISTRATION OF PROGRAMS OF VOCATIONAL
EDUCATION

6.1 County Administration. Responsibility for the organization and
control of the public schools of the county shall be vested in the
county board of public instruction. Responsibility for the
administration of the schools and for the supervision of
instruction in the county shall be vested in the county superin-
tendent of public instruction as the secretary and executive
officer of the county board. (Section 230.03 (2) and (3) F. S.)

The county boards of public instruction are responsible for the
administration of the vocational education programs on all levels
within their respective counties. Hereafter, the terms "county
board" and "local board" are used synonymously. There are
no district or city school boards authorized by law in the State
of Florida.

The following kinds of geographical areas may be served by
area vocational programs:

(1) Single County Area. The State Board may designate
single counties to conduct area vocational schools.

(2) Multiple County Areas. The State Board may desig-
nate an area which includes two or more adjoining
counties.

(3) Local Board Action. A local board may qualify to
conduct an area vocational program by making appli-
cation to the State Board and fulfilling the provisions
of this Plan.

6.2 Local Director of Vocational Education. County programs of
vocational education, to be fully effective, should be under the
direction of a qualified director for the administration of two
or more fields of vocational education.

(1) Type I Organization. In counties of 50, 000 population or
over, the county board of public instruction shall, with the
approval of the state superintendent and executive officer,
appoint a local director of vocational education.





- 18 -


When the state allocates the county eight or more instruc-
tional units in a single vocational area such as distributive
education, industrial education, vocational agriculture educa.
tion, or vocational home economics education, and in which
the local director is not qualified, the county board of public
instruction should appoint a supervisor to aid in the general
coordination of the program. He shall hold the same general
qualifications as the local director of vocational education
with specilization in the field to be supervised.

(2) Type II Organization. In counties of less than 50, 000 popu-
lation, allocated eight or more Minimum Foundation Program
special vocational instructional units, there should be appointed
by the county board of public instruction, with the approval
of the state superintendent and executive officer, a local
director of vocational education or a single vocational service
supervisor or coordinator who may act as local director.

(3) Type III Organization. In counties of less than 50, 000 popu-
lation, allocated less than eight Minimum Foundation Program
special instructional units in all vocational areas, the county
board of public instruction may appoint a local director of
vocational education, a supervisor or coordinator of voca-
tional education, or it may designate one person as a head
teacher to assist the superintendent in administering the pro-
gram.

When no person is designated to administer the vocational
program within a county, the county superintendent of public
instruction shall be responsible for its operation. No federal
funds will be used to reimburse the salary of county superin-
tendents acting in this capacity.

6.21 Responsibilities of the Local Director of Vocational Education.

6.21-1 Public Relations. He maintains active relations
with the public of his community. He makes full
use of the advisory committees) for vocational
education and serves as an ex-officio member.

6.21-2 Program Planning. He directs occupational surveys
to determine the vocational training needs of the
community and provides for the establishment and
maintenance of those classes where training is
desirable and needed.




- 19 -


6.21-3 Program Operation. He sees that each instructor
provides himself with a course of study and planned
lessons. He provides for a continued program of
instructional supervision aimed at the improvement
of teaching. He sees that all classrooms and
facilities are properly equipped, provides for an
adequate program of training, and keeps the
county board and county superintendent informed
of needed equipment and supplies.

6.21-4 Program Evaluation. He periodically evaluates
the effectiveness of the vocational education pro-
gram to determine if it is adequately meeting the
training needs of the community. Frequent
evaluation of instruction will be made to ascertain
its effectiveness and to determine the need for
improvement.

6.21-5 In-service Teacher Training. He provides a planned
program of in-service teacher training for all
instructors, using, when available, the facilities
and personnel of the approved teacher-training
institutions and other qualified teacher trainers.

6.21-6 Budgets. He assists the county superintendent of
public instruction in formulating annual budgets
for the operation of the vocational education pro-
gram within the county.

6.21-7 Requisitions and Purchases. He makes requisitions
and recommends purchases of equipment, supplies,
instructional materials, and other needed items
necessary for the effective operation of the voca-
tional education program within the county.

6.21-8 Records and Reports. He keeps all records and
makes whatever reports are required by the county
board and county supeitinterident of public "instruction,
the State Board for Vocational Education, and
the United States Office of Education. He is
expected to submit these reports promptly when due
and makes available to proper school authorities
all records for which he is responsible.

6.21-9 Personnel. He recruits new teachers and recommends
to the county superintendent of public instruction the
appointment of all personnel under his supervision.





- 20 -


He is responsible for seeing that all professional
personnel are qualified and properly certified.

6.21-10 Conduct. His behavior will be such that it repre-
sents the best traditions of the teaching profession
of which he is a part. His habits and actions will
reflect sound judgment and personal integrity.

6.22 Qualifications of Local Director of Vocational Education. The
local director of vocational education shall possess a baccalau-
reate degree from a standard four-year institution of higher
learning. He shall hold a Graduate or higher certificate which
includes thirty semester hours in administration and super-
vision, twelve of which must have been earned at the graduate
level. He must have attained the age of twenty-three years,
had three years of successful teaching experience as a teacher
of vocational classes, and met the professional and work
experience requirements for a teacher in at least one voca-
tional service.

6.3 Advisory Committees. Local advisory committees on vocational
agriculture, distributive education, home economics, and
industrial education and other related areas may be set up as
described in Sections II, III, IV, V, and VII of this Plan.

6.4 Public Control of Funds. 4. 1 :of this Section contains: .'.
provisions ensuring public control of school funds.

6.5 Audits. An annual audit is made of local receipts and expendi-
tures by the state auditor and his staff to ascertain if funds are
spent in accordance with state laws and State Board regulations,
and to determine accuracy of accounting. Such reports shall be
made available to members of the State Board for Vocational
Education and to members of the staff as may be designated by
the executive officer. No audits are made by independent auditors.


LEGAL APPENDIX 1/


1.0 Power of State Board to Cooperate with the Office of Education in the
Administration of the Smith-Hughes and George-Barden Acts. It shall
be the responsibility of the State Board to constitute the State Board
for Vocational Education required by the acts of congress; to cooperate


1/ Although this material follows Section I immediately, it should be
recognized that the legal material applies to the Plan as a whole.




- 21 -


with the Office of Education, United States Department of the Interior
(subsequently renamed the Department of Health, Education, and
Welfare) in the administration of all acts of congress relating to voca-
tional education and vocational rehabilitation; to have all necessary
authority to cooperate with the Office of Education in the administration
of these acts; to administer any legislation pursuant thereto enacted by
the State, and to administer the funds provided by the federal govern-
ment and the State for the promotion of vocational education in agri-
cultural subjects, trade and industrial subjects, distributive education,
home economics subjects, and in vocational rehabilitation; to approve
plans for the promotion of vocational education in such subjects as an
essential and integral part of the public school system of the State
and to provide for the preparation of teachers in such subjects; to
fix the compensation of such officials and assistants as may be
necessary to administer the provisions of any federal acts relating
to these subjects in the State, and to pay such compensation and other
necessary expenses of the administration from funds appropriated for
these purposes; to provide for the making of studies and investigations
relating to vocational education in such subjects, to promote and aid in
the establishment by local communities of schools, departments, or
classes; to prescribe qualifications for the teachers and supervisors
of such subjects, and to have full authority to provide for the certifi-
cation of such teachers and supervisors; to cooperate with local
communities in the maintenance of schools, departments, or classes
or to establish such schools, departments, or classes under its own
direction and control; to establish anc determine by general regula-
tions the qualifications to be possessed by persons engaged in the
training of vocational teachers; and to provide otherwise for the proper
conduct of the vocational education and vocational rehabilitation pro-
gram and for the articulation of this work with other phases of the state
program. (Section 229. 08 (9) F. S.)


2.0 Legal Provisions Dealing Specifically with Vocational Education.

2. 1 Florida Acceptance Act. The State Board is authorized, in its
discretion, to accept the provisions of any act of congress
appropriating and apportioning funds to the State for use in
connection with any phase of the state system of public educa-
tion. (Section 220.082 F. S.)

2.2 Other Laws Relating to Cooperation with the Federal Government.
The State Board shall... (a) approve plans for cooperating with
the federal government in carrying out any or all phases of the
educational program in which it may find cooperation to be
desirable, and to provide for the proper administration of funds
which may be appropriated by congress and apportioned to the
State for any or all educational purposes; (b) the State Board





- 22 -


of Education shall prescribe regulations under which contracts,
agreements or arrangements may be made with agencies of the
federal government for funds, services, commodities, or
equipment to be made available to the public tax-supported
schools, school systems and educational institutions under the
supervision or control of the State Board of Education; (c) all
contracts, agreements or arrangements made by public tax-
supported schools, school systems or educational institutions
under the supervision or control of the State Board of Education
involving funds, services, commodities, or equipment which
may be provided by agencies of the federal government shall
be entered into in accordance with regulations prescribed by
the said board of education and in no other manner. (Section
229.08 (10) a, b, c)

2.3 Court Decisions. Does not apply.


3.0 Acceptance of Responsibility. The State Board for Vocational Education
directs'and authorizes its executive officer and secretary to inform the
United States Commissioner of Education of any statutory change or
interpretative opinion or judicial decisions that affect the state's voca-
tional education program.






















SECTION II


AGRICULTURAL EDUCATION




- 23 -


SECTION II

AGRICULTURAL EDUCATION


1.0 PLAN FOR SUPERVISION

The State Board for Vocational Education will, upon recommendation
of the state superintendent, who is by law the executive officer,
designate and employ to serve under the state director a full-time
state supervisor and other supporting staff assistants to supervise
the state-wide program of agricultural education.

1.1 Special Duties of the State Supervisor and Area Supervisors.
The state supervisor, assisted by the area supervisors, shall
be responsible for supervising and coordinating the state-wide
program; determining if all programs and classes comply
with existing statutory laws, State Board regulations, and
policies of the executive officer and state director; recom-
mending approval of the allocation of Minimum Foundation
Program special instructional units in agricultural education
and determining if they are utilized in conformance with the
requirements of this Plan; recommending to the state director
appointment of personnel employed in the agricultural educa-
tion section; assisting the state director in formulating the
biennial budget for the receipt and expenditure of federal and
state vocational funds; recommending to the state director
reimbursement to counties from federal and/or state voca-
tional funds for program development and operation; cooper-
ating with approved teacher-training institutions in providing
an adequate program of pre-service teacher training;
assisting county superintendents, local directors, and other
vocational education personnel in the establishment and im-
provement of local programs; recommending to the state
director nominations for appointment to the State Advisory
Committee for Agricultural Education; promoting vocational
research; developing instructional materials; and providing
leadership to the state-wide program of agricultural educa-
tion.

1.2 Qualifications of State Supervisor.

1.21 Professional Preparation in Agricultural Education.
The state supervisor shall have a bachelor's degree
in agricultural education from an institution approved
by the State Board for the training of teachers of




- 24 -


vocational agriculture 1/ and in addition shall have
secured a master's degree in agricultural education
from an approved institution of higher learning.

1.22 Experience in Agricultural Education. The state super-
visor shall possess at least three years of successful
educational experience as an administrator or supervisor
of agricultural education. In addition, he shall have had
at least three years of successful experience as a
teacher of vocational agriculture in an approved high
school department of vocational agriculture.

1.3 Qualifications of Area Supervisors.

1.31 Professional Preparation in Agricultural Education. The
qualifications of the area supervisors shall be the same
as those of the state supervisor except that there will be
no requirement for previous supervisory experience, and
the completion of a master's degree may be waived upon
approval of the executive officer.

1.32 Experience in Agricultural Education. The area super-
visor shall have had at least three years of successful
experience as a teacher of vocational agriculture in an
approved high school department of vocational agricul-
ture.

1.4 Duties and Qualifications of Supporting Professional Staff
other than Area Supervisors. The supporting professional
staff may include, in addition to the area supervisors, a pro-
gram specialist, an executive secretary of FFA, a specialist
for Negro schools, an adult secretary of NFA, and any other
specialists whose services are desirable.

1.41 Duties of Supporting Professional Staff other than Area
Supervisors.

1.41-1 Program Specialist. The program specialist
shall assist the state supervisor of agricultural
education to coordinate and supervise the pro-
gram of vocational agricultural education and
shall work on special problems assigned by the


1/ All teachers, supervisors, teacher trainers, and specialists shall
possess degrees in vocational agriculture from institutions approved by
the State Board for the training of teachers in vocational agriculture.




- 25 -


state supervisor. He shall direct and super-
vise the Negro program of vocational agri-
cultural education, coordinate the publication
of educational materials by the section, and
promote and coordinate the farm mechanics
and livestock programs for the section.

1.41-2 Executive Secretary of FFA. The executive
secretary shall assist the state supervisor
and the supervisory staff in coordinating and
supervising the program of activities of the
Florida Association, Future Farmers of
America.

1.41-3 Specialist for Negro Schools. The specialist
for Negro schools shall serve as state advisor
of the Florida Association, New Farmers of
America, and shall be responsible for the im-
provement of the Negro program in vocational
agriculture under the direction and supervision
of the program specialist.

1.41-4 Adult Secretary of NFA. The adult secretary
shall assist the state supervisor, the program
specialist, and the supervisory staff in coordi-
nating and supervising the program of activi-
ties of the Florida Association, New Farmers
of America.

1.42 Qualifications of Supporting Professional Staff other than
Area Supervisors. The qualifications of the supporting
professional staff shall be the same as those of the area
supervisors.

1,5 Duties and Qualifications of Local Supervisory Personnel.

1.51 Duties of the Local Director of Vocational Education, of
Supervisors, and/or Coordinators. Local supervision
in counties of more than 50, 000 population is primarily
the responsibility of the local director of vocational educa-
tion. However, in those counties where the local director
is not qualified in agricultural education or where the
size of the program justifies a supporting supervisory
staff to assist the director, additional personnelmay be
desirable.

1.52 Qualifications of the Local Director of Vocational Educa-
tion, of Supervisors, and/or Coordinators. The local




- 26 -


director of vocational education will meet the quali-
fications set up in Section I, 6.22, of this Plan.

1.52-1 Professional Preparation in Agricultural
Education. The local supervisor or coordi-
nator shall have the same professional pre-
paration as that required of an area super-
visor in vocational agriculture.

1.52-2 Experience in Vocational Agriculture. The
local supervisor or coordinator shall have
the same experience as that required of an
area supervisor in vocational agriculture.


2.0 PROGRAM OF INSTRUCTION

The following types of classes may be included in agricultural
education: all-day, young farmer, adult farmer, and adult voca-
tional agriculture classes.

2.1 Program Characteristics. The program of instruction in
vocational agriculture will deal with practical farm problems
found in the community and will relate to the students enrolled
in the class. Teachers shall submit an annual program of
work each year which is reviewed by the area supervisors.

2.2 Bases of Course Content. The course content in agricultural
education is based on the supervised farming programs of the
students enrolled in the class. The course calendars are
reviewed with the teachers each year by the area supervisors
during supervisory visits.

2.3 Enrollment Age and Grade Placement. Persons enrolled will
be no less than 14 years of age by January 1 of the school year
in which enrollment will occur or are in the ninth grade. The
State assures that this standard is maintained by means of a
preliminary statement of supervised farming work which
contains the age and grade level of enrollees and which is
filled out by the teacher and submitted to the office of the
state supervisor of vocational agriculture.

2.4 All-Day Classes. All-day classes will be organized for boys
enrolled in public high schools who are interested in agri-
culture and who desire to become farmers and have an
opportunity for conducting a supervised farming program.






- 27 -


2.41 Provisions for Supervised Farming Program. The
local administrators will allow the teacher of vocational
agriculture time to provide instruction and supervision
of students in supervised farming programs.

Supervised farming experiences are obtained when the
student conducts his program on the home farm and has
complete control by ownership or lease agreement. The
supervised farming program should include productive
enterprise projects, improvement projects, and supple-
mentary farm jobs.

An individual farming program of satisfactory scope for
each student must extend over a period of at least six
months of each year.

In lieu of adequate facilities on the home farm, teachers
may approve any one of the following plans as a sub-
stitute:

2.41-1 Assistance to the student in gaining satisfactory
experiences by renting land in the community.

2.41-2 Provision for experiences on a school farm.

2.41-3 Placement of the student for farm experiences
on a farm in the community. The experiences
must be planned to cover phases of the teaching
program and must be under the supervision of
the agriculture teacher.

2.42 Length of Courses and Class Schedules. The minimum
number of students for a class under no circumstances
shall be less than nine. The course will be designed to
meet the needs of persons over 14 years of age. A
minimum of 500 hours of on-farm instruction per year
is recommended in connection with the students' super-
vised farming program. The course for all-day classes
will be a minimum of three years in length. A four-year
course of study is recommended and should be conducted
in the majority of schools. The total hours of instruction
for the four years will depend upon the plan adopted by
each high school.

2.42-1 All-Day Classes. The length of the daily sessions
and the number of class sessions per week will be
determined by the plan adopted by each school,
which may select as a minimum one of the following:






- 28 -


Plan I. 1/ Two consecutive 60-minute periods
of class instruction per day, five days per week,
for one year; and one 60-minute period of instruc-
tion per day, five days per week, for the other
years.

Plan II. Two consecutive 60-minute periods of
class instruction per day, two days per week,
and one 60-minute period per day, three days
per week, for each class each year.

Plan II. (Modified) One 60-minute period per
day, five days per week for each class for two
years, two consecutive 60-minute periods per
day two days per week, and one 60-minute
period three days per week, for each class for
two years. (This assumes that there is a
four-year program of vocational agriculture in
operation. A teacher may have four classes
divided into Agriculture I, II, III, and IV; or
three classes, Agriculture I (9th grade), II
(10th grade), and III (11th grade and 12th
grade combination). If the latter system is
employed, Agriculture III should be taught one
year and Agriculture IV the next.

Plan III. Two consecutive 45-minute periods, of
class instruction per day, five days per week,
for each class each year.

2.43 Qualifications of Teachers.

2.43-1 Professional Preparation in Agricultural Educa-
tion. See footnote, p. 24 of this Section.

2.43-2 Technical Preparation in Agriculture. Each
teacher will have a minimum of 20 semester
hours in science and not less than 50 semester
hours in technical agriculture, the latter to
include credit in farm crops, soils, animal
husbandry, poultry, agricultural economics,


1/ The double period for vocational agriculture may be arranged for any
one of the classes (Agriculture I, II, III, or IV). However, it is
recommended by the State Department of Education that the double
period be arranged for Agriculture III and IV.




- 29 -


agricultural engineering, horticulture, and other
applied areas.

2.43-3 Experience in Farming. The teacher of vocational
agriculture must have a minimum of three years
of farm experience acquired after 15 years of age.

2.44 Provisions for Employing Regular Teachers of Vocational
Agriculture. Regular teachers are employed on a
twelve-month basis. Counties may approve a teacher's
absence from his community for a period of not more
than three weeks to attend summer school for professional
improvement provided this approval shall not be given
annually. Teachers shall obtain approval for leave from
the county board of public instruction, and such approval
should be officially entered on the board minutes.

Each county board of public instruction will allow the
teacher a vacation period not to exceed two calendar
weeks per year.

2.45 Official Travel Policy for Teachers, Consultants, and
Local Coordinators. See Section I, 5. 1.

2.46 FFA or NFA Activities. FFA or NFA activities are
accepted as parts of the instructional program.

Each department of vocational agriculture shall have either
a chapter of Future Farmers of America or New Farmers
of America. The teacher of vocational agriculture is
responsible for the following accomplishments:

Organizing a chapter and securing a charter
Securing the necessary paraphernalia
Seeing that a program of work is planned
Seeing that regular meetings are held and that
parliamentary procedure is followed
Seeing that the adopted program is followed
Seeing that all chapter records are kept and that
accurate reports are submitted to the state office.

2.5 Young and Adult Farmer Classes.

2.51 Provisions for Enrollees.

2.51-1 Young Farmer Classes. The minimum number of
pupils for a class will be eight. The minimum age
for a student will be 16, and the course of study




- 30 -


will be especially designed to meet the needs
of young farmers who are between the ages of
16 and 24. The course of study will continue
from year to year and be adjusted to meet the
needs of students who are enrolled. The length
of class sessions shall be a minimum of 120
minutes. The minimum number of class
meetings per year shall be 10 and the total
hours per year not less than 20. There should
be a minimum of 50 hours of on-the-farm
instruction per class throughout the year. The
class instruction will extend over a minimum
period of six months and be timed to correspond
with the seasonal sequence of problems as they
arise in the farming programs of the enrollees.
The teacher will assist the student in making
adjustments in his farming program and in
securing the proper type of farm credit. Records
and reports will be required of each student in
order to determine his progress.

2.51-2 Adult Farmer Classes. The minimum number
of students for a class will be 10. The course
of study is to be continuous from year to year
and is to be modified in terms of improved
practices or skills needed by farmers in the
community. Class sessions shall be not less
than 120 minutes in length. The minimum
number of class meetings per year will be 10
with not less than 20 clock hours devoted to
group instruction. The course classroom
instruction should extend over a minimum
period of six months. Each member of the
class will be required to plan and adopt improved
practices on his farm. These practices will
probably be of a managerial nature, and in some
cases it may be necessary for the individual
farmer to learn new skills.

The teacher of agriculture will be expected to
give at least 50 hours of on-the-farm instruction
per class during the year to farmers enrolled,
helping them to carry out improved practices
that are planned for economic benefit to the farms.
Farmers will be expected to keep records on these
improved practices since the agricultural teacher
will be required to submit a final report to the
State Office not later than December 31 of each
calendar year.





- 31 -


2.52 Qualifications of Teachers of Young and Adult Farmer
Classes.

2.52-1 Training for Teaching. The training shall be the
same as that required for regular teachers as
outlined in Section II, 2. 43-1 and 2. 43-2 of this
Plan.

2.52-2 Experience in Farming. Experience shall be
the same as that required for regular teachers
as outlined in Section II, 2. 43-3.

2.53 Program Compliance with State Plan Requirements. Pro-
gram compliance with State Plan requirements will be
accomplished by regular program reviews by the state
supervisor, the program specialist, and the area super-
visors.

2.6 Adult Vocational Agriculture Classes.

2.61 Provisions for Enrollees. Any person who qualifies for
enrollment in a young or adult farmer class may enroll
in an adult vocational agriculture class.

The minimum enrollment shall be 12, with an average
attendance of 10 students being maintained.

The course shall be based on a specialized unit or prob-
lem in agricultural production, processing, marketing,
improving the home and farm, or in the area of farm
mechanics.

The class sessions shall not be less than 120 minutes in
length.

An adult vocational agriculture course may be organized
on the basis of a Minimum Foundation unit or a fractional
part thereof.

Each member of the class will be required to plan and
adopt improved practices within the scope of the unit
covered in the instructional program, and it may be
necessary for individuals to learn new skills.

2.62 Qualifications of Teachers of Adult Vocational Agriculture
Classes.





- 32 -


2.62-1 Preparation. Special teachers will be employed to
teach adult vocational agriculture classes. The
individual acting as the teacher shall have at
least completed high school and be a recognized
authority in his vocation. Before a special
teacher is approved for a class, he must be
appropriately certified.

2.62-2 Experience in Farming or in Related Specialized
Fields. A person selected as a special teacher
must have had at least three years of recent and
practical experience in the occupational area
in which instruction is to be given. In most
cases the instruction will be in the nature of
skills. Examples include areas such as electric
or acetylene welding where students desire to
construct or repair farm machinery, the pro-
cessing of food, the construction of terraces, the
draining of land, the installation of irrigation
systems, the operation of farm machinery, the
installation and maintenance of farm plumbing
systems, and the construction of farm buildings.

The follow-up or on-the-farm instruction will
be given by a regular teacher of agriculture.

2.7 Facilities. The county board of public instruction, where voca-
tional agriculture units are approved, is responsible for pro-
viding minimum approved facilities for each department. In
addition, the following shall be included:

2.71 Classrooms. A classroom of minimum size to meet
state requirements, but sufficiently large to accommo-
date the largest vocational agriculture class in the
school, should be provided and it should be equipped with
tables, chairs, and storage facilities.

2.72 Office. An office of sufficient size to accommodate
the office furniture and equipment necessary for the
teacher should be provided.

2.73 Farm Mechanics Shop. A minimum of 100 square feet
of work area per student for the largest class should
be provided. Part of this area may include a designated
outside work area. The farm mechanics shop should
be properly equipped to meet the needs of the students
enrolled. An annual budget should be provided to purchase




- 33 -


additional equipment and to maintain present shop
equipment. The use of the farm mechanics shop for any
purpose other than vocational agriculture must not in
any way detract from or interfere with the farm mechanics
program.

2.74 Land Laboratory or School Farm. A land laboratory or
school farm of sufficient size to demonstrate approved
practices in technical agriculture and to teach skills
in farm operation and management should be provided.
The department should contain the necessary equip-
ment for efficient operation of these facilities.

2.75 Budget for Instructional Supplies. The school will pro-
vide in its budget from local or Minimum Foundation
Program current expense funds a sum adequate to pro-
vide teaching supplies for the classroom, farm mechanics
shop, and land laboratory or school farm, in addition
to the budget for equipment.

2.76 Library. A library containing the necessary books,
bulletins, magazines, and other reference materials
concerned with types of farming inthe area will be
provided to meet the needs of students.


3.0 ADVISORY COMMITTEES

Each agriculture department should have a local advisory committee
to serve in a consultative capacity. The committee should consist
of persons selected for their interest in and concern with agricultural
education.

3.1 Duty. The local advisory or consulting committee shall serve
in an advisory capacity to local school personnel in the planning
and evaluating of programs in agricultural education and shall
assist in interpreting the program to the public.

3.2 Term of Office. The term of office shall be for two years and
it shall be so arranged that only half of the committee members
will be replaced in any one year.


4.0 PROGRAM OF TEACHER TRAINING

4.1 Approved Teacher-Training Institutions. The University of
Florida, Gainesville, and the Florida Agricultural and




- 34 -


Mechanical University (N), Tallahassee, have been designated
by the State Board for Vocational Educati6n to give the technical
training in agriculture and the professional training in agricul-
tural education which will prepare teachers for the public
schools. These institutions have also been designated to pro-
vide instruction for in-service teachers leading to advanced
degrees and/or certificates. The program of training at the
two institutions will be conducted in cooperation with the State
Board for Vocational Education through its representatives.

4.2 List of Approved Institutional Offerings. Titles of courses in
agriculture education teacher training for which federal voca-
tional and state matching funds may be used for reimburse-
ment are outlined in a supplement contained in "Administrative
Policies and Procedures Covering State Board and Approved
Vocational Teacher Education Institutions. "

Approved institutions of higher learning may offer additional
elective agriculture education courses taught by approved
agriculture education teacher trainers. Federal agriculture
education moneys and state matching funds may be used for
reimbursement of such courses only upon prior recommendation
of the state supervisor and written approval of the state director.

4.3 Provision for Technical Agriculture Courses for Qualifying
Teachers. No individual will qualify to teach vocational agri-
culture with less than 50 semester hours of technical prepara-
tion in agriculture in addition to courses in science.

4.31 Areas in Technical Agriculture and Minimum Hours
Suggested in Each Area.

Animal Husbandry, including 10 to 15 semester hours
Dairying and Poultry
Farm Crops and Soils 6 to 9 semester hours
Horticulture 9 to 12 semester hours
Agricultural Engineering 6 to 12 semester hours
Agricultural Economics 3 to 9 semester hours
Forestry 3 to 6 semester hours
Entomology 3 to 6 semester hours

The minimum number of hours in each area provides for
some elective courses in order to qualify individuals for
special farming areas. At least 10 semester hours of
electives will be required if only the minimum number
of hours in each area is taken.




- 35 -


4.4 Qualifications of Members of the Teacher-Training Staff.

4.41 Technical and Professional Preparation.

4.41-1 Technical Preparation in Agriculture. Members
of the teacher-training staff must have met all
technical requirements in agriculture for a
regular teaching position in vocational agricul-
ture as required by the State Plan for Vocational
Education. Preference will be given to those
who have had additional work.

4.41-2 Agricultural Education. A member of the teacher-
training staff must have completed one year of
graduate work in agriculture or education--pre-
ferably a combination of both--and hold a master's
degree.

4.42 Professional Experience.

4.42-1 Teaching, Supervisory, or Administrative Experience
in Approved Programs of Agricultural Education.
The individual must have had at least three years of
successful teaching experience in an approved agri-
culture department.

4.5 Conditions for Approval of State Institutions to Train Teachers
of Vocational Agriculture.

4.51 Standards Regarding Facilities and Staff. The institution
will provide facilities and a technical staff which will furnish
adequate training for prospective teachers of vocational
agriculture.

4.51-1 Faculty. The institutions shall employ staff
members for teaching who have degrees in tech-
nical agriculture and who are qualified by training
and experience for teaching and research in the
specific area to which they are assigned. Some
provision should be made to insure the professional
growth of the faculty.

Each member of the technical agriculture staff
shall have a master's or higher degree with a
graduate major in the specific area of his teach-
ing and research assignment or shall have a
bachelor's degree in that area and be working




- 36 -


under the direct supervision of a staff member
who has an advanced degree in that area. (For
example, an instructor in dairy science should
have a master's degree in dairy science.)
Graduate degrees in agriculture do not qualify
individuals for teaching the various fields of
agriculture on the college level.

The institution shall employ a staff in technical
agriculture, providing instruction in the following
offerings: terracing, drainage and irrigation;
farm mechanics, farm power and machinery
(including rural electrification); farm crops,
soils, and soil fertility; animal husbandry;
general and applied entomology; farm forestry
production and management; general horti-
cultural production; principles of plant physiology
and pathology; animal diseases and hygiene;
farm management (including farm finance,
taxation, and insurance); and agricultural
economics (including marketing of farm pro-
ducts).

The technical staff members shall have experience
in the application of these sciences to current agri-
cultural problems.

The institution shall maintain and support active
research programs in these fields.

The institution shall employ a resident staff in
agricultural education, each member of which has
a master's or higher degree in vocational educa-
tion and is qualified by training and experience to
teach college-level courses in agricultural educa-
tiori, conductr'esearch in agricultural education,
prepare teaching aids for teachers of vocational
agriculture, engage in in-service training activi-
ties, and assist in the selection and placement of
trainees. Facilities shall be provided for off-
campus student teaching in which a minimum of
one qualified supervisor shall be provided for
each 20 student teachers while these are engaged
in student teaching.

4.51-2 Laboratory Facilities. The institution shall pro-
vide satisfactory classrooms, laboratories, and





- 37 -


other facilities necessary for the training of
teachers of agriculture. These facilities shall
include a farm owned and operated by the institu-
tion, with sufficient acreage for the production
of the major crops common to the area on a
scale large enough to permit the demonstration
of approved farm practices (including the use of
major farm equipment) and to provide land for a
comprehensive agricultural research program.

Whenever instruction is offered in any of the
following classes of livestock or poultry, the
following minimum number of birds or animals
shall be owned and managed by the college. In all
cases, the institution should maintain a minimum
of three classes, including at least one class of
cattle.

Dairy One practical breeding unit of at
least 20 milking cows
Beef One practical breeding unit of at least
15 breeding cows, a bull, and 20
feeder and stocker cattle
Sheep A farm flock of 25 breeding ewes
Poultry 1, 000 birds, including layers,
broilers, and turkeys
Swine One breeding unit of 8 to 10 sows.

The institution shall provide classroom and
scientific laboratory facilities of recognized
college standard for food processing and preser-
vation (including meats or dairy products),
plant pathology, horticulture, crops, soils,
farm machinery, farm mechanics, soil conser-
vation, livestock, poultry, livestock sanitation
and animal hygiene, and any other areas partic-
ularly- applicable to the State.

In the field of related science, laboratories shall
be available for work in bacteriology, botany,
chemistry, genetics, physics, and zoology.

The institution shall maintain a general library of
recognized'college standard, including materials
in the field of agriculture. The agriculture
library shall contain a comprehensive list of
reference books in the various fields, a complete





- 38 -


file of USDA bulletins, State Agricultural
Experiment Station and Extension Service pub-
lications, Agricultural Yearbooks, and publi-
cations of other states having similar types of
agriculture, in addition to farm magazines and
periodicals and the leading scientific journals
pertinent to the principal areas of agriculture.
The reference materials available shall apply
to all types of farming in the State, including not
only major enterprises but minor and contrib-
utory undertakings as well. In all cases, the
library shall include a minimum of 2, 500
volumes of different titles in the field of agri-
culture in addition to an adequate supporting
library. The library shall be under the super-
vision of a trained librarian.

Facilities for the training of potential teachers
in the use of audio-visual aids should be avail-
able.

4.52 Procedures for Determining Whether the Applying
Institution has Facilities and Staff for Technical
Instruction at Least Equal to Those of the State College
of Agriculture. Adequacy of facilities and staff for
technical instruction will be determined by a committee
appointed by the state superintendent of public instruction
and executive officer upon the recommendation of the state
director who will be provided with nominations by the
state supervisor.


5.0 PLAN FOR COORDINATING STUDIES, INVESTIGATIONS, RESEARCH,
AND PREPARATION AND DISTRIBUTION OF PROFESSIONAL AND
TECHNICAL MATERIAL FOR EMPLOYED TEACHERS

Research may be conducted by the teacher-training institutions, by
county boards of public instruction through the local coordinators,
and by the State Board for Vocational Education through the State
Department of Education, when the research is confined to one of
the following areas of study:

Identifying and determining agricultural training needs
Methods of instruction
Supervision of instruction
Instructional facilities and materials
Agricultural employment and occupations





39 -


Placement and follow-up of trainees
Standards for the organization and administration of agricul-
tural education programs
Measuring effectiveness of instruction
Selection and training of teachers
Methods of coordinating training with agricultural needs
Any other studies that might have direct bearing on the
expansion and improvement of vocational agricultural
education.

Professional and technical material will be prepared and distributed
to employed teachers by the Educational Materials Laboratory,
Division of Vocational and Adult Education.


























SECTION III


BUSINESS, DISTRIBUTIVE AND COOPERATIVE EDUCATION




- 41 -


SECTION III

BUSINESS, DISTRIBUTIVE AND COOPERATIVE EDUCATION


1.0 PLAN FOR SUPERVISION

1.1 Specialized State Supervision.

1.11 Supervisory Provisions. The State Board for Vocational Educa-
tion will, upon recommendation of the state superintendent,
who is by law the executive officer, designate and employ to
serve under the state director a full-time state supervisor
and other supporting staff assistants to supervise the state-
wide programs of business, distributive, and cooperative
education.

1.12 Provision for Reimbursement of State Supervisor's Salary
from Federal Funds. A proportionate share of the state
supervisor's salary is provided from federal funds and
the remainder from state funds, reflecting the approximate
adjustment of reimbursable salary for the federally
approved program of distributive education. The relative
proportions will be indicated in budgets or by written
time assignments made by the state director.

1.2 General and Special Duties of the State Supervisor and Area
Supervisors. The state supervisor, assisted by the area super -
visors, shall be responsible for supervising and coordinating
the state-wide program; determining if all programs and classes
comply with existing statutory laws, State Board regulations, and
policies of the executive officer and state director; determining
if classes meet minimum or acceptable standards of operation,
including facilities, equipment and curriculum; recommending
approval of the allocation of Minimum Foundation Program
special instructional units in business, distributive and cooper-
ative education and determining if they are utilized in con-
formance with the requirements of this Plan; recommending to
the state director appointment of personnel employed in the busi-
ness, distributive and cooperative section; assisting the state
director in formulating the biennial budget for :the receipt and
expenditure of federal and state vocational funds; recommending
to the state director reimbursement to counties from federal and/or
state vocational funds for program development and operation;
cooperating with approved teacher-training institutions in pro-
viding an adequate program of pre-service 'and in-service teacher
training; assisting county superintendents, local directors, and




- 42 -


other vocational education personnel in the establishment and
improvement of local programs; recommending to the state
director nominations for appointment to the State Advisory
Committee for Business, Distributive and Cooperative Educa-
tion; promoting vocational research; developing instructional
materials; and providing leadership to the state-wide program of
business, distributive and cooperative education.

1.21 Special Duties in Distributive Education of Each Supervisor
on the Appropriate Level of Authority and in the Area Assigned.

1.21-1 State DECA Advisor. The state supervisor will
serve as the state DECA advisor and will direct
the state club program. If desired, this responsi-
bility may be delegated.

1.21-2 Teacher Training. The respective supervisors
shall organize and conduct conferences of teacher-
coordinators in developing procedural plans for
conducting the total program.

1.21-3 The respective supervisors shall work with state
and local trade associations such as those of retail
merchants, wholesalers, hotel and motel managers,
gasoline retailers, and others in providing neces-
sary training programs for those engaged in the
field of distribution.

1.3 Qualifications of the State Supervisor.

1.31 Professional Preparation in Distributive Education. The
state supervisor shall have graduated from a standard four-
year college and, in addition, shall have secured a master's
degree with specialization in business, distributive or
cooperative education from an approved institution of
higher learning.

In addition, he shall possess at least three years of successful
administrative or supervisory experience in the field of
business, distributive or cooperative education.

1.32 Technical Preparation in Distribution. The state supervisor
shall have completed six semester hours of technical distrib-
utive subjects.

1.33 Teaching Experience in Distributive Education. The state
supervisor shall have had at least three years of successful




- 43 -


teaching experience in one or more of the fields of vocational
business, distributive or cooperative education as operated
in accordance with the State Plan.

1.34 Work Experience. The state supervisor shall have a minimum
of three years of practical work experience as a wage earner
in business and/or industry.

1.4 Qualifications of the Area Supervisors. The qualifications of area
supervisors shall be the same as those of the state supervisor with
the possible exception that completion of a master's degree may be
waived under unusual circumstances upon approval of the executive
officer.

1.5 Duties and Qualifications of Supporting Professional Staff other
than Area Supervisors. The supporting professional staff may
include, in addition to the area supervisors, a business education
consultant, and any other specialists whose services are desirable.

1.51 Duties of Supporting Professional Staff other than Area
Supervisors.

1.51-1 Business Education Consultant. Duties and
qualifications are outlined in Section I, 1. 57 of
this Plan.

1.51-2 Other Specialists. As the need arises and it is
desirable to employ additional personnel for
specialized business, distributive and cooperative
education areas, such persons will assist the
state supervisor in the supervision and coordination
of the state-wide program in the specialized voca-
tional fields for which they are trained. An amend-
ment will be submitted to provide for any additional
supporting professional positions in distributive
education.

1.6 Duties and Qualifications of Local Supervisors. Local supervision
in counties of more than 50, 000 population is primarily the respon-
sibility of the local director of vocational education as indicated
in Section I, 6. 2 of this Plan. However, in those counties where
the local director of vocational education is not qualified in
business, distributive or cooperative education or where the size
of the program justifies a supporting supervisory staff to assist
the director, additional personnel may be desirable.





- 44 -


1.61 Duties of Local Supervisors, Coordinators, and Assistant
Principals.

1.61-1 Local Supervisor of Business, Distributive and
Cooperative Education (county-wide). The county
supervisor of business, distributive and cooper-
ative education shall be responsible for the super-
vision of the local business, distributive and
cooperative program. He shall assist teachers in
upgrading instruction, work with advisory committees
in determining curricula, assist teachers in securing
instructional materials and other needed teaching aids,
recruit teachers and make recommendations for
appointment of same to the local director (or county
superintendent), provide for the in-service training
of teachers, and perform what other supervisory
functions a person in this position might be assigned
by the county superintendent or local director,

1.61-2 Local Coordinator of Business, Distributive or
Cooperative Education (program-wide). The local
coordinator of business, distributive or cooperative
education shall be responsible for the coordination
of a major program within the county such as voca-
tional business education, cooperative training
education, or adult distributive education. He shall
act as liaison between employers and the school on
matters of determining training needs, placement of
trainees, and upgrading of workers through school
training. He shall work with craft committees on
course content, and shall perform what other
coordinating functions a person in this position
might be assigned by the county superintendent or
the local director.

1.61-3 Assistant Principal or Department Head of Businessq
Distributive or Cooperative Education (school-wide).
Where the principal of a vocational school (day or
evening) or a comprehensive high school is not
qualified in business, distributive or cooperative
education, and the program is large enough to justify
the employment of an assistant principal or depart-
ment head, such person shall assist the principal
in the administration and supervision of the in-school
business, distributive or cooperative education
program.




- 45 -


A teacher of business, distributive or cooperative
education subjects may be designated as depart-
ment head of business, distributive and cooperative
education in any school, provided the time devoted
to supervisory and coordinating duties is equal to
or exceeds that spent in teaching.

1,62 Qualifications of Local Supervisors, Coordinators, and
Assistant Principals.

1.62-1 Local Supervisor of Business, Distributive and
Cooperative Education (county-wide) and Assistant
Principal (school-wide). Qualifications shall be
the same as those for a local director of vocational
education described in Section I of this Plan, with
specialization in business, distributive or cooperative
education.

Local Coordinator of Business, Distributive or
Cooperative Education (program-wide). The local
coordinator shall be a graduate of a standard
institution with a four-year degree and, in addition,
shall have secured 12 semester hours of approved
business, distributive or cooperative education
teacher-training courses, including three semester
hours each in administration of vocational education,
supervision of business, distributive or cooperative
education, and school-community employee-employer
relationships.

1.62-2 Technical Preparation in Distribution. The local
coordinator shall have a minimum of eight semester
hours in technical distributive occupational subjects.

S l1.62-3 Teaching Experience in Business, Distributive or
SCooperative Educatibn. The local coordinator shall
''' have at least three years (144 hours per year
minimum) of experience in teaching business, dis-
tributive or cooperative subjects.

1.62-4 Experience in Business, Distributive or Cooperative
Occupations. The local coordinator shall have a
minimum of two years of work experience at the
journeyman or trained employee level in a business,
distributive or cooperative pursuit.





- 46 -


1.62-5 Department Head of Business, Distributive and
Cooperative Education (school-wide). The depart-
ment head shall have the same preparation and
experience as the local coordinator of business,
distributive or cooperative education.


2.0 PROGRAMS) OF INSTRUCTION

2.1 Procedures Ensuring that Instructional Content is Functionally
Applicable to the Field of Distribution. Business, distributive
and cooperative education may include training in manipulative,
technical, and related vocational subjects for persons either
employed or about to be employed in an office occupation; in
distributive occupational subjects such as merchandising, buying
and selling, and wholesaling for persons either engaged in or about
to be engaged in distributive occupations. Cooperative training
education may include specialized in-school training on a cooper-
ative basis for high school students who wish to become employed
in distributive occupations, office occupations or diversified
occupations while still attending high school.

Assurance that the distributive cooperative, and business education
programs will provide instruction applicable to the respective
fields will be provided by the approval of teaching content by the
state supervisor, by area supervisory visits, analysis of local
needs through occupational studies for the various areas,
coordination by local personnel, and, where applicable, research
projects.

2.11 Assurance that Instruction is Based Upon Occupational Need.
To assure that the nature and content of instruction is based
upon occupational needs, methods to be used for evening or
part-time extension classes and the cooperative program will
include vocational counseling, analysis of the nature and
function of business and distributive occupations, consultation
with area supervisory personnel, and findings of teacher-
coordinators as a result of conferences with proprietors,
managers, supervisors, educators, and others directly
associated with the education of the enrollees. In addition,
for the cooperative program the career objective of the
student as well as his present occupation will serve as
a guide in using the methods listed.

2.2 Enrollment and Organization.

2.21 Evening or Part-Time Extension Enrollees. Persons enrolled
in evening or part-time extension classes in either business




- 47 -


or distributive occupations shall be at least 16 years of age
and shall have legally left the full-time school to engage in
employment. Enrollees in evening and part-time extension
classes shall be employed or about to be employed in the
occupation for which instruction is supplemental. To be con-
sidered supplemental, the instruction must be such as to
increase the skill or knowledge of the workers in the
business or distributive pursuit in which they are employed.

2. 22 High School Cooperative Enrollees. High school cooperative
classes in business, distributive and diversified programs
may be conducted for persons who are enrolled in a voca-
tional, technical, or secondary high school.

Student-learners enrolled in cooperative training classes
shall be at least 16 years of age and be legally employed in
a business, distributive or diversified occupation under
agreement (preferably written) between the school and the
employer. Such employment shall be in conformity with
federal, state, or local employment regulations, When
employment is in establishments engaged in inter-state
commerce, such employment shall be at least at the legal
minimum wage, except when an exemption certificate is
secured from the Wage Determination and Exemption
Branches of the Wage and Hour Division, United States
Department of Labor, permitting employment at a sub-
minimum wage. In certain occupations declared hazardous
by the United States Department of Labor under the Fair
Labor Standards Act, or by State Regulations, student-
learners must be 18 years of age unless specific exemption
has been obtained to permit those between the ages of 16
and 18 to work at such occupations.

Only those classes composed entirely of persons employed
in distributive occupations may be reimbursed from federal
or matching funds.

The training provided through the operation of cooperative
programs shall be for skilled or semi-skilled occupations
which offer opportunities for training and advancement, and
the instruction shall be designed to enlarge the vocational
intelligence of the enrollees.

2.3 Procedures and Records Used by the State to Assure that
Enrollees Meet Requirements. Records and reports received
from schools provide pertinent information concerning classes
and instructors as indicated in Section I, 4.6 and 4.7 of this
Plan. Local counties shall be responsible for keeping within




- 48 -


their respective centers records of the age and employment of
students enrolled in extension classes; these records and
reports are reviewed periodically by the area supervisors.
Reports for cooperative and full-time classes are submitted
biannually by the counties directly to the State Office. Reports
of adult part-time enrollments are submitted to the State Office
upon completion of the classes.

2.4 Evening and Part-Time Extension Classes. An evening extension
class is defined as one which is conducted during the non-working
hours of the enrollees. A part-time extension class is one con-
ducted during the usual working hours of the enrollees.

2.41 Qualifications of Teachers and/or Coordinators of Evening
and Part-Time Extension Courses.

2.41-1 Professional Preparation in Distributive Education.
No specific training is required for teachers of
evening or part-time extension classes other than
in-service training that may be required by local
boards of public instruction.

2.41-2 Technical Preparation in Distribution. Technical
training for a part-time instructor is desirable,
but may not be required if he has been successful
in the special aspect of the occupation which he is
teaching.

2.41-3 Experience in Business or Distributive Occupations.
Teachers of evening and part-time extension classes
in business and distributive education which are
organized for less than 540 hours shall possess at
least six years of practical experience in the
occupation to be taught, a minimum of two years
of which shall have been at the trained employee
level. In any occupation requiring employees to be
licensed by a legally constituted federal, state, or
local licensing agency, such teachers shall hold a
valid license to work in that occupation.

2.42 Qualifications of Teachers Used for Special Assignments.
This provision does not apply.

2.5 High School Cooperative Classes.

2. 51 Time Plans for Classes and Employment. Each part-time
cooperative enrollee will be employed for an average of 15
hours per week in the occupation for which he is being




- 49 -


trained. The total time the enrollee is in school will not
exceed the time he is at work. In no case shall the time at
school and the time at work be such as to violate legal
employment regulations.

In programs covering one school year, an average of two
periods per day must be devoted to related vocational sub-
jects. In programs covering two school years, an average
of one period per day must be devoted to such subjects.

2.52 Qualifications of Teacher-Coordinators.

2.52-1 Professional Preparation in Business or Distributive
Education. A teacher-coordinator shall have a
graduate certificate, including six semester hours of
professional vocational courses such as those con-
cerned with related study and job analysis for
cooperative training, and the organization and
coordination of distributive cooperative education.

If he does not possess a graduate certificate but
has graduated from a standard four-year institution
he may qualify by completing 14 semester hours of
professional vocational courses as outlined in the
"Florida Requirements for Teacher Education and
Certification. "

2.52-2 Technical Preparation in Business or Distributive
Education. A teacher-coordinator shall have a
minimum of six semester hours of course work
which is related to the distributive occupational
subjects to be taught. A teacher-coordinator of
business education shall have certification in the
area of business education.

2.52-3 Experience in Business and/or Distributive Education.
A teacher-coordinator shall have a minimum of two
years of practical work experience in occupations
considered either business or distributive, one year
of which shall have been as a full-time employee.

2.53 Qualifications of Teachers and/or Coordinators of Sectional
Cooperative Classes. This provision does not apply.





- 50 -


3.0 REPRESENTATIVE ADVISORY COMMITTEE

3.1 General State Advisory Committees. General state advisory
committees may be established for distributive and vocational
business education upon the recommendation of the state super-
visor and the approval of the state director.

3.2 Single Purpose Advisory Committees. Single-purpose advisory
committees may be organized to provide counsel to the state staff
in developing classes for specific business and distributive groups.

3.3 Local Advisory Committees. Local communities will be encouraged
to organize general and single-purpose advisory committees which
will provide advisory services for the operation and development of
cooperative part-time programs and evening and part-time extension
classes.


4. 0 PROGRAM OF TEACHER TRAINING

The State's general plan for providing and supervising teacher training
is outlined in Section I of this Plan.

4.1 Teacher-Training Plan for Business, Distributive and Cooperative
Education. In order to receive the benefits of the appropriations
in the acts for the training of teachers, coordinators, and super-
visors of business, distributive and cooperative education, the
training shall be conducted under the supervision of the State
Board for Vocational Education. Such training shall be given
only to persons who have had adequate vocational experience in
the occupations for which they are preparing themselves or who
are acquiring such experience.

No federal or state funds shall be allocated any institution or agency
for business, distributive and cooperative teacher training without
the approval of the State Board for Vocational Education.

The State Board for Vocational Education, through its authorized
representatives, shall approve and designate all business, distrib-
utive and cooperative teacher-training institutions and all
personnel employed to carry out the function of business, distrib-
utive and cooperative education teacher-training, as well as the
courses to be offered.

County boards of public instruction may employ qualified teacher
trainers to perform the same duties and give the same instruction
as those attached to designated institutions, provided the person





- 51 -


selected is approved by the State Board and is a member of the
appropriate vocational department of an approved institution
of higher learning.

It shall be the responsibility of the State Board for Vocational
Education to establish close coordination between teacher training
and teacher certification.

4.11 Pre-Service Teacher Training. Approved teacher-training
institutions will provide pre-service teacher training for
those who have the necessary business, distributive and
cooperative occupational experience and who are preparing
for teaching through the same courses and instruction pro-
vided for in-service teachers.

For prospective teachers who have been offered positions
but who lack the basic teacher training required for initial
certification, a teacher apprenticeship will be provided.
This apprenticeship will consist of observation of instruction,
practice teaching, and directed study under the supervision
of an approved business, distributive and cooperative teacher
trainer serving on the staff of an approved institution of
higher learning.

Pre-service teacher training for part-time teachers may be
conducted by local boards of public instruction through
qualified supervisors. Such training will not be for college
or certification credit and may be of an informal type.

4.12 In-Service Teacher Training. In-service teacher training,
including non-credit and credit work, may be provided for
teachers, coordinators, and supervisors in keeping with
provisions outlined in "Administrative Policies and Pro-
cedures Covering State Board and Approved Vocational
Education Institutions".

In-service teacher training for part-time teachers may be
conducted by local boards of public instruction through
qualified supervisors. Such training will not be for college
or certification credit and may be of an informal type.

4.2 Requirements for Enrollment in Teacher-Training Courses.
Individuals preparing to be teacher-coordinators or evening and
part-time extension instructors shall have the same occupational
experience as that required for teacher-coordinators in 2. 52-3
of this Section either before or by the time they have completed
the training program,or they will obtain such experience as a part





- 52 -


of their training at the teacher-training institution. This does not
preclude the occasional enrollment in teacher-training courses of
school administrators and others who are preparing themselves for
responsibilities in vocational education.

4.3 Approved Institutions of Higher Learning Providing Personnel
Training in Business, Distributive and Cooperative Education. The
Florida State University, Tallahassee; The University of Florida,
Gainesville; The Florida Agricultural and Mechanical University (N),
Tallahassee; and The University of Miami, Coral Gables, shall be
designated as the institutions of higher learning approved to train
business, distributive and cooperative teachers, coordinators, and
supervisors, but The University of Miami will not be reimbursed
for providing such training.

4.4 Approved Teacher-Training Courses. Titles of courses in
business, distributive and cooperative education teacher training
for which federal vocational and state matching funds may be
used for reimbursement are outlined in a supplement contained
in "Administrative Policies and Procedures Covering State
Board and Approved Vocational Teacher Education Institutions. "

Approved institutions of higher learning may offer additional
elective vocational courses taught by approved business,
distributive and cooperative teacher trainers. Federal voca-
tional and state matching funds may be used for reimbursement
of such courses, when applicable, only upon prior recommendation
of the state supervisor and written approval of the state director.

4. 5 Qualifications of Teacher Trainers.

4.51 Professional Preparation in Distributive Education. A full-
time teacher trainer shall have graduated from a standard
four-year college. In addition, he shall have secured a
master's degree with specialization in business, distributive
and cooperative education from an approved institution of
higher learning.

4. 52 Technical Preparation in Distribution. A full-time teacher
trainer shall possess a minimum of six semester hours in
technical distributive occupation subjects.

4. 53 Teaching Experience in Distributive Education. A full-time
teacher trainer shall possess at least two years of success-
ful teaching experience as a teacher of business, distributive
and cooperative education classes which meet the:standards
of the State Plan. In addition, he shall have at least three





- 53 -


years of experience in a responsible administrative or super-
visory capacity in the field of business, distributive or
cooperative education.

4.54 Experience in Distributive Occupations. A full-time teacher
trainer shall have at least three years of practical work
experience as a wage earner in a distributive occupation or
vocational business education pursuit.

4.6 Criteria for Designating Teacher-Training Institutions.

4.61 Minimum Professional Offerings in Distributive Education. A
designated teacher-training institution shall offer a minimum
of nine semester hours of professional preparation in distribu-
tive education annually.

4. 62 Minimum Technical Offerings in Distribution. Technical
offerings may be provided by other divisions of the
institution giving related subjects (e. g., marketing,
economics, sales psychology) with a minimum of eight
semester hours of technical course work in distribution
being selected by the student in consultation with his faculty
advisor.


5.0 PLAN FOR COORDINATING STUDIES, INVESTIGATIONS, RESEARCH,
AND THE PREPARATION AND DISTRIBUTION OF PROFESSIONAL
AND TECHNICAL MATERIAL FOR EMPLOYED TEACHERS

Research may be conducted by the teacher-training institutions designated
in 4. 3 of this Section, by county boards of public instruction through the
local director of vocational education, and by the State Board for Voca-
tional Education through the State Department of Education, when the
research is confined to one of the following areas of study:

Identifying and determining distributive and vocational business
education needs
Methods of instruction
Supervision of instruction
Instructional facilities and materials
Distributive and business employment occupations
Placement and follow-up of student learners
Standards for the organization and administration of the program
Measuring the effectiveness of instruction
Selection and training of teachers
Methods of coordinating training with distributive and business
needs



























SECTION IV


HOME ECONOMICS EDUCATION





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SECTION IV

HOME ECONOMICS EDUCATION


1.0 PLAN FOR SUPERVISION

The State Board for Vocational Education will, upon recommendation
of the state superintendent, who is by law the executive officer,
designate and employ to serve under the state director a full-time
state supervisor and other supporting staff assistants to supervise
the state-wide program of home economics education.

1.1 Special Duties of the State Supervisor and Area Supervisors.
The state supervisor, assisted by the area supervisors, shall
be responsible for supervising and coordinating the state-wide
program; determining if all programs and classes comply with
existing statutory laws, State Board regulations, and policies
of the executive officer and state director; determining if all
classes meet minimum or accepted standards of operation,
including facilities, equipment, and curriculum; recommend-
ing approval of the allocation of Minimum Foundation Program
special instructional units in home economics education and
determining if they are utilized in conformance with the
requirements of this Plan; recommending to the state director
appointment of personnel employed in the home economics
section; assisting the state director in formulating the
biennial budget for the receipt and expenditure of federal and
state vocational funds; recommending to the state director
reimbursement to counties from federal and/or state voca-
tional funds for program development and operation; cooperating
with approved teacher-training institutions in providing an
adequate program of pre-service and in-service teacher
training; assisting county superintendents, local directors, and
other vocational education personnel in:the establishment and
improvement of local programs; recommending to the state
director nominations for appointment to the State Advisory
Committee for Home Economics Education; promoting research;
developing instructional materials; and providing leadership
to the state-wide program of home economics education.

1.2 Qualifications of the State Supervisor.

1.21 Professional and Technical Preparation in Home Economics
Education. The state supervisor shall have graduated from
a standard four-year college, and, in addition, shall have
secured a master's degree with specialization in home
economics education from an approved institution of higher
learning.





- 56 -


1.22 Experience in Vocational Home Economics Education.
The state supervisor shall possess at least five years of
successful experience teaching home economics in
secondary schools in several types of communities,
three years of which must have been in home economics
programs approved for reimbursement, and shall have
had successful experience in programs for adults.

The state supervisor shall have had at least two years of
successful experience as a directing teacher at an intern
teaching center of homemaking education, or successful
supervisory experience as a city, county, or area super-
visor.

1.3 Qualifications of Assistant State Supervisor. At present no plans
have been made for such a position.

1.4 Qualifications of Area Supervisors.

1.41 Professional and Technical Preparation in Home Economics
Education. The area supervisor shall have completed a
standard four-year college curriculum in home economics
and shall possess a bachelor's degree from an institution
approved for certification of home economics teachers to
teach in reimbursed departments.

The area supervisor shall have a master's degree in home
economics. Under unusual circumstances this regulation
may be waived.

1.42 Experience in Vocational Home Economics Education. The
area supervisor shall possess at least five years of teach-
ing experience in secondary schools, at least two years of
which shall have been in a vocational homemaking program,
including work in a homemaking program for adults.

The area supervisor shall possess at least two years of
successful experience as a directing teacher of an intern
teaching center, or successful supervisory experience as
a city, county, or area supervisor, or in teacher education.

1.5 Duties and Qualifications of Supporting Professional State Staff
other than Area Supervisors.

1.51 Duties of Supporting Professional State Staff other than
Area Supervisors.





- 57 -


1.51-1 Specialist in Homemaking Education in Negro
Schools. The specialist shall be directly
responsible to the state supervisor on all matters
involving homemaking education in Negro schools.
This individual shall be responsible for the improve-
ment of instruction and shall work under the leader-
ship of the area supervisors in improving Negro
homemaking education programs. This person
shall serve as NHA adviser and shall work closely
with teachers and with district and local NHA
advisers in the guidance and promotion of NHA
as an integral part of the homemaking program.

1.52 Qualifications of Supporting Professional State Staff other
than Area Supervisors.

1.52-1 Professional Preparation in Home Economics
Education. Professional preparation shall be the
same as that for an area supervisor.

1.52-2 Experience in Vocational Home Economics Education.
Experience requirements shall be the same as those
for an area supervisor.

1.6 Duties of Local Supervisors.

1.61 County Supervisors. See Section I, 6.2 (1). The local
supervisor shall be responsible for the supervision of the
local home economics education program. This individual
shall assist teachers in upgrading instruction, work with
advisory committees in determining curricula, assist
teachers in securing instructional materials and other
needed teaching aids, recruit teachers and make recom-
mendations for appointment of same to the local director
(or county superintendent), provide for the in-service
training of teachers, and perform what other supervisory
functions a person in this position might be assigned by the
county superintendent or the local director.

1.7 Qualifications of Local Supervisors.

1.71 Professional and Technical Preparation in Home Economics
Education. The local supervisor shall be a graduate of a
four-year college curriculum in home economics from an
accredited college or university approved for training
vocational home economics teachers. In addition, this
person shall have a master's degree with at least a minor
in education or home economics education and shall meet




- 58 -


the certification requirements prescribed by the State
Board for Vocational Education to teach in a vocational
program in home economics as well as those requirements
prescribed by the Florida State Board of Education for the
supervision of special subjects.

1.72 Experience in Vocational Home Economics Education. The
local supervisor shall have at least three years of success-
ful teaching experience, including at least one.year of
experience in a vocational program in home economics
involving work with both in-school and adult groups. At
least two years of the teaching experience or graduate
work shall have been within a three-year period just prior
to employment as supervisor.


2.0 PROGRAM OF INSTRUCTION

2.1 Program for In-School Groups.

2.11 Purpose and Scope of the Program. The vocational program
in homemaking education shall be designed to meet the home-
making needs of persons who will be no less than fourteen
years of age by January 1 of the school year in which enroll-
ment will occur, or who are enrolled in the ninth grade.
The program should provide for instruction in the areas
of child care and development; clothing and textiles; food
and nutrition; health, home safety, and home care of the
sick; housing; personal, social and family relationships;
and consumer problems and home management.

2.12 Methods for Determining Curriculum Offerings. Local needs
are considered in establishing the local program which is
in turn reflected in the state program as developed in the
Florida Homemaking Education bulletin.

2.13 Organization. Each class should have a minimum of five
60-minute periods a week gross (preferably not less than
55 consecutive minutes net) or the equivalent devoted to
homemaking education. Time shall be provided in the
teacher's schedule for planning and/or conferences with
pupils regarding their home projects.

A minimum of two years of instruction in homemaking
education shall be provided, including the required year
in high school (9th grade and above). The program of the
ninth grade in a junior high school may be approved if the





- 59 -


school is articulated with a senior high school that is
vocationally approved. Pupils enrolling in Homemaking
II shall have satisfactorily completed Homemaking I.

A third and fourth year of Homemaking Education may be
offered above the minimum two-year requirement in a
vocational program.

A minimum of 40 home visitations per year is required
for each vocational instructional unit.

2.14 Evaluation. Continuous evaluation is used as a basis for
program revision and should be planned at the time
tentative objectives or goals are determined.

2.15 Administrative Relationships and Arrangements. A mini-
mum of nine students and a recommended maximum of 24
as a class enrollment shall comply with the standards pre-
scribed by the State Department of Education.

The homemaking education department shall be planned
and equipped so as to provide for experiences in all areas
of homemaking. Plans for new departments or for major
alterations and remodeling shall be reviewed by the
Homemaking Section, State Department of Education.

Sufficient space should be available for individual and
group activities and discussions, and adequate storage
facilities should be provided.

Furnishings and equipment of a suitable type and standard
to demonstrate desirable and possible practices in the
average home of the community shall be provided.

Provision should be made for adequate care and upkeep of
building and equipment.

The school will provide in its budget from local or Minimum
Foundation Program current expense funds a sum adequate
to provide teaching supplies for the classroom. This is in
addition to the budget for equipment.

Opportunities shall be made for supervised experiences in
the home which contribute to pupil growth and development,
and participation in school and community projects that
contribute to family well-being is encouraged.




- 60 -


Future Homemakers of America and New Homemakers of
America (FHA and NHA) activities are recognized as parts
of the instructional program. Each department of home-
making education shall have either a chapter of FHA or NHA,

2.2 Program for Out-of-School Groups.

2.21 Purpose and Scope. Programs in homemaking education are
intended to provide instruction which will enable families to
improve the quality of family living through the more
efficient development and utilization of human and material
resources. Anyone over 16 years of age who evidences
mental and physical competence to profit from the instruction
is eligible for instruction in homemaking.

2.22 Methods for Determining Offerings. Programs for out-of-
school youth and adults offer experiences in the different
areas of home and family living. In some communities
these may be provided in the same year while in others the
offerings may extend over a longer period of time.

2.23 Organizational Plans. A series of short unit courses
representing different areas of homemaking should be pro-
moted. Courses should not be repeated except for new
enrollees. Advanced short unit courses may be provided
in areas of homemaking for which more advanced training
is desired.

To relate instruction to the problems of the homemaker, it
is desirable for the instructor to visit the home to guide the
homemaker and to relate the in-class instruction more
closely to home problems and situations.

Evening school courses may be offered at any time during
the day or evening and at any time during the calendar year.

2.24 Plans for Evaluation. Continuous evaluation is used as a
basis for program revision and should be planned at the
time tentative objectives or goals are determined. Follow-
up of the program will include working with individual
families on their homemaking problems.

2.25 Administrative Relationships and Arrangements. Space,
equipment, maintenance, and teaching materials may be
used when in a suitable location and when available.


In remote areas not accessible to homemaking education





- 61 -


centers, portable equipment may be made available where
it can be used to advantage for demonstration purposes.

Current expenses for instruction involving consumable
supplies, janitorial services, lights, heat, and other
supplies of a general nature shall be provided, insofar as
possible, through public school funds.

Teaching materials shall be provided from public school
funds. These may include source materials such as books,
magazines, bulletins, pamphlets, and brochures; illus-
trative materials; films, filmstrips, and slides; demon-
stration facilities; field trips, and other devices and
materials which serve as instructional aids.

A minimum average attendance of 10 is necessary for an
evening school class in home econoinics to be fully reim-
bursed by state or federal funds for vocational education.
Reimbursement on a lesser number will be prorated.

Time compensation should be provided for required home
visitation, project supervision, and for the promotion and
organization of homemaking programs for adult groups
beyond the eight-hour school day. Two kinds of programs
may be organized for adults the evening school program
and the part-time program.

2.3 Qualifications of Teachers for In-School Groups.

2.31 Home Economics Teachers.

2.31-1 Professional and Technical Preparation in Home
Economics Education. Teachers in vocational
programs shall possess a bachelor's degree in
home economics from a standard college or
university meeting the requirements for prepa-
ration of vocational teachers as prescribed by the
State Board for Vocational Education, and they shall
meet the certification requirements prescribed by
the State Board of Education.

2.32 Home Economics Teachers Returning to Teaching After an
Absence of Ten or More Years. These qualifications are the
same as the regular certification requirements for teachers
of other areas.

2.33 Teachers for Child Development Laboratory in the Home
Economics Program.




- 62 -


2.33-1 Professional and Technical Preparation in Home
Economics Education. Qualifications for such
teachers will be submitted to the United States
Office of Education for approval when such programs
are definitely planned.

2.4 Qualifications of Teachers for Out-of-School Groups.

2.41 Home Economics Teachers.

2.41-1 Professional and Technical Preparation in Home
Economics. Teachers holding a certificate to teach
in the day school reimbursed program will not need
a special certificate for teaching in the adult program.
The teacher of adult courses in evening and part-time
programs shall meet state requirements for certifi-
cation as prescribed in the State Certification Bulletin
approved by the State Board.

2.41-2 Experience in Vocational Home Economics Education.
The teacher shall have a comprehensive background of
homemaking experience with particular emphasis upon
the phase which she is to teach.

2.42 Teachers from Other Fields. There is no provision for such
teachers at present.

2.5 Time Requirements when Smith-Hughes Funds are to be Used.
Part-time programs are open to homemakers 14 years of age and
over, provided the instruction is designed for persons over 14
years of age.

Part-time programs or classes organized under the Smith-Hughes
Act must, in accordance with the requirements of theAct, be
organized for a minimum of 144 hours of instruction during the
school year. The instruction given in any one unit of the 144-hour
combination shall not be a repetition of that given in any other unit
of the course.

2.6 Official Travel Policy for Teachers, Consultants, and Local
Coordinators. See Section I, 5. 1 of this Plan.


3.0 PROGRAM OF TEACHER EDUCATION

The state's general plan for providing and supervising teacher training
is described in Section I of this Plan.






- 63 -


3.1 Pre-Service Training.

3.11 Institutional Standards to be Maintained.

3. 11-1 Provision for Cooperative Relations Between the
State Supervisory Staff in Home Economics Education
and the Institution. Staff members in the home
economics department in the institutions, including
home economics education, subject matter areas,
and the supervisory staff in the home economics
section will work cooperatively in the development
of the program for teacher education.

3.11-2 Procedure for Selecting Directed Teaching Centers.
The teaching center should be selected from eligible
schools by the teacher-training institution in
cooperation with the home economics section of the
State Department of Education.

3. 11-3 Provision for the Administration and Supervision of
Directed Teaching. The state supervisor, the head
teacher trainer, and the coordinator for intern
teaching at the approved institutions shall cooper-
atively plan for the program of directed teaching.

3.11-4 Faculty. An institution approved for the preparation
of teachers shall have not less than five full-time
home economics staff members, one of whom shall
be a qualified teacher trainer. Staff members shall
possess at least a master's degree, and the staff
shall include persons with advanced training who
are prepared to teach in the area of food and
nutrition; clothing, textiles, and related art; child
care and family relationships; and family economics
and home management.

The related staff members shall have experience
in the application of their respective sciences to
current homemaking problems.

Staff members shall have at least a master's degree
and must teach in their major or minor field of
specialization.

3.11-5 Facilities. Teacher-training institutions must pro-
vide adequate space and equipment. Equipment must
be modern and should represent desirable practices






- 64 -


in home economics. A home management house
must be provided so that students may secure
management experience. A nursery or play school
must either be maintained by the institution or be
available to provide required observation and par-
ticipation experiences in child care.

Adequate library facilities should be provided by
the institution, including current materials
relating to all phases of the home economics pro-
gram.

Provision must be made by the institution for
required courses in education and for internship
experiences.

3.11-6 Curriculum. A minimum of 124 semester hours,
exclusive of physical education and hygiene, will
be accepted for qualifying teachers of vocational
programs in home economics.

The following range of fractional and semester hour
relationships is recommended for professional home
economics education courses, for related fields, and
for electives.

Home Economics 1/4 to 1/3 36 to 40 semester hours
Related Fields 1/4 to 1/3 20 to 30 semester hours
General 1/4 to 1/3 35 to 45 semester hours
Professional 1/10 to 1/5 18 to 21 semester hours
Electives

Approved institutions may be reimbursed in keeping
with provisions outlined in "Administrative Policies
and Procedures Covering State Board and Approved
Vocational Teacher Education Institutions. "

3. 11-7 Provision for Supervised Experiences of Prospective
Teachers. The schools selected for such experiences
shall be those which are approved by the home
economics section.

Arrangements for intern teaching will be made
by the head teacher trainer in cooperation with
the coordinator of intern teachers of the institution
and the home economics section. The directing
teacher shall possess the qualifications outlined in
3.33-1, 3.33-2 of this Section. Teaching shall


I





- 65 -


be under the immediate full-time supervision of
the regular classroom teacher and under the
general supervision of the teacher-training
institution. Intern teaching shall be restricted to
students who have maintained a general scholastic
average of C and who possess desirable personal
qualifications.

The intern shall have directed observation and
participation experiences with formally organized
adult groups whenever possible.

Internship during the senior year shall be of not
less than eight weeks duration and may extend to
twelve weeks in which case a seminar preceding
or following the teaching period may be a part of
the experience. A minimum of 90 clock hours of
observation, participation, and teaching in high
school classes is required of which not less than
54 clock hours shall be spent in class instruction.

Each student shall be urged to participate in a
variety of home activities which will help to provide
managerial experience. Such activities shall be
planned and followed through with designated
faculty members.

Experiences in the home management residence
shall include those which are typical of family
living such as counseling, living within a specific
income, purchasing for the home, planning
recreational activities, assuming social respon-
sibilities, and taking care of emergency situations
in addition to customary managerial responsibilities.
A minimum of five to six weeks should be provided
under the supervision of a qualified director.

Directed observation and experience involving
participation with children in the nursery school
shall be provided whenever possible.

Each student shall be required to participate in the
activities of one or more community groups as
time and opportunity permit.

3.11-8 Plans for Periodic Evaluation of the Teacher Educa-
tion Program. The program of teacher education




- 66 -


will be evaluated periodically by the state super-
visor and the area supervisors of home economics
education.

3. 12 Institutions Designated by the State Board to Prepare Voca-
tional Home Economics Teachers. The following institutions
are designated by the State Board for the preparation of
home economics teachers: The Florida State University,
Tallahassee; The Florida A & M University (N), Tallahassee;
and the University of Miami, Coral Gables.

3.12-1 Institutions Approved and Reimbursed. The Florida
State University and The Florida A & M University
(N) are reimbursed.

3.12-2 Institutions Approved but Not Reimbursed. The
University of Miami is approved but is not reim-
bursed.

3.2 In-Service Training of Employed Teachers.

3.21 Plan for In-Service Training.

3.21-1 Purposes. The purposes of in-service teacher
training include assisting teachers in the develop-
ment of an effective program, directing them in
determining methods and objectives, and helping
them to appraise the results of instruction.

3.21-2 Responsibilities of Individuals Engaged in In-Service
Teacher Training. The state supervisor of home
economics education shall assume responsibility
for directing the in-service training of teachers
and shall carry out or delegate responsibilities in
this field of service.

The area supervisors of home economics education
and the specialist in homemaking education in Negro
schools shall share with the state supervisor the
responsibility for in-service training of teachers
in the State.

County supervisors of homemaking education
shall assume responsibility for the in-service
training of teachers within a county and shall be
under the administration of the county superin-
tendent.





- 67


Teacher educators may participate in the in-service
training of teachers by assisting them in the
development and evaluation of programs and in
helping them to recognize the relationship and
contribution of home economics to the total school
program.

College subject-matter instructors and other
specialists or consultants in home economics
education and in related fields may be used to
render special services in strengthening home-
making programs by means of workshops and con-
ferences. These services shall be planned and
arranged by the state supervisor of home economics
education and staff members.

3.21-3 Methods to be Used. Objectives may be attained by
providing periodic training for employed teachers
in refresher courses, workshops, conferences,
seminars, and clinics which are related specifically
to pertinent problems.

Informal continuous in-service training is effected
through classroom observation and follow-up con-
ferences with the teacher, principal, and county
superintendent; the preparation and dissemination
of materials of instruction; directed inter-visitation
of schools by teachers, followed by discussion and
evaluation; individual and small group conferences
on common problems; guiding curriculum and other
group-study programs; advising teachers on types
of professional improvement; professional reading
and supplementary experiences; encouraging
membership and participation in professional
organizations; and guiding teachers in developing
an effective year-round program.

Special, short-unit, intensive, and refresher
courses and workshops to meet professional and
current needs of teachers may be offered by
approved colleges, with or without college credit,
either on campus or in the field. The state super-
visor of home economics education, in consultation
with others concerned, shall determine the need,
type of course, and instructor, and shall make
provision for this service to be offered to groups
of teachers employed in federally-aided programs
and in other programs having vocational objectives.





- 68 -


3.22 Employment of Consultants. Qualified consultants may be
employed on a part-time basis for the training of teachers
in specialized areas.

3.3 Qualifications of Teacher Educators.

3.31 Head Teacher Educator.

3.31-1 Professional and Technical Preparation in Home
Economics. The head teacher educator shall have
received a bachelor's degree in home economics
from a college or university approved for training
vocational home economics teachers. In addition,
this person shall have a master's degree in home
economics education. In institutions offering
graduate programs, the head teacher educator
shall have had nine hours of course work beyond
the master's degree.

3.31-2 Experience in Home Economics Programs. The
head teacher educator shall have had four years
of home economics teaching experience in the
secondary schools, two of which shall have been
in reimbursed programs. This person shall
have had experience in the teaching of adults
and shall have had two years of teacher-training
or supervisory experience, a part of which shall
have been in the area of student teaching.

3.32 Assistant Teacher Educators.

3.32-1 Professional and Technical Preparation in Home
Economics. An assistant teacher educator shall
possess a bachelor's degree in home economics
from a college or university approved for train-
ing vocational home economics teachers. In
addition, this person shall have a master's degree
in home economics education.

3.32-2 Experience in Home Economics Programs. An
assistant teacher educator shall possess three
years of home economics teaching experience in
the secondary schools, two of which shall have
been in reimbursed programs. This person shall
have had experience in the teaching of adults and
shall possess two years of teacher-training or
supervisory experience, a part of which shall have
been in the area of student teaching.




- 69 -


3.33 Supervising Teachers in Directed Teaching Centers.

3.33-1 Professional and Technical Preparation in Home
Economics. A directing teacher shall hold a
bachelor's degree in home economics and shall
meet state certification requirements for teaching
in a vocational home economics program. In
addition, this person shall possess a minimum
of nine semester hours of graduate study in
home economics and education.

3.33-2 Experience in Teaching Home Economics. A
directing teacher must possess not less than two
years of teaching experience in home economics,
one of which shall have been in a vocational pro-
gram.

3.4 Graduate Program in Home Economics Education.

3.41 Nature and Extent. A graduate program which will meet
the requirements of a master's degree in home economics
and/or home economics education and which will prepare
candidates for positions of leadership in teacher education
will be provided, including technical and professional
courses such as psychology, guidance and counseling,
community organizations, adult education, supervision,
administration, subject matter courses in various areas
of home economics, methods of research applied to
curriculum development, instructional procedures, and
evaluation. In addition, courses, seminars, or work-
shops dealing with contemporary issues affecting home
economics curricula shall be offered.

3.42 Additional Conditions to be Maintained. There is no pro-
vision for conditions in addition to those described in
3.11-1 to 3.11-8 of this Section.

3.43 Institutions Designated to Offer A Graduate Program. The
same institutions identified in 3. 12 of this Section are desig-
nated to offer graduate programs in home economics educa-
tion.


4.0 PROVISIONS FOR RESEARCH AND STUDIES IN HOME ECONOMICS
EDUCATION

Studies and research will be carried on which will contribute to the
educational improvement of the vocational program in homemaking





70 -


education. These. will be organized and conducted by the teacher-
training institutions designated in 3.12 of this Section, by the State
Board for Vocational Education through the State Department of
Education in cooperation with the home economics section, and by
county boards of public instruction through the local director of
vocational education. They will deal with critical problems in the
program of vocational homemaking and will be planned to provide valid
and reliable data to assist in problem solution.

Professional and technical material will be prepared and distributed
upon request to employed teachers by the Educational Materials
Laboratory, Division of Vocational and Adult Education.




















SECTION V


TRADE AND INDUSTRIAL EDUCATION
(INDUSTRIAL EDUCATION)





- 71 -


SECTION V

TRADE AND INDUSTRIAL EDUCATION
(INDUSTRIAL EDUCATION)


1.0 PLAN FOR SUPERVISION

The State Board for Vocational Education will, upon recommendation
of the state superintendent, who is by law the executive officer,
designate and employ to serve under the state director a full-time
state supervisor and other supporting staff assistants to supervise
the state-wide program of industrial education, including trade and
technical training.

1.1 Special Duties of the State Supervisor and Area Supervisors.
The state supervisor, assisted by the area supervisors, shall
be responsible for supervising and coordinating the state-wide
program; determining if all programs and classes comply with
existing statutory laws, State Board regulations, and policies
of the executive officer and state director; determining if all
classes meet minimum or accepted standards of operation,
including facilities, equipment, and curriculum; recommending
approval of the allocation of Minimum Foundation Program
special instructional units in industrial education and deter-
mining if they are utilized in conformance with the require-
ments of this Plan; recommending to the state director appoint-
ment of personnel employed in the industrial education section;
assisting the state director in formulating the biennial budget
for the receipt and expenditure of federal and state vocational-
technical funds; recommending to the state director reimburse-
ment to counties from federal and/or state vocational-technical
funds for program development and operation; cooperating
with approved teacher-training institutions in providing an
adequate program of pre-service and in-service teacher
training; assisting county superintendents, local directors,
and other vocational education personnel in the establishment
and improvement of local programs; recommending to the
state director nominations for appointment to the State Advisory
Committee for Industrial Education; promoting research;
developing instructional materials; and providing leadership
to the state-wide program of industrial education, including
the related services provided by industrial arts.

1.2 Qualifications of the State Supervisor.

1.21 Professional Preparation in Industrial Education. The state
supervisor shall have graduated from a standard.four-year





- 72 -


college, and, in addition, shall have secured a master's
degree with specialization in industrial education from an
approved institution of higher learning.

1.22 Experience in Industrial Education. The state supervisor
shall possess at least three years of successful educational
experience as an administrator or supervisor of industrial
education.

1.3 Qualifications of Area Supervisors. The qualifications of area
supervisors shall be the same as those of the state supervisor
with the possible exception that the completion of a master's
degree may be waived under unusual circumstances upon
approval of the executive officer.

1.4 Duties and Qualifications of Supporting Professional Staff other
than Area Supervisors. The supporting professional staff may
include, in addition to the area supervisors, specialists in
instructional problems, research and surveys, educational
materials, industrial arts, technical education, practical
nursing, supervisory training, employee education, peace
officers' training, REA job and safety training, railroad train-
ing, commercial vehicle driver training, school bus driver and
maintenance training, and any other where the need for such
service is desirable.

1.41 Duties of Supporting Professional Staff other than Area
Supervisors.

1.41-1 Industrial Arts Consultant. Duties and qualifi-
cations are outlined in Section I, 1. 56, of this
Plan.

1.41-2 Practical Nursing Coordinator. Duties and
qualifications of the coordinator in practical nurse
education are included in the Appendix of this Plan.

1.41-3 Technical Education Consultant. Duties and quali-
fications are outlined in Section I, 1.55, of this
Plan.

1.41-4 Supervisory Training Coordinator. The coordinator
of supervisory training shall provide supervision
and coordination of the state-wide program of
industrial managerial, supervisory, and foreman-
ship training.

1.41-5 Employee Education Coordinator. The coordinator





- 73 -


of employee education shall provide supervision
and coordination of the state-wide program of
industrial workers' education.

1.41-6 Peace Officer Training Coordinator. The coordinator
of peace officer training shall provide supervision
and coordination of the state-wide program of
police and law enforcement training.

1.41-7 REA Job and Safety Training Coordinator. The
coordinator of REA job and safety training shall
provide supervision and coordination of the state-
wide program of rural electrification and other
public utility job and safety training.

1.41-8 Railroad Training Coordinator. The coordinator
of railroad training shall provide supervision and
coordination of the state-wide program of rail-
road training.

1.41-9 Commercial Vehicle Driver Training Coordinator.
The coordinator of commercial vehicle driver
training shall provide supervision and coordination
of the state-wide program of commercial vehicle
driver and maintenance training.

1.41-10 School Bus Driver and Maintenance Training
Coordinator. The coordinator of school bus driver
and maintenance training siall provide supervision
and coordination of the state-wide program of
school bus driver and maintenance training.

1.41-11 Other Staff Personnel. As the need arises and it
is desirable to employ additional coordinators for
specialized industrial education training areas,
such persons shall assist in the supervision and
coordination of the state-wide program of the
specialized vocational-technical field for which
they are trained. As new positions are added,
qualifications and duties will be submitted as
amendments to this Plan.

1.42 Qualifications of Supporting Professional Staff other than
Area Supervisors.

1.42-1 Professional Preparation in Industrial Education.
Coordinators, consultants, or specialists for
in-school activities shall possess a baccalaureate
degree from a standard four-year college with





- 74 -


specialization in industrial education.

Coordinators, consultants, or specialists for
out-of-school activities shall possess a high school
diploma or a state certificate of equivalency and
shall have completed not less than 14 semester
hours of professional vocational-technical courses,
exclusive of observation and practice teaching, in
an approved teacher-training program, including
three semester hours each in foundations of voca-
tional-technical education, teaching methods in
vocational-technical education, and special methods
in industrial education.

1.42-2 Experience in Industrial Education. Coordinators,
consultants, or specialists for in-school services
shall possess three years of administrative,
supervisory, or teaching experience in industrial
education.

Coordinators, consultants, or specialists for
out-of-school services shall possess the same
work experience requirements as a teacher of the
industrial pursuit to be coordinated.

1.5 Duties and Qualifications of Local Supervisors. Local supervision
in counties of more than 50, 000 population is primarily the respon-
sibility of the local director of vocational education. However, in
those counties where the local director is not qualified in indus-
trial education or where the size of the program justifies a
supporting supervisory staff to assist the director, additional
personnel may be desirable.

1.51 Duties of Local Supervisors, Coordinators, Principals,
and Assistant Principals.

1.51-1 Local Supervisor of Industrial Education (county-
wide). The county supervisor of industrial educa-
tion shall be responsible for the supervision of the
local industrial education program. This person
shall assist teachers in upgrading instruction,
work with advisory committees in determining
curricula, assist teachers in securing instructional
materials and other needed teaching aids, recruit
teachers and make recommendations for appoint-
ment of same to the local director (or county
superintendent), provide for the in-service train-
ing of teachers, and perform what other super-
visory functions a person in this position might






- 75 -


be assigned by the county superintendent or local
director.

1.51-2 Local Coordinator of Industrial Education (program-
wide). The local program coordinator of industrial
education shall be responsible for the coordination
of a major program within the county, such as day
trade or technical preparatory, evening trade or
technical extension, part-time trade or technical
extension, or part-time general continuation.
This person shall act as a liaison between industry
and the school on matters of determining training
needs, placement of trainees, and upgrading of
workers through school training. The local pro-
gram coordinator shall work with craft and
occupational advisory committees on course con-
tent, and shall perform what other coordinating
functions a person in this position might be
assigned by the county superintendent or local
director.

1.51-3 Principals of Vocational Schools and Technical
High Schools (school-wide). All-day vocational-
technical schools utilizing a total of eight or more
special instruction units in reimbursable vocational
education classes shall employ a full-time voca-
tionally-qualified principal to administer and
supervise the total school program.

1.51-4 Assistant Principal or Department Head of Industrial
Education (school-wide). Where the president of a
community junior college or principal of a vocational-
technical school (day or evening) or a comprehensive
high school is not qualified in industrial education,
and the program is large enough to justify the em-
ployment of an assistant principal or department
head, such person shall assist the president or
principal in the administration and supervision of
the in-school industrial education program.

1.52 Qualifications of Local Supervisors, Coordinators, Principals,
and Assistant Principals.

1.52-1 Professional Preparation in Industrial Education.
Qualifications of supervisors, principals, and
assistant principals shall be the same as those
outlined for a local director of vocational educa-
tion in Section I, 6. 22 of this Plan, with






- 76


specialization in industrial education, except
that principals of accredited vocational-technical
high schools shall also be qualified in secondary
school administration and supervision.

Local Coordinator of Industrial Education (pro-
gram-wide). He shall have a minimum of two
years of work experience at the journeyman or
trained employee level in an industrial pursuit
and shall have secured a high school diploma or
a state certificate of equivalency plus 26 semester
hours of approved industrial education teacher-
training courses, including three semester hours
each in administration of vocational-technical
education, supervision of industrial education,
and school-community employee-employer
relationships.

1.52-2 Experience in Teaching in Industrial Education.
The coordinator shall have at least three years
(144 hours per year minimum) of experience in
teaching industrial subjects.


2.0 PROGRAM OF INSTRUCTION

Industrial education may include training in any industrial pursuit,
skilled or semi-skilled trade, craft, or occupation which directly
functions in the designing, producing, processing, assembling, main-
taining, servicing, or repairing of any product or commodity; and
in any other occupation which is usually considered to be technical
and in which workers such as nurses, laboratory assistants, drafts-
men, and technicians are employed.

2.1 Evening and Part-Time Trade or Technical Extension Classes.
An evening trade or technical extension class is defined as one
conducted during the non-working hours of the enrollees. A
part-time trade or technical extension class is one conducted
during the usual working hours of the enrollees.

2.11 Procedure to Be Used by State to Assure That Enrollees
Will Be Qualified. Persons enrolled in evening or part-
time trade or technical classes shall be at least 16 years
of age and shall have legally left the full-time school to
engage in employment. Enrollees in evening and part-
time trade or technical extension classes shall be
employed (or temporarily unemployed) in the occupation





- 77 -


for which instruction is supplemental to their jobs.
To be considered supplemental, the instruction must be
such as to increase the skill or knowledge of the workers
in the industrial pursuit in which they are employed.

Part-time trade or technical extension classes, including
supplemental instruction for apprentices, must be
organized for 144 hours or more per year. If Smith-
Hughes funds are used to reimburse evening trade or
technical extension classes, such classes must also be
organized for 144 hours or more per year. If George-
Barden funds are used, evening trade or technical
extension classes may be organized and conducted for
less than 144 hours per year.

2.12 Provision for Supervisory, Foremanship, and Apprentice
Training.

2.12-1 Supervisory and Foremanship Training. Super-
visory and foremanship training may be conducted
by local boards of public instruction. Approved
teacher-training institutions may also conduct
such training when requested by industry and
approval is obtained from the State Board.
Instruction may include training of conference
leaders, classes in human relations, job super-
vision, and similar offerings.

2.12-2 Apprenticeship Training. Special evening and
part-time extension classes may be conducted
for apprentices only, to provide technical and
other related instruction which is supplemental
to their training on the job.

The term "apprentice" means a worker at least
16 years of age who is learning a recognized
apprenticeable trade in accordance with a
written agreement that specifies a given length
*of planned work experience training through
employment on the job, supplemented by appro-
priate related instruction, and where the program
or the apprentice or both are registered by the
Florida Department of Apprenticeship under
standards approved by the Florida Apprenticeship
Council.


Local apprenticeship committees shall work in an




- 78 -


advisory capacity and shall cooperate with school
authorities in regard to the education of apprentices.

2.13 Qualifications of Teachers of Evening or Part-Time Trade
and Technical Extension Classes.

2.13-1 Experience in Industrial Occupation. Teachers of
evening or part-time trade or technical extension
classes shall have had at least six years of practical
experience in the occupation to be taught, a mini-
mum of two of which must have been at the journey-
man or trained employee level. In any occupation
requiring employees to be licensed by a legally
constituted federal, state, or local licensing
agency,' such teachers shall also hold a valid
license to work in that occupation.

2.13-2 Training for Teaching. No specific training is
required for teachers of evening or part-time
trade or technical extension classes other than
the in-service training that may be required by
local boards of public instruction.

2.2 Part-Time Joint School-Industry Classes.

2.21 Procedure to Be Used by the State to Assure That Enrollees
are Qualified and That.Instruction is Designed to Increase
Occupational Competence. Part-time joint school-industry
training classes may be conducted for persons who are
enrolled in and receive part-time instruction in a voca-
tional, technical, or comprehensive high school or in any
day vocational school for adults and who receive on-the-job
training through part-time employment in industrial
occupations. Such employment shall be in an industrial
occupation under written agreement between the school
and employer and shall be in conformity with federal,
state, or local employment regulations. When employ-
ment is in establishments engaged in interstate commerce,
such employment shall be at least at the legal minimum
wage, except when an exemption certificate is secured
from the Wage Determination and Exemption Branch of the
Wage and Hour Division, United States Department of
Labor, permitting employment at a sub-minimum wage.
In certain occupations declared hazardous by the United
States Department of Labor under the Fair Labor Standards
Act, or by State Regulations, student-learners must be 18
years of age unless specific exemption has been obtained




- 79 -


to permit those between the ages of 16 and 18 years to
work at such occupations.

Student-learners enrolled in part-time joint school-
industry training classes shall be at least 16 years of
age, have satisfactorily completed the tenth grade, and
have finished at least one year of vocational shop train-
ing specific to the occupation in which placed or two years
of industrial arts beyond the sixth grade. Other than the
age requirement, exceptions to the aforementioned may be
made for twelfth grade students and adults.

No student-learner shall be placed in a training establish-
ment which is not approved by the advisory or craft
committee of the school, nor shall any student-learner
be placed in an occupation for which shop training is
offered in the school except upon the recommendation of
the instructor of that shop.

No student-learner shall be placed in an apprenticeable
occupation which is represented locally by an active joint
or plant apprenticeship committee and for which the
school offers related instruction, except upon the re-
commendation of that committee.

Only those classes composed entirely of persons employed
in industrial occupations may be reimbursed fromfederal
or state matching funds.

The training provided through the operation of cooperative
programs shall be for skilled or semi-skilled occupations
which offer opportunities for training and advancement,
and the instruction shall be designed to enlarge the voca-
tional and technological intelligence of the enrollees.

2.22 Time for Classes and Employment, and Non-Reimbursement
of Sectional Classes. Enrollees in part-time joint school-
industry classes shall be employed for at least half of the
usual working week of the occupation in which they are
employed, and in no case shall the weekly hours of employ-
ment be less than 15 nor more than 25 hours per week
exclusive of the days school is not in session. The time
at work shall equal or exceed the time in clock hours
devoted to school instruction throughout the year. In no
case shall the time at school and the time at work be such
as to violate legal employment regulations.

In programs covering two school years, an average of at
least one regular class period a day must be devoted to




- 80 -


related vocational or technical instruction in classes
limited to the cooperative group. In a program covering
less than two school years, an average of two class
periods a day must be devoted to related vocational or
technical subjects.

Federal or state matching vocational-technical funds may
not be used to reimburse sectional cooperative classes
where vocational or technical students other than industrial
are enrolled.

2.23 Qualifications of Teacher-Coordinators.

2.23-1 Training for Teaching. Shop and laboratory
instructors who are to coordinate the training of
student-learners placed on the job from their
respective shops or laboratories shall meet the
qualifications of an all-day trade or technical
teacher in the industrial area they are to coordi-
nate as described in 2.42-2 of this Section. All
other coordinators should meet the certification
requirements of an industrial teacher-coordinator
of specialized part-time cooperative training.

2.23-2 Experience in Trade or Industrial Pursuits. Shop
and laboratory instructors who are to coordinate
training shall meet the experience requirement
described in 2. 42-1 of this Section.

2.24 Qualifications of Non-Teaching Coordinators. Coordinators
of part-time cooperative classes who have no teaching
responsibilities shall meet the same qualifications as a local
coordinator of industrial education as described in 1.52-1
of this Section.

2.25 Qualifications of Teachers and/or Coordinators of Sectional
Cooperative Classes. This provision does not apply.

2.26 Duties of Teacher-Coordinators. A teacher-coordinator of
joint school-industry training programs shall act as a
liaison person between industry and the school on matters
pertaining to training needs, placement of trainees,
coordination of job training and related instruction, and
conformity with written agreements. The teacher-
coordinator shall work closely with craft committees and
shall perform what other coordination functions are assigned
to him.





- 81 -


2.3 Part-Time General Continuation Classes for Industrial Workers.

2.31 Procedure to Be Used by the State to Assure That Enrollees
Are Qualified and That Instruction Will Be Designed Primarily
to Increase the Civic Intelligence of Enrollees. Part-time
general continuation classes may be organized for workers
in industrial pursuits who have left the full-time day school
and who are enrolled for instruction which is designed to
increase their civic intelligence rather than to develop
specific occupational competence. Enrollees in part-time
general continuation classes must be at least 16 years of
age and less than 18 years of age.

2.32 Time Plans for Classes and Employment. Enrollees in
part-time general continuation classes shall be employed
in an industrial pursuit for at least half of the usual
working week of the occupation in which they are employed,
and in no case shall the weekly hours of employment be
less than 15 hours per week. The time at work shall
equal or exceed the time in clock hours devoted to school
instruction throughout the year. In no case shall the time
at school and the time at work be such as to violate legal
employment regulations. If Smith-Hughes funds are used,
the instruction must equal or exceed 144 hours per year.

2.33 Qualifications of Teachers.

2.33-1 Experience in Industrial Education. Teachers
shall have a minimum of two years of practical
work experience in occupations considered indus-
trial.

2.33-2 Training for Teaching in Industrial Education.
Professional preparation requirements shall be
the same as those for a teacher-coordinator of
part-time cooperative training as described in
2.23 of this Section.

2.4 Day Trade and Technical Preparatory Classes, Types A, B, and
C. Type A or B day preparatory classes may be operated in
schools organized to offer instruction for not less than nine
months and not less than 30 hours per week to students who have
not entered upon employment and who are regularly enrolled in
the full-time day school. High school students to be eligible to
enroll in either a type A or type B trade or technical class shall
be no less than 14 years of age by January 1 of the school year
in which enrollment will occur and shall have satisfactorily ;com-
pleted the ninth grade, except that those who are enrolled in





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regular or comprehensive high schools shall have completed the
tenth grade. All other enrollees shall be at least 16 years of
age. Type C day trade preparatory classes shall be used to
train single and multi-purpose operators to meet the special
needs of persons over 16 years of age who have legally left the
full-time school and who wish brief, intensive preparation for
entrance into employment when special job requirements are
such that the equivalent of such training would enable those
trained to enter industry and meet definitely explicit job require-
ments.

2.41 Time Plans for Types A, B, and C Day Trade or Technical
Preparatory Classes. Type A day trade preparatory classes
shall be organized to offer trade shop instruction on a useful
or productive basis, supplemented by additional related
instruction which must have direct functioning value in the
trade or occupation for which training is being given.
Instruction in practical work will be considered to be on
a useful or productive basis when it consists of organized,
systematic training in processes, operations, and princi-
ples involved which are selected with regard to the suita-
bility, quality, quantity, and production methods customa-
rily observed in industrial pursuits for which the training
is being given. Instruction in related subjects will be con-
sidered to be of direct functional value in the trade or
occupation for which training is being given when it is
taught to segregated shop groups, individually or closely
allied, and is coordinated with the practical instruction.
Remedial or academic subject matter will not be considered
related vocational instruction. Trade shop instruction shall
be organized for at least one-half of the school day and shall
be not less than three consecutive class periods per day in
length. Related instruction shall be organized for at least
one class period per day in addition to instruction given in
the shop.

Type B day trade classes are to be organized and operated
on the same basis as type A classes, except that the
related instruction is given by the trade shop instructor
as an integral part of the shop work rather than as separate
additional units.

No Type A or B day trade shop course shall be established
for less than 1080 hours of instruction and no student shall
be scheduled for less than this amount except twelfth grade
transfer students who transfer from a school in which such
training was not available. In high school programs, the





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minimum course requirement shall be offered in the eleventh
and twelfth grades only. In vocational high schools, the
tenth grade shop program shall be considered in addition
to the minimum time requirement stated above. In regular
and comprehensive high schools the program shall be
limited to the eleventh and twelfth grades.

Technical classes for which Smith-Hughes or George-
Barden (Title I) funds are used shall be operated to include
as much time as type B day trade classes with not less
than two consecutive periods daily devoted to laboratory
experiences.

Type C classes may be operated for less than nine months
per year, for less than 30 hours per week. Type C courses
shall not be set up as a substitute for type A or type B all-
day trade preparatory classes and shall not attempt to
train persons for entrance into the skilled trades or those
occupations requiring an established long-term apprentice-
ship period, except when the amount of shop instruction
meets the time requirements of the type B program.

Type C technical preparatory classes are designed to train
technicians at the post-high school level. The time and
age requirements established for type C day trade prepara-
tory classes shall also apply to this type of technical train-
ing.

No preparatory program, including intermediate and advanced
courses, shall be organized in any trade for a total of more
than 2800 hours.

2.42 Qualifications of Shop or Laboratory Teachers.

2.42-1 Experience in the Industrial Occupation to Be Taught.
Types A and B day trade shop and technical labora-
tory teachers shall have had at least six years of
practical experience or its equivalent in the
occupation to be taught, a minimum of two of which
must have been at the journeyman or trained
employee level, except that only two years of
experience as a mechanic, technician, or engineer
shall be required of graduates of four-year college
technical institutes or schools of engineering
approved by the State Board for those teachers
teaching trade or technical courses. In any




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occupation requiring employees to be licensed by
a legally constituted federal, state, or local
licensing agency, such teachers shall also hold
a valid license to work in that occupation.

2.42-2 Professional Training in Industrial Education.
Types A and B day trade shop or technical labora-
tory teachers shall have acquired a high school
diploma or state certificate of equivalency plus
20 semester hours of teacher training, including
a minimum of 14 hours of approved industrial
education teacher-training courses. Day trade
shop or technical laboratory teachers may be pro-
visionalized for a period not to exceed five years
if they possess the required work experience, a
high school diploma, and two semester hours of
approved industrial teacher-training courses.

2.42-3 Qualifications of Day Trade and Technical Pre-
paratory Type C Teachers. Teachers of type C
trade or technical preparatory classes who teach
courses organized for less than 540 hours per year
shall meet the same requirements as evening or
part-time trade and technical extension teachers.
Those teaching classes organized for 540 or more
hours per year shall meet the same requirements
as other day trade or technical teachers.

2.43 Qualifications of Day Trade Related Instruction Teachers.
Day trade related instruction teachers shall have the same
qualifications as day trade shop teachers, except that only
two years of work experience is required in one of the
industrial occupations for which instruction is being given.

2.5 Industrial-Plant Training. No part of the funds spent under this
Plan may be expended in industrial-plant training programs except
such industrial-plant training be bona fide vocational-technical
training and not a device to utilize the services of vocational-tech-
nical trainees for private profit. Use of funds for industrial-
plant training shall be justified only when the local school system
cannot otherwise provide adequate equipment and supplies and
such are available in an industrial plant, provided the require-
ments for public school supervision and control and other
requirements of the federal acts and this Plan are met.


3.0 REPRESENTATIVE ADVISORY COMMITTEES

In those counties having or anticipating preparatory trade or technical






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programs, a general advisory committee for industrial education
with representation from both employer and employee groups shall
be appointed. This committee shall act in an advisory capacity and
assist local school officials in developing and operating a sound pro-
gram of industrial education at all levels and in all phases.

Each preparatory trade or technical program shall have a representative
craft or occupational advisory committee to serve as consultant on
matters of course content, methods, procedures, and standards in
their respective fields of instruction. The committee should consist
of persons selected as representatives of the craft or occupation.
There should be at least two at the employing level and two at the
trained workers' level, preferably from representative management
organizations and labor groups. Where feasible, existing joint
apprenticeship committees should be used as day trade craft com-
mittees, particularly where the training is for entrance into the
apprenticeable trade which the committee represents.


4.0 PROGRAM OF TEACHER TRAINING INCLUDING TRAINING OF
INDUSTRIAL SUPERVISORY TRAINERS

The State's general plan for providing and supervising teacher training
is outlined in Section I of this Plan.

4.1 Teacher-Training Plan for Industrial Education. The training
shall be conducted under the supervision of the State Board for
Vocational Education. Such training shall be given only to
persons who have had adequate vocational-technical experience
or who are acquiring such experience in the line of work for
which they are preparing themselves to teach.

No federal or state funds shall be allocated to any institution or
agency for industrial education teacher training without the
approval of the State Board for Vocational Education.

The State Board for Vocational Education, through its authorized
representatives, shall approve and designate all industrial
teacher-training institutions and all personnel employed to
carry out the function of industrial education teacher training
as well as the courses to be offered.

County boards of public instruction may employ qualified teacher
trainers to perform the same duties and to give the same
instruction as those attached to designated institutions, pro-
vided the person selected is approved by the State Board for
Vocational Education.






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It shall be the responsibility of the State Board for Vocational
Education to establish close coordination between teacher
training and teacher certification.

4.11 Pre-Service Teacher Training. Approved teacher-training
institutions will provide pre-service teacher training for
those who have the necessary industrial occupational
experience and who are preparing for teaching through the
same courses and instruction provided for in-service
teachers.

For prospective teachers who have been offered positions
but who lack the basic teacher training required for initial
certification, a teacher apprenticeship will be provided. This
apprenticeship will consist of observation of instruction,
practice teaching, and directed study under the supervision
of an approved industrial education teacher trainer serving
on the staff of an approved institution of higher learning.

Pre-service teacher training for part-time teachers may be
conducted by local boards of public instruction through
qualified supervisors. Such training will not be for college
or certification credit and may be of an informal type.

4.12 In-Service Teacher Training. In-service teacher training,
including credit and non-credit work, may be provided
teachers, coordinators, and supervisors in keeping with
provisions outlined in "Administrative Policies and Pro-
cedures Covering State Board and Approved Vocational
Teacher Education Institutions".

In-service teacher training for part-time teachers may be
conducted by local boards of public instruction through
qualified supervisors. Such training will not be for college
or certification credit and may be of an informal type.

4.2 Qualifications of Teacher-Training Enrollees. All persons
enrolling in approved industrial education teacher-training courses
shall possess the minimum trade or occupational experience
required of a qualified teacher, except that teachers who will
fulfill the requirements by or before completion of the course
of study may be enrolled on the same basis as other teachers.

4.3 Approved Institutions of Higher Learning Providing Personnel
Training in Industrial Education. The Florida State University,
Tallahassee; The University of Florida, Gainesville; The Florida
Agricultural and Mechanical University (N), Tallahassee; and






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The University of Miami, Coral Gables, shall be designated as
the institutions of higher learning approved to train industrial
teachers, coordinators, and supervisors.

4.4 Teacher-Training Courses Approved for Reimbursement.

4.41 Titles of courses in industrial education teacher training
for which federal vocational and state matching funds may
be used for reimbursement are outlined in a supplement
contained in "Administrative Policies and Procedures
Covering State Board and Vocational Teacher Education
Institutions".

Approved institutions of higher learning may offer additional
elective vocational-technical courses taught by approved
industrial education teacher trainers. Short, intensive
vocational-technical courses will be offered for employed
teachers upon prior approval of the state supervisor and
state director.

4.5 Duties of Teacher Trainers. Duties shall include the preparation
for teaching certificates of those who have qualifying work
experience in the field in which they expect to be certified and
employed. This may be done by means of resident campus
courses at an approved teacher-training institution which will
help prospective and in-service teachers to meet certification
requirements, and by extension courses which will assist in-
service teachers to meet their respective certification require-
ments or will upgrade instruction.

4.6 Qualifications of Teacher Trainers.

4.61 Professional Preparation in Industrial Education. A full-
time teacher trainer shall have graduated from a standard
four-year college. In addition, this person shall have
secured a master's degree with specialization in industrial
education from an approved institution of higher learning.

4.62 Teaching Experience in Industrial Education. A full-time
teacher trainer shall possess at least two years of
successful teaching experience as a teacher of industrial
education classes which meet the standards of the State
Plan. In addition, this person shall have at least three
years of experience in a responsible administrative,
supervisory, or teacher-training capacity in the field of
industrial education.





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4.63 Occupational Experience in Industrial Education. Teacher
trainers shall possess at least three years of practical
work experience as wage earners in a trade or industrial
pursuit.

4.7 Duties of Industrial Supervisory Trainers. Industrial supervisory
trainers shall provide instruction for industrial supervisors and
foremen in such courses as human relations, fundamentals of
supervision, job instruction training, effective communication,
effective speaking, and conference leadership training.

4.8 Qualifications of Industrial Supervisory Trainers. Industrial
supervisory trainers shall have at least six years of successful
work experience in industry or its equivalent, two of which shall
have been at the supervisory level. In addition, they shall possess
at least the minimum requirements for a teacher in the general
field of work in which the conferences are to be held. These
persons must have demonstrated ability to lead conferences,
and they must have an adequate understanding of human relations.


5.0 PLAN FOR COORDINATING STUDIES, INVESTIGATIONS, RESEARCH,
AND THE PREPARATION AND DISTRIBUTION OF PROFESSIONAL
AND TECHNICAL MATERIAL FOR EMPLOYED TEACHERS.

Research may be conducted by the teacher-training institutions
designated in 4. 3 of this Section, by county boards of public instruction
through the local director of vocational education, and by the State
Board for Vocational Education through the State Department of Educa-
tion, when the research is confined to one of the following areas of
study:

Identifying and determining industrial training needs
Methods of instruction
Supervision of instruction
Instructional facilities and materials
Industrial employment and occupations
Placement and follow-up of trainees
Standards for the organization and administration of
industrial education programs
Measuring effectiveness of instruction
Selection and training of teachers
Methods of coordinating training with industrial needs
Any other studies that might have direct bearing on the
expansion and improvement of industrial education.

Professional and technical materials will be prepared and distributed
upon request to employed teachers by the Educational Materials
Laboratory, Division of Vocational and Adult Education.
























SECTION VI


VOCATIONAL GUIDANCE




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