• TABLE OF CONTENTS
HIDE
 Front Cover
 Title Page
 Letter of transmittal
 State administration and direction...
 Vocational agriculture














Group Title: Annual descriptive report of the Florida State Board for Vocational Education
Title: Annual descriptive report, the Florida State Board for Vocational Education ..
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Permanent Link: http://ufdc.ufl.edu/UF00080860/00004
 Material Information
Title: Annual descriptive report, the Florida State Board for Vocational Education ..
Series Title: Bulletin
Alternate Title: Annual descriptive report, the Florida State Board for Vocational Education, vocational education program activities and accomplishments
Annual descriptive report of the Florida State Board for Vocatinal Education of vocation education program activities and accomplishments
Physical Description: v. : ; 28 cm.
Language: English
Creator: Florida -- State Board for Vocational Education
Florida -- Division of Vocational, Technical, and Adult Education
Florida -- Division of Vocational Education
Publisher: Division of Vocational, Technical, and Adult Education, the State Dept. of Education
Place of Publication: Tallahassee Fla
Publication Date: 1962-1963
Frequency: annual
regular
 Subjects
Subject: Vocational education -- Florida   ( lcsh )
Genre: government publication (state, provincial, terriorial, dependent)   ( marcgt )
 Notes
Dates or Sequential Designation: 19-
Issuing Body: Some volumes issued by the division under its later name: Florida. Division of Vocational Education.
 Record Information
Bibliographic ID: UF00080860
Volume ID: VID00004
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved by the source institution and holding location.
Resource Identifier: ltuf - ALW7522
oclc - 22198026
alephbibnum - 002362953

Table of Contents
    Front Cover
        Front Cover 1
        Front Cover 2
    Title Page
        Title Page 1
        Title Page 2
    Letter of transmittal
        Page i
        Page ii
    State administration and direction of programs of vocational and technical education
        Page iii
        Page iv
        Page 1
        Page 2
        Page 3
        Page 4
        Page 5
        Page 6
        Page 7
        Page 8
        Page 9
        Page 10
    Vocational agriculture
        Page 10a
        Page 10b
        Page 11
        Page 12
        Page 13
        Page 14
        Page 15
        Page 16
        Page 17
        Page 18
        Page 19
        Page 20
        Page 21
        Page 22
        Page 23
        Page 24
        Page 25
        Page 25a
        Page 26
        Page 27
        Page 28
        Page 29
        Page 30
        Page 31
        Page 32
        Page 33
        Page 34
        Page 35
        Page 36
        Page 37
        Page 38
        Page 39
        Page 40
        Page 41
        Page 42
        Page 43
        Page 44
        Page 45
        Page 46
        Page 47
        Page 48
        Page 48a
        Page 49
        Page 50
        Page 51
        Page 52
        Page 53
        Page 54
        Page 55
        Page 56
        Page 57
        Page 58
Full Text
Bulletin 70E-8


ANNUAL DESCRIPTIVE REPORT OF THE
FLORIDA STATE BOARD FOR
VOCATIONAL EDUCATION
JULY 1, 1962 JUNE 30, 1963


Division of Vocational, Technical, and Adult Education
THE STATE DEPARTMENT OF EDUCATION
Thomas D. Bailey, Superintendent
376"0097,-. Tallahassee, Florida
636 b 8
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August, 1963


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UNIVERSITY

OF FLORIDA

LIBRARIES


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VOCATIONAL AND TECHNICAL EDUCATION


Bulletin 70E-8


August, 1963


ANNUAL DESCRIPTIVE REPORT

OF

THE FLORIDA STATE BOARD FOR VOCATIONAL EDUCATION

JULY 1, 1962 JUNE 30, 1963


STATE BOARD FOR VOCATIONAL EDUCATION

Hon. Farris Bryant, Governor, President of the Board

Hon. Tom Adams, Secretary of State

Hon. Richard W. Ervin, Attorney General

Hon. J. Edwin Larson, State Treasurer

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







STATE OF FLORIDA


DEPARTMENT OF EDUCATION
TALLAHASSEE
THOMAS D. BAILEY
SUPERINTENDENT
August, 1963








Honorable Thomas D. Bailey
Executive Officer
State Board for Vocational Education
Tallahassee, Florida

Dear Superintendent Bailey:

Attached is the Annual Descriptive Report of the Florida
State Board for Vocational Education for the period begin-
ning July 1, 1962, and ending June 30, 1963.

This bulletin, submitted for approval and transmittal to the
United States Office of Education, highlights the activities
of the vocational services as requested by the Assistant
Commissioner for Vocational Education, Office of Education,
United States Department of Health, Education, and Welfare,
Washington, D. C.

The first section of the composite report covers the
activities of the State Director's Office in administering and
directing the state programs of vocational and technical educa-
tion. Section two reviews the status of the respective pro-
grams and describes significant developments of the year.
Also included is the financial and statistical report.

Respectfully submitted,




s Waller'R. Williams, Jr., D r ctor
Vocational, Technical, and d lt
Education

WRW:G


Enclosure


BETTER SCHOOLS BUILD
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MINISTRATION AND m1RECTIONPwO

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STATE ADMINISTRATION AND DIRECTION OF PROGRAMS
OF VOCATIONAL AND TECHNICAL EDUCATION


A. Program Objectives

The following major goals were established for achievement during
the past fiscal year by the Division of Vocational, Technical, and
Adult Education:

1. Establishment of a separate section for Technical Education

2. Removal of the legislative "freeze" on Minimum Foundation Program
units to permit needed expansion in the programs of the respective
vocational services

3. Expansion of training opportunities and programs under the Man-
power Development and Training Act

4. Securing legislative approval for the establishment of several
area vocational-technical centers to serve counties not presently
having access to junior college services

5. Conducting a survey of vocational and related education in Dade
County to suggest an operational structure and project program
flexibility adequate to meet immediate and anticipated training
needs.

It is believed that, for the most part, these goals were achieved.

The Technicial Education Section has been established to become
operative July 1, 1963. It will be administered by an Assistant
Director for Technical Education assisted by a program specialist
and necessary office personnel. The State Plan for the Extension and
Improvement of Vocational Education is being amended to reflect this
change.

The Florida Legislature granted an increase in Minimum Foundation Pro-
gram units sufficient to take care of anticipated expansion in high
school, junior college, and adult vocational programs. Unit requests
for the Distributive, Cooperative and Business Education Section were
granted for next year, but were frozen at that level for the second
year of the biennium.

The number and kind of training programs offered under the Manpower
Development and Training Act increased considerably during the year.
So also did the number of unemployed who availed themselves of train-
ing opportunities. Courses ranging in length from two weeks to
approximately 13 months were or are presently being conducted in five
metropolitan counties.









Many junior colleges in Florida have technical education curricula.
A number also offer vocational courses. However, several counties
such as Alachua, Hillsborough, and Leon, in which state-supported
universities are located, have no priority for junior colleges. To
provide occupational training opportunities not available in the
respective state universities, a bill was introduced in the State
Legislature authorizing the establishment of vocational centers in
these counties. Several amendments removed specific appropriations
and permitted any county to establish such centers. The bill be-
came law in this form. During the next biennium a study is to be
made of the state's vocational education program to determine the
number and possible location of the area vocational-technical
centers needed. No funds for constructing these facilities were
appropriated, however. Instead, voters of the state are being
asked to approve a bond issue in November, 1963, which is intended
to provide construction funds for several types of educational in-
stitutions. Most of the funds, if the vote is favorable, are in-
tended for the construction of university and junior college facili-
ties, but a portion may also be specifically appropriated for area
vocational-technical centers by the 1965 and later legislatures.
However, in another action a ten-member committee was created by
the legislature and a sum appropriated to study the feasibility of
establishing a vocational-technical school in a three-county West
Florida area. This study will probably be carried on in con-
junction with the more comprehensive study to develop a state-wide
distribution blueprint for such centers.

The study of vocational and related education in Dade County in-
cluded suggestions and recommendations for revisions in the adminis-
trative structure and program offerings to help the county meet issues
and challenges which it is confronting. The study team consisted of
staff members of the State Department of Education, U. S. Office of
Education and university personnel, and administrators and super-
visors of vocational education from several Florida counties.

Numerous program goals of the respective vocational services were
also realized. In agricultural education, for example, marketing
information was emphasized and Adult Farmer classes in farm market-
ing problems were established.

A teacher-educator in distributive education was appointed to the
staff of the University of South Florida (Tampa) to develop the
training program for potential and inservice teachers. Certification
requirements in distributive education were reviewed and one junior
college mid-management training program was established, using a
vocational unit. However, additional personnel were not appointed
to develop specialized adult programs because of potential adminis-
trative complications involving certain other state agencies and










institutions. Financial records and enrollment reporting for coopera-
tive education were programmed for machine processing. Enrollment
reporting for adult classes will be programmed next year.

In home economics education considerable emphasis was placed upon im-
proving the one-semester course in Management and Family Economics.
Much attention was also given to promoting the FHA and NHA programs.

New industrial education programs were introduced in barbering, land-
scaping and industrial nursery work, lithography, and training for
surgical technical assistants.

B. Program Developments

1. Impact of Program Upon Socio-Economic and Other Conditions

New courses in industrial and technical education have been developed.
Planning is also in progress to revise existing programs and courses
to meet changing manpower and industrial needs and the training re-
quirements of the unemployed and underemployed, older workers, inex-
perienced youth, the handicapped, and the mentally retarded.

Employment opportunities in distributive education are growing
rapidly. To meet this need additional courses are being planned
for persons wishing to take advantage of such training opportunities.

Vocational agriculture has developed at a very conservative rate,
showing an average annual growth of fewer than seven units during
the past 12 years. Roughly, each unit is the equivalent of one
full-time teacher. Although citrus production almost tripled be-
tween 1940-41 and 1960-61 and milk production more than tripled
during that period, the number of farmers and farm managers, ex-
clusive of farm laborers, declined by almost one half. However,
farms have grown steadily in size and the value of the product
is sharply upward, reflecting improvements in agricultural tech-
nology. This, in turn, has resulted in growing instructional
emphasis upon farm mechanics and the science of agriculture. But
facilities will be severely taxed if mounting population demands
are to be met. For example, it is estimated that milk production
by 1980 must be double the 1961 figure. Nevertheless, vocational
agriculture is introduced into the program of a high school only
after it has been requested and thorough studies of interest and
need have been made to determine if it is justified.

2. Effects of State Legislation Upon the Respective Vocational Programs

The funds appropriated by the State Legislature for operating the
respective vocational services during the next biennium are










approximately equal to those of the last biennium, except for vo-
cational agriculture. State funds appropriated for vocational
agriculture were increased to compensate for the cut in federal
George-Barden monies.

3. Developing a Total Manpower Approach Relating Vocational Education
to Total Community Needs

Relating the respective vocational services to community manpower
needs has been accomplished locally by some communities. For ex-
ample, comprehensive surveys of manpower needs were made in Bay
and Dade counties. The vocational education study team also recom-
mended program adjustments which it is believed will help to meet
those needs. However, much remains to be done by way of consoli-
dating and utilizing data assembled by agencies such as the Florida
State Employment Service, the Industrial Commission, the Develop-
ment Commission, Committees of One Hundred, and other state and
local agencies and organizations concerned with manpower utilization.

But this problem has more than local implications. Therefore, in-
stead of being concerned with studies and needs of individual
counties, it is anticipated that most divisional surveys in the
future will be multi-county or regional in nature to reflect popu-
lation mobility, expanding labor markets, and the need for multi-
county program planning.

4. Expansion of Vocational Preparatory Programs

High school preparatory programs have increased in number during
the past year. Industrial education courses offered in new centers
included automotive mechanics, cosmetology, drafting, industrial
electronics, masonry, and small gasoline engine repair. In dis-
tributive education it is anticipated that preparatory programs,
apart from the cooperative structure, will be established. Efforts
are being made to identify and adopt textbooks and other in-
structional materials suitable for the purpose.

Post-secondary and adult preparatory training programs showing
considerable enrollment growth were air conditioning and re-
frigeration, automotive and aviation mechanics, barbering,
machine shop, and radio and television repair courses.

Constant effort is being made to relate high school preparatory
programs as closely as possible to the regular academic high
school program. The newly-adopted accreditation standards, for
example, provide for the inclusion of certain types of practical
courses if minimum accreditation standards at the respective
accreditation levels are to be met. In addition, every effort
is made in vocational survey reports to show that vocational









offerings do not constitute distinct curricula. Instead, they
help to broaden and enrich the general and academic programs
of regular and comprehensive high schools.

Without experimentation, however, preparatory programs may be-
come rigid and fall short of meeting the training needs of high
school students. To avoid this danger, pilot programs are con-
ducted to try out new ways of extending vocational services.

Vocational agriculture teachers in four counties, for example,
are experimenting with new training agencies in placing
students for farm experience. It is recognized that the super-
vised farming programs of students living on farms has been one
of the strengths of the vocational agriculture program. But it
is felt that changing conditions have created a need for greater
diversity in training experiences for more students, many of
whom will find employment in agriculturally-related occupations.

An experimental program in hospitality education conducted in
one predominantly Negro high school will extend to two ad-
ditional high schools next year.

A pilot program preparing nurses' aides for employment in
nursing homes and hospitals was recently initiated under pro-
visions of the Manpower Development and Training Act. Some-
what more than half the course consists of supervised ex-
perience while the remainder is formalized instruction.
Another successful pilot program in related health occupations
was carried on under the Area Redevelopment Act. The course
was for persons who desired training to become cottage parents
in institutions for the mentally retarded.

Additional staff, however, will 'be necessary to meet certain
other pressing preparatory training needs. Efforts are being
made to identify occupational opportunities for which home
economics provides preparation. There is need to determine the
kinds of jobs included in agri-business and agriculturally-
related occupations. Responsibilities of many technicians and
other industrial and service workers are changing rapidly. To
aid in developing realistic training programs, the in ~ for
training must be established and job responsibilities determined.
This will be most satisfactorily accomplished by a qualified job
analyst who can obtain the needed information and also direct
others in acquiring it.

5. Enrollment Status of the Respective Vocational Frzgrmi s

Total vocational enrollments showed a net growth of slightly more
than 5000 students, an increase of 3.5 per cent over the preceding







year. There was little change in the number of vocational agri-
culture students, but enrollment in high school and adult home
economics classes jumped by more than 7500.

Cooperative distributive education grew slightly, but the adult
phase of the program declined, probably reflecting the lack of a
person to promote and develop specialized adult classes.

Technical preparatory enrollments also declined along with en-
rollments in industrial education courses. But technical extension
trainees increased in number, and practical nursing grew through
the addition of courses in related health occupations.

C. Plans for Fiscal Year 1964

1. Effect of Proposed Plans upon Vocationas Education in the State

The direction which vocational education in the state will take
during the next several years is largely dependent upon the
action of the state's voters in accepting or rejecting the bond
issue in November and upon federal legislation for program pro-
motion and development.

If the issue is approved and the need for a number of area
vocational-technical centers is established, funds for the
construction of several schools will probably be appropriated.
Then it will be necessary to establish the relationship of exist-
ing county programs and administrative and supervisory structures
to the area centers and to develop appropriate curricula.

In all probability, several centers serving metropolitan or
multi-county areas will be established. These will operate in
conjunction with existing programs serving single counties. It
is anticipated, however, that future program development in any
case will be based upon multi-county planning to reflect re-
alities of the labor market.

2. Anticipated Changes in the Program of Study

Planning is under way in industrial education to redesign a
number of courses to better reflect new industrial developments,
current manpower needs, and the varied industrial training re-
quirements of youth and adults. Courses being considered for
revision are radio and television servicing, drafting, watch-
making, aircraft mechanics, and the training of electricians.
In addition, more emphasis is to be placed upon courses in re-
lated health occupations and upon air conditioning and refriger-
ation.









As indicated above, it is anticipated that preparatory programs
in distributive education will become part of the high school
curriculum, and efforts are being made to identify appropriate
instructional materials. In home economics, experimental units
in Housing are to be developed while emphasis is to be placed
upon Agricultural Economics at all levels of the vocational agri-
culture program.

3. Evaluative Studies to be Undertaken

A study of vocational and related education in Palm Beach County
is to be made at the request of the County Superintendent. Exist-
ing programs are to be reviewed to identify outstanding strengths
and deficiencies and recommendations have been requested which
will assist county school authorities in adjusting the program
and operational structure to changing training needs and manpower
requirements.

It is anticipated that a comprehensive study of the state's vo-
cational education program, directed by an out-of-state consultant,
will be made during the biennium. In conjunction with this study,
the divisional administrative structure for vocational education
is to be reviewed to explore changes needed to adjust the structure
to new and pending responsibilities.

4. Placement Studies

A comprehensive status study of high school vocational education
programs has been carried on during the year which elicited a
58 per cent response from teachers. The instrument contained
five sections the last of which was Placement and Followup of
Program Graduates and Dropouts. The other four sections were
(1) Guidance and Criteria for Student Selection, (2) Teacher
Responsibilities and Qualifications, (3) Teacher Planning and
Instruction, and (4) Adequacy of Facilities and Equipment.

Most of the datahave been recorded and tabulated, but there has
not been time for intensive study or interpretation.

In the placement and followup section, information was requested
on graduates and dropouts of the respective programs for the
school years 1959-60, 1960-61, and 1961-62. Individual teachers
were asked to indicate the number of graduates and dropouts from
their programs during each of these years, the number in military
service, those continuing their education, those in other cate-
gories (e.g., married and not employed, unemployed, location un-
known, etc.), the number employed, and the kind of jobs which
they held (i.e., those for which trained, in a related occupation,









in an unrelated occupation). Information was also requested on
the personnel responsible for followup and means of determining
on-the-job adjustment. However, it should be emphasized again
that the data apply only to high school programs.

It is anticipated that a placement study of graduates of technical
education preparatory programs will be conducted during the year.
The annual followup survey of graduates of All-Day vocational
agriculture programs will again be carried on and the study of
cooperative education graduates will also probably continue.

D. Additional Significant Information

1. Some Effects of Vocational Education Upon the Employment of Minority
Groups

In Miami, large numbers of Cuban refugees received training in dis-
tributive occupations and secured employment in such jobs. In-
creasing employment opportunities for Negroes favorably affected
job placement in the cooperative education program. Over one-third
of the Negro students in these programs were placed in distributive
jobs.

2. Contribution of Vocational Education to the Alleviation of Persistent
Unemployment

Courses enrolling over 300 trainees were established under the
Manpower Development and Training Program in five metropolitan
counties. Classes were organized leading to employment as clerk
typists, waiters or waitresses, auto mechanics, alterationists,
chamber maids, commercial cooks, nurses' aides, stenographers, and
calculating machine operators. All of the trainees, ranging in
age from 16 to approximately 60, were unemployed and nearly all
(est. 95% 98%) obtained jobs upon completing their training.

3. Vocational Activities of Aid to Low Income Groups

Training opportunities in vocational education are available to
persons of any economic level wishing to take advantage of them.
It is recognized, however, that socio-psychological barriers
frequently combine with apathy, lack of information, and edu-
cational deficiencies to deter-many individuals with low incomes
from entering existing training programs.

The Assistant Director of Vocational Agriculture is a member of
the steering committee of the Rural Areas Development program.
Many agriculture teachers are also members of local rural develop-
ment advisory committees. It appears that one of the greatest









needs in depressed rural areas is for an intensive study to
determine current farm employment demand and off-the-farm
agriculturally-related job opportunities together with the edu-
cational requirements for each.

4. Vocational Program Developments in Junior Colleges

New preparatory programs in electronics technology and radio
communications were established at the Broward County Junior
College (Fort Lauderdale) while the North Florida Junior College
(Madison) introduced a practical nurse training program. An
additional staff member was also added at the Pensacola Junior
College to accommodate the growing enrollment in home economics.

Meetings were held during the year to study the advisability of
establishing mid-management training programs at 15 junior colleges.
One such program began during the year. Approximately five of the
junior colleges plan to establish the program during the next
fiscal year and most of the remainder in 1964-65.

Surveys are also being conducted in Polk County to determine the
kinds of post-high school vocational agriculture and agricultural
technology courses which should be offered in the junior college
just authorized for that county by the Legislature.

5. Area Vocational and Technical School Developments

Progress in the development of area vocational-technical centers
was described above together with the conditions upon which a
major breakthrough depends.

A new technical education center was completed in Pinellas County.
It will provide technical preparatory, supplementary, and super-
visory training growing specifically out of the industrial needs
of the Tampa Bay area. High school graduates having a technical
background will have an opportunity to continue their technical
education and intensive study in specific technical fields may be
carried on without the need for meeting general education require-
ments established for the associate degree.

The State Legislature has authorized the establishment of area
vocational-technical centers. Availability of funds, however,
will depend upon voter reaction to the bond issue, findings of
the study, and subsequent legislative appropriations. Of course,
individual counties or combinations of counties may use their own
funds or pool resources to provide facilities, but few are in a
position to do so. It appears that a combination of state and
federal support is urgently needed if area programs meeting minimum









standards of service are to be established. Such joint support,
when combined with local effort, should result in a major forward
thrust in providing training for occupations unique to the re-
spective areas and for more widely-distributed jobs in which a
mobile population finds employment.





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S l~ PWE REPORT OE aUP.TMIFn :14, if
AltR FOR VOGATIOKAL EDUGAfTIlON


fJUNE 306 1963



VOCATIONAL AGRICULTURE
Haerry E. Wood, State Supervisor


iDISTRIBUTIVE EDUCATION
R et eC. Toothman, State Supervisor
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l 4 H OM '*H EGCONOMIGS
S, F-anese Ghampion, State Supervesaor

.. INDUSTRIAL EDUCATION
:. Thurman J. Bailey, State Supervisor
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-" %T104EL NURSE EDUCATION AND OTHER HEALTH OGCUrPAOkM B
,.' .. 'ien.E. Slhears.ton. R. N., State Cons itant

'."TEGHM CAL EDUCATION
.. Thoeras W. Strickland, State-Supervisor












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STATUS AND DEVELOPMENT OF VOCATIONAL AGRICULTURE


A. Current Supervisory Services at the State Level


1. Workshops and Inservice Programs

Following is a table illustrating representative types of workshops
and inservice training conferences conducted during the year. Included
is information concerning the type of program, the purpose for which
it was held, its duration, and the number of people served.


Name of Conference


Number
Held


When
Held


Duration


'~pes of People
Served


(1) Discuss Marketing
Clinic 235 Agrioulture
Annual Vocational Agri- (2) Tour Experimental July 5 days eaoh teachers
cultural Teaohers 2 Station farm plots 1962
Conference (3) Plan area meeting
on Teohnioal Agri-
oulture
Instructional improve-
arm Eleotrification ment in farm mechanics August 1 day each 139 Agriculture
Clinic 6 and farm electrification 1962 teachers
Acquaint agriculture
Workshop on "The Care, teachers and students Dis- 22 Agriculture
Operation, Maintenance with the operation, trib- teachers
and Use of the Tractor care, and maintenance uted 1,334 students
and Farm Machinery of farm machinery
Acquaint teachers and
Workshop on U. S. farmers with modern 14 Agriculture
Standards of Tobaooo 2 production trends, teachers
ar rktin Ractice market prices, grades, July 1 day each 39 Farmers
ar Marketing foreign demand, and 1962 3 Farm wives
sorting and grading
of tobacco


Cooperative Rural Area
Development and Area
Redevelopment Adminis-
tration, USDA workshop


Agriculture teacher
Fall and Winter group
conference


Acquaint A&M Univer-
sity agricultural
staff, agricultural
teachers, and the
agricultural special-
ist with the benefits
available to low-
income farm families


1963


1 day


m i i-


5
Dis-
triot
meetings
13
Group
meetings


(1) Follownp of
state conference
program items
(2) Prepare for new
school year
(3) Prepare for FFA
Day and NFA Day
at State Fair


Sept.,
00t.
1962

Jan.
1963


1 day eaeh


8 Agriculture
teachers
1 Agriculture
specialist
Approximately
46 others

239 Agriculture
teachers
4 School Pria-
oipals
1 County Super-
intendent
1 County Super-
visor
1 Local Director
of Vocational
Education
2 County agri.
culture oo-
ordinators


Pur
p
ose









NHuber When Tpes of People
Name of Conferenoe Held Purpose Held Duration Served
Florida Education Instruotional Improve-
Assooiation agri- 1 ment in "Care and March 25 Agricultre
culture program and Operation of Farm 196 1 da teaohere
special breakfast T__ rotors*
Acquaint agriculture 14 Agriculture
6batooo marketing teachers and students Jan. d teachers
demonstration with tobacco marketing 1963 277 Agriculture
procedure _students


In addition, the supervisory staff was active throughout the year
in attending various other meetings concerned with the professional
improvement of agriculture teachers. Among these were county pre-
school planning workshops in Hillsborough, Manatee, Okaloosa, and
Polk counties. Consultative assistance was also given to county
school officials, secondary school administrators, and citizens ad-
visory committees in improving the vocational agriculture program in
Alachua and Gilchrist counties, and the staff assisted in the evalu-
ation of vocational agriculture departments in Columbia and Putnam
counties.

2. Use of Consultants

Among the types of special consultants providing assistance in
carrying on the above workshops and inservice training programs
were representatives of the respective colleges of agriculture of
the University of Florida and Florida A & M University, the Agri-
cultural Extension Service, Research Commodity Specialists, the
State Department of Agriculture, electric power companies, the
Farmers Home Administration, the Soil Conservation Service, the
Florida Extension Service, the Florida Rural Electrification
Service, and the Forestry Service. In addition, it should be
noted that the agricultural representatives of four Florida power
companies have been very active in providing teaching materials,
conducting demonstrations, and granting incentive awards for out-
standing accomplishments in farm electrification instruction.

3. Participation in Other State or Local Conferences, Workshops, or
Programs

The following table identifies additional state and local con-
ferences, workshops, and programs in which the supervisory staff
participated actively. It shows the type of program, sponsor,
and approximate attendance.

_Type of Program Sponsor Attendance
Youth Programs for Vocational Florida Fruit and
Agriculture Students Vegetable Qrowers 1000
I Association













Florida Bankers 287
Liestook Meetig Assooiation 287
Seaboard Airline
Forestry Demonstration Railroad Compa 12500
Southern Regional
Conference of Agri-
oultural Eduoation State of Florid 180
Workers _
State Conference for Farm
and Home Demonstration Florida Agricultural 35
Agents Extension Service


Other meetings in which the supervisory staff participated were
those of the Feeder Pig Sales Committee, the Florida Federation
of Fairs, the Rural Area Development Program Committee, the Beef
Cattle and Swine Field Day Committee, and the Florida Cholera
Eradication Program Committee.

4. Publications

The following publications were reviewed, endorsed, and dis-
tributed through the state supervisor's efforts:

a. Mimeographed copy of "Efficient Use of the Double
Period"

b. Revision of Bulletin 72E-3 "Instructions for Improving
Reports on Supervised Practices"

c. "Guide on Practices in Citrus Production," taken from
the County Agent's Handbook

d. "Florida Agri-business," published and distributed
through the State Department of Agriculture

e. Revision of "The Florida Curriculum Guide".

5. Cooperation With Other State Department of Education Services

Representative areas of cooperation between the state super-
visory staff and other services and personnel in the State
Department of Education included:

a. Storage of the films on Vocational Agriculture in
Florida in the State Department of Education.Library,
and the receipt of suggestions from library personnel


e of Pro ram


Snnnomr









on ways in which vocational agriculture teachers might
improve their use of audio-visual aids

b. Assignment to the State Department of Education Library of
an automatic picture projector purchased with area FFA
funds

c. Work with the Division of Teacher Education, Certification
and Accreditation in helping new teachers, particularly
those from out of state, to secure teaching certificates

d. Assistance in reviewing and approving vocational agri-
culture certification and accreditation requirements in
revising the State School Accreditation Standards Bulletin

e. Participation in a four-hour guidance program

Staff personnel also served on school evaluation and plant survey
committees for Pompano Beach, Manatee County, Marianna, Escambia
County, New Smyrna Beach, and Wildwood high schools, and on the
teams which surveyed vocational and related education in Bay and
Dade counties.

6. Adequacy of Facilities

a. Teacher-training institutions

Most pressing in the Department of Agricultural Education
at the University of Florida is the need for additional
staff, office space, and secretarial assistance. It is
anticipated that a subject-matter and research person will
be added to the staff and that further secretarial help
will then be provided.

It is believed that housing deficiencies will be alleviated
if the bond issue bill, passed by the recent Legislature,
is approved by voters of the state in the coming November
election. Norman Hall, which houses the College of Edu-
cation, has priority for adding office space and air con-
ditioning from funds which will then become available.

Facilities for teaching vocational agricultural education
at the Florida A & M University are adequate, but an agri-
cultural engineering building with classrooms, shops, in-
structional equipment and supplies for teaching technical
vocational agriculture is needed. If the bond issue is
approved, funds will be available for this structure, for a








new poultry plant and slaughter house, and for acquiring
additional land to expand the farm area.

b. Secondary School Departments

Approximately 1 in 4 of the departments need various cate-
gories of equipment and 1 in 10 should have new shop and
classroom buildings. However, some improvement is being
made each year. For example, two new buildings were con-
structed during the year, three are under construction,
and the blueprints for three others have been approved.
In addition, one shop has been enlarged and new equip-
ment purchased.

B. Program Status at the State Level

1. Instructional Programs and Related Activities

A concerted effort is being made in the state to improve the
quality of education in all classes and at all levels. Vo-
cational agriculture is a vital part of this effort.

To assist in the upgrading process, each area supervisor of vo-
cational agriculture evaluates some phase of the teacher's
program during each visitation. Following is a report of the
staff's Program of Work summarizing levels of accomplishment on
those phases emphasized for improvement during the year.

Accomplishments
(Per Cent)

1. Improving the use of the instructional period:

a. Each teacher develops a Course of Study
and Teaching Calendar based on the needs
of his students and community. The
suggested State Course of Study should
serve as a guide 73.4%

b. Each teacher develops and uses adequate
teaching plans for each unit of in-
struction or job in the Course of Study 83.8%

c. Each teacher secures and properly files
references needed for instruction, using
State Department Bulletin 72F-3 as a
guide, and teaches students to use refer-
ences effectively 49.6%








Accomplishments
(Per Cent)
2. Improving the quality of the student's Supervised
Practice Programs:

a. Uses a student visitation chart 14%

b. Utilizes training opportunities available
through placement for experiences in agri-
culture 27.5%

c. Alert to find new kinds of supervised
practice experiences 44.4%

3. Making effective use of the land laboratory area or
school farm for:

a. Applying what has been taught, demonstrating
improved practices, new varieties, and new
enterprises 73.5%

b. Supplementing student's Supervised Practice
Programs 77.6%

c. Teaching students to make good managerial
decisions 55.6%

4. Improving instruction in farm mechanics:

a. Making effective use of the farm shop daily
in carrying out the farm mechanics instruction
in the Course of Study 71.1%

b. Keeping tools and equipment properly stored,
in good working condition, and inventoried
annually 67.1%

c. Providing all possible safety devices and pre-
cautions, including color coding 45%

5. Increasing the number of classes for out-of-school
groups (Young Farmer, Adult Farmer, Adult Vocational
Agriculture) No increase

6. Making surveys or studies for each school service
area to determine opportunities for gainful employ-
ment in agriculture 14%

7. Increasing the number of formally organized and
functioning local advisory committees 13%







Accomplishments
(Per Cent)
8. Working out with students production goals and
approved practices for all important agricultural
enterprises in the school service area 44.6%

9. Guiding students into selecting agricultural edu-
cation as a career 88%


Every effort has been made by the supervisory staff and teachers
to keep courses of study current so that they reflect new trends
and developments in agriculture and agri-business. Marketing and
distribution of farm products was emphasized in the 1962 summer con-
ference for teachers and farm management will be emphasized in the
1963 conference.

Tax assessors, university personnel, soil conservationists, Farmers
Home Administration supervisors, Social Security Administration
representatives, Agricultural Extension Service personnel, county
health workers, farm machinery and tractor dealers, State Depart-
ment of Agriculture personnel, and representatives of the Florida
Bankers Association were invited by agriculture teachers to appear
before their in-school and out-of-school classes or to serve as
consultants on various programs. Representatives of a welding
supply company furnished welder's supplies and provided technical
assistance for agriculture teachers conducting eight-meeting
electric welding courses for farmers in 20 counties.

Pilot programs in the area of Placement for Farm Experience were
introduced in Alachua, Citrus, Leon, Manatee, and Polk counties
during the year. It is anticipated that more will be initiated
as experience is gained with this procedure for giving students
with limited facilities the practical experience needed to pre-
pare them for gainful employment in agricultural occupations.

School farms, land laboratory plots, and school forests remain
effective devices for providing practical experiences. A 20-acre
school farm is operated in connection with four vocational agri-
culture departments in Miami, showing what can be done on a small
acreage through careful planning. Each student has an opportunity
to own and operate a small business enterprise on this farm in the
area of ornamental horticulture, poultry, beef cattle, or vegetable
production.

Vocational agriculture departments in Polk County have recently
been given a long-term lease on 200 acres of land by a phosphate
company to improve supervised farming programs of students. Over
the years, the "hub" of vocational agriculture has been the super-
vised farming program of students living on farms. This is still









true but, it is believed, new conditions have created a need for more
emphasis upon experiences provided under circumstances like those
described above.

Two hundred and nineteen (219) active chapters of FFA and NFA are in
operation, each with a written program of work. These organizations
are regarded as tools for vitalizing the instructional program. In-
centive awards such as those made through feed companies and the State
Department of Agriculture for outstanding exhibitors at various fairs
are provided to stimulate interest in a wide variety of programs
ranging from leadership activities to livestock raising, crop grow-
ing, and farm mechanization.

Industrial organizations such as the St. Regis and International
paper companies have stimulated interest in forestry activities
through long-term leases of 20 to 40 and 60 acres of forest land
respectively to certain FFA chapters, and livestock and soil
specialists provided their services in conducting demonstrations
and contests for FFA members.

Again this year 177 FFA members qualified to receive the State Farmer
Degree, a figure within a few percentage points of the 2 per cent
permitted by the FFA Constitution. The total labor income earned by
the applicants from their supervised farming programs was $449,724.87.
The full quota of 10 Young Farmers is also being recommended for
the American Farmer Degree.

2. Preservice and Inservice Teacher Education and Supervision

Following are the principal procedures and devices used by the
state universities in recruiting potential teachers of vocational
agriculture:

a. Preparation of materials on opportunities in agriculture
and agricultural education, and their distribution to agri-
culture teachers and high school counselors for use in
counseling students

b. Construction of an exhibit on careers and opportunities
in agriculture which was displayed for a total of approxi-
mately six weeks at five different agricultural fairs and
at the University of Florida Career Day program

c. Participation in the College of Agriculture Career Day
attended by approximately 300 high school students

d. Liaison with the state organization of high school deans and
counselors to keep them informed of opportunities and careers
in agriculture and agricultural education










e. Visits to local departments by staff members during which they
counseled with and spoke to juniors and seniors taking agri-
culture

f. Participation in FFA subdistrict, district, and state meetings
by the staff of the Vocational Agriculture Department, Uni-
versity of Florida

g. Preparation by the University of Florida FFA chapter of a
radio tape which was broadcast by many stations in the state
during National FFA Week

h. Participation by collegiate FFA chapter members in sub-
district, district, and state FFA meetings

i. Work with some junior college counselors on freshman and
sophomore programs which will meet entrance requirements of
the College of Agriculture, University of Florida

j. Determination through a state-wide followup survey of recent
high school graduates now attending college who were former
agriculture students

k. Enlisting the aid of agriculture teachers and county agents
in student recruitment.


Maintaining an active collegiate FPA chapter and using agricultural
staff members as advisors and counselors help to keep students in
the program. Agriculture graduates are encouraged to enter the
teaching profession through constant efforts to improve the salaries
of beginning teachers, while the inservice training program is being
strengthened and more courses are being offered for experienced
teachers.

A summary of the disposition of graduates of the agricultural edu-
cation departments of the University of Florida and Florida A & M
University shows that eleven accepted positions as teachers of vo-
cational agriculture, two took science teaching positions, two
entered the Peace Corps, one enrolled in graduate school, and one
is working in industry.

To strengthen the pre-service training program in vocational agri-
culture, a joint committee consisting of representatives of the
colleges of education and agriculture of the University of Florida
and the State Department of Education was appointed. This committee
studied the program and made recommendations for improving the agri-
cultural education curriculum, a copy of which is attached.









A number of clinics and workshops for inservice teachers was held.
Typical were the six conducted throughout the state in "Methods
of Teaching Farm Electricity".

To prepare teachers to handle adult programs, a course in methods
of teaching adult classes (EDV 411) is required of all students
in the pre-service training program. In addition, student teachers
attend and participate in Adult and Young Farmer classes as part
of their internship experience. A course in planning, conducting,
and evaluating Young Farmer and Adult Farmer programs (EDV 671) is
included in the graduate study of all inservice teachers who are
working toward an advanced degree.

3. Research and Studies

Approximately 95 per cent of the vocational agriculture teachers
participated in a status study of vocational and related education
programs, including vocational agriculture, in the high schools of
the state conducted by the divisional research specialist. The
analysis of data and the preparation of a report on this study are
now in progress. It is anticipated that the findings will identify
certain strengths and deficiencies in student selection, planning
and instruction, physical plant and equipment, and followup of
graduates and dropouts, which will be useful in strengthening the
program.

"A Survey of the Present Status of Former NFA National Officers
and Contest Winners of Florida on the State, Sectional, and National
Levels from 1935 to 1960", including 166 individuals, was com-
pleted by Mr. Herman D. Hudson.

A study was made to determine the colleges which former vocational
agriculture students are attending and the programs they are
pursuing. In addition, an opinionnaire was developed and adminis-
tered requesting the reactions of agriculture teachers to the
"Suggested Course of Study in Vocational Agriculture in Florida" as
revised in 1962. The findings will be of value in the future develop-
ment and revision of instructional materials.

A master's degree thesis, "Analysis of Factors Affecting Cost and
Returns in Producing Milk by Size of Farms in Three Areas of
Florida", is in progress. When completed the findings will be made
available in bulletin form to all agriculture teachers in the state.
A followup study of all NFA members receiving the Modern Farmer
Degree between 1931 and 1962 is presently being conducted by the
Specialist for Vocational Agriculture, while a study to determine
"What Constitutes an Effective Program in Vocational Agriculture"
is in the planning stage.









During the past fiscal year, 204 vocational agriculture departments -
six over the preceding year were staffed by 242 teachers. Total
In-school enrollment was 14,038 while that for Adult Farmer and Young
Farmer classes was 1268 and 370 respectively.

In the following table, the status of more than 50,000 former
all-day students is indicated based upon followup records dating
back to the time each vocational agriculture department was
established.


1. Number at home with definite allowance

2. Number of farm laborers with specific
wages (At home)

3. Number of farm laborers with specific
wages (Away from home)

4. Number at home with income from one
or more enterprises

5. Number partners in a farm business
(At home)

6. Number partners in a farm business
(Away from home)

7. Number renting and operating a farm

8. Number owning and operating a farm

9. Number managing farm of another party

10. Number in other farming status

11. Number in occupations related to farming

12. Number in occupations not related to
farming

13. Number deceased

14. Number moved out of the community and
not accounted for

15. Number now in agricultural college


White

924


504


782


678


1,256


323

418

1,427

362

1,429

4,258


16,155

1,050


4,670

397


Negro

786


Total

1,710


571 1,075


642 1,424


448 1,126


211 1,467


143

159

157

124

934

1,406


1,911

197


615

173


466

577

1,584

486

2,363

5,664


18,066

1,247


5,285

570









White Negro Total

16. Number now in all other colleges and
other institutions 1,376 588 1,964

17. Number (not included in 14 above)
impossible to account for 4,567 536 5,103

18. Total former students 40,878 9,601 50,479

19. Number of new cases this year 1,841 811 2,652


Although almost one-third of those who could be accounted for are
engaged in farming and another 15 per cent are employed in closely
allied jobs, to better determine current farm and off-the-farm em-
ployment opportunities in agriculturally-related occupations and the
educational requirements for each, a complete survey of the state by
counties or school attendance areas should be made. Closely related
to this project and, in a sense growing out of it, is the need to
provide assistance to agriculture teachers in developing teaching
plans and reference materials on current agriculturally-related
employment opportunities of importance to Florida youth.

4. Joint Activities

Staff members and university personnel cooperated with the other
vocational services in carrying on studies of the vocational edu-
cation program in individual schools or counties requesting such
surveys.

At the University of Florida, graduate courses are offered by the
Department of Agricultural Education which are applicable to the
professional needs of individuals in all the vocational services.
Courses are also offered through the Florida Institute for Con-
tinuing University Studies (formerly the Extension Division).
One was offered during the past year and three are planned for the
current year.

Close working relationships are maintained with the Florida
Association of Deans and Counselors and with counselors and
directors of instruction in the junior colleges. Staff members
serve as delegates to the Florida Education Association annual
convention and participate in the annual conference of the
County Supervisors of Instruction.

Among the national and state governmental agencies with which
active cooperation is maintained are the Farmers Home Administration










of the USDA, the Rural Areas Development Committee, the Florida
State Department of Agriculture, the Florida Agricultural Ex-
tension Service, the Florida Agricultural Experiment Stations,
the Florida Forestry Service, and the Soil Conservation Service.

Farm equipment, implement, and supply companies, wood-using
industries, and electrical power companies and corporations were
among the management organizations working closely with agri-
culture teachers and staff members, while the Florida Farm
Safety Committee, the Florida Council of Farmer Cooperatives,
the Sears Roebuck Foundation, and the Florida Federation of Fairs
and Shows were among the service organizations performing the
same valuable function.

Youth groups closely related to vocational agriculture also co-
operated effectively as exemplified by the Youth Achievement Day
Program at the Florida State Fair sponsored jointly by the NFA,
the NHA, and the 4-H Club boys and girls.

County vocational agriculture programs in Polk and Hillsborough
counties have active advisory committees, and there are 62 formally
organized local advisory committees for white teachers and 45 for
Negro teachers which are active. The Department of Agricultural
Education of the University of Florida also has a five-member ad-
visory committee consisting of representatives of the College of
Agriculture, College of Education, and the State Department of
Education.

5. Program Interpretation and Promotion

Certain devices for interpreting the program to the public and to
potential students were identified above. Among these are the edu-
cation exhibit prepared annually for display at agricultural shows
and fairs throughout the state and on the University of Florida
campus, and the preparation and distribution of information on
career opportunities in agriculture. In addition, numerous news-
paper articles, talks to management and service organizations, radio
broadcasts, and TV programs were used to tell the story of vocational
agriculture and its related youth organizations to the public.

C. Additional Significant Information and Materials

1. Adequacy of Staff

To keep pace with changing social and economic conditions and their
effect upon instructional content and reference materials, it is
believed that a Research and Subject Matter Specialist should be
added to the agriculture teacher-training staff at the University









of Florida.


A junior college specialist is also needed on the state super-
visor's staff to assist in the development of programs for agri-
cultural technicians. Employment opportunities exist in the citrus
and dairy industries, in plant propagation and ornamental horti-
culture, and in farm mechanics, among others. The Lake City Junior
College Forest Ranger School is providing training for placement in
forestry jobs requiring less than a four-year college degree, and
the Indian River Junior College at Fort Pierce has helped to pre-
pare a small group of students for entrance into the College of
Agriculture of the University of Florida. This phase of agricultural
education would be greatly stimulated by the appointment of a quali-
fied person to explore and promote the potential that exists.

2. Adjustment of the Program to Social, Economic, and Other Conditions

The dollar value of agricultural production in Florida increased
significantly between 1940 and 1960 while the number of farmers
and farm managers, exclusive of farm laborers, was cut almost in
half. Cash receipts from the sale of farm products in 1941, for
example, amounted to $209,476,000. Twenty years later the figure
was over two and three-fourths times greater, reaching a total of
$582,753,000 while the dollar value of the sale of farm products
came to $857,642,000.

The 124 million boxes of citrus produced in 1960-61 represented a
jump of two and three-fourth times over the 56 million boxes pro-
duced in 1940-41. Milk production during the same twenty-year
period more than tripled while the number of beef cattle and calves
on the farms and ranches of the state almost doubled in number.

Between 1951 and 1961, the pound weight of hogs slaughtered in-
creased by one-third while the value of flue cured and shade .
tobacco produced in 1961 was approximately seven and one-half
times greater than the 1941 figure. The growing of sugar cane is
also assuming increasing significance in the agricultural economy
of the state, nearly quadrupling in dollar value between 1941-42
and 1961-62.

Although the number of farmers is declining, farms are growing in
size and the value of the product has increased markedly. But
the demands of a growing population are insatiable. It is esti-
mated that milk production in 1980 must be twice the 1961 figure
.if the projected needs of the state are to be met, and the dollar
value of sugar cane sales next year is expected to be twice that
of 1961-62. It should also be noted that the figures cited do not
include the value of agri-business enterprises associated with or










dependent upon agriculture.


In spite of its importance to the state's economy, vocational agri-
culture, for the most part, remains an elective subject, being
offered in only 204 of the state's 1700 high schools. No attempt
has been made to enroll large numbers of students. In 1950-51, for
example, 160.6 Minimum Foundation Program vocational agriculture
units were used, each corresponding roughly to one instructor. Last
year 241 such units were used, representing an average annual in-
crease of approximately 6.7 units over the twelve-year period.
Courses are introduced into communities only after they have been
requested and a thorough survey of interest and need has been made
to determine if they are justified.

3. New or Proposed Legislation

No new legislation affecting vocational agricultural education was
passed during the recent session of the State Legislature.








STATUS AND DEVEIDPMENT OF DISTRIBUTIVE EDUCATION


A. Current Supervisory Services at the State Level

1. Workshops and Inservice Programs

The annual inservice training conference for cooperative education
coordinators was held August 6-9, 1962, with approximately 150 persons,
including 27 distributive education coordinators, in attendance. Other
conferences planned at the state level for educational personnel in-
cluded:

A luncheon at the secondary principals' conference,
July 20, 1962

A one-day conference of adult distributive education supervisors,
February 17, 1963

A meeting of the State Distributive Education Advisory Committee,
February 20, 1963

A supervisory training conference, January 3, 1963

A coordinators luncheon at the DECA Leadership Conference,
March 23, 1963

2. Use of Consultants

Some of the resource persons used in various inservice and other
conference programs were:

Mr. John Beaumont, Distributive Education Branch,
U. S. Office of'Education

Mr. Frank Graham, Executive Vice-President, Florida
Consumer Finance Association

Dr. Donald Wakefield, Assistant Professor, College of Business
Administration, University of South Florida, Tampa

Mr. L. T. White, Washington, D. C.

Mr. Fred Green, Florida Furniture Dealers Association

Mr. Jack Nix, Director of Vocational Education,
Georgia State Department of Education

Mr. Carlton Bortel, Advertising Manager, Wolf Brothers
Department Store, Tampa








3. Participation in Other State or Local Conferences, Workshops, or Programs

The supervisor also participated in the following conferences having
significance for distributive education:

An Area Supervisors Conference, February 25, 1963

A State Business Education Conference, October 25-26, 1962

In addition, considerable time was spent in helping to develop the
Florida Council for Economic Education.

4. Publications

A work draft copy of the Florida Distributive Education Coordinator's
Handbook was distributed to the coordinators at the planning conference
in August, 1962. They were instructed to use it during the school year
and submit recommendations for revision. The suggested changes have
been made and the handbook is scheduled for duplication in the very near
future.

A draft of the Guide for Export Trade Training was submitted to the U. S.
Office of Education which requested permission to reproduce it under a
HEW title. It is scheduled for distribution by August 15, 1963; credit
will be given to Florida for the state's assistance in its preparation.

The publication Your Career, Your Job, and You was developed for use in
cooperative programs. A copy of this document is attached.

5. Cooperation With Other State Department of Education Services

A revision of certification requirements for distributive education was
presented to the Florida Teacher Education Advisory Council in March, 1963.
The Council voted to act favorably upon the preliminary report and, it
is believed, will give its final approval at the October, 1963, meeting.
The revision provides that a coordinator must have a minimum of 15
semester hours of course work in marketing, merchandising, and manage-
ment and another 15 semester hours of professional education courses.

It is believed that high school preparatory programs in distributive
education, apart from the cooperative program, will soon be developed.
In anticipation, it is planned to adopt textbook materials suitable for
this purpose during the coming year. The newly-adopted Florida Ac-
creditation Standards relate all secondary vocational programs very
closely to other curricula of the high school, a progressive step for
vocational education in the state, it is believed.

Staff members, together with other vocational education personnel, par-
ticipated in a number of evaluative surveys of vocational programs in








individual schools and counties at the request of the respective school
authorities. As a result of these studies it was noted that improved
vocational guidance was needed. This-is particularly true in distributive
education. Student-counselor ratios are often so high and related re-
sponsibilities so numerous that guidance people simply do not have the
time to provide the guidance services needed. Distributive educators
are in a position to alleviate at least some of the difficulty by provid-
ing information on occupational opportunities and requirements which
will help students to realistically appraise their aptitudes for em-
ployment in distributive occupations. If youth are to select distribution
as a career, it will probably be largely as a result of the guidance
efforts of distributive educators who are familiar with the field.

In addition to these activities, assistance was given to the instructional
materials staff in the preparation of a student manual for training li-
brary assistants.

Enrollment reporting and processing for cooperative programs was
converted from manual to machine procedures. Complete data is now
available on the job classifications in which students were placed and
the classifications of the training agencies employing them. It is
anticipated that similar procedures will be initiated during the coming
year for reporting adult enrollments. Fiscal reporting was also pro-
grammed and the data is now machine processed.

6. Adequacy of Facilities

The need to improve facilities for distributive education programs was
emphasized in the reports of school evaluations and school plant surveys.
Special grants of distributive education funds were made to several
counties last year to assist them in providing instructional equipment
for local programs.

B. Program Status at the State and Local Levele

1. Instructional Programs and Related Activities

Four new high school cooperative programs were established during the
year and:contributed materially to the substantial enrollment growth of
117 students over the 1962 total. In addition to the students enrolled
in reimbursable distributive education programs, another 865 received
training in distributive occupations through non-reimbursable DCT pro-
grams.

An experimental program in hospitality education was established in
a predominantly Negro high school in Sarasota and will continue next
year. Two additional cooperative programs are being planned for similar
schools in 1963-64.








Several classes in distributive education were offered under the MDTA
program to assist the unemployed and under-employed. Hundreds of Cuban
refugees in Miami, for example, received training for distributive jobs
and secured employment in that community.

The distributive education section of the document, Adult Offerings
Under Minimum Foundation Program Support, released by the Division of
Vocational, Technical, and Adult Education, was revised. Course
offerings were grouped under the following headings:

Management Training Insurance
Supervisory Training Real Estate
Sales Training Hotel, Motel, and Restaurant
Specialized Sales Training Training
Banking Specialized Courses

In arranging the courses, attention was given to grouping by specialized
curriculum in each area. New courses added include:

Establishing and Operating a New Business
Cashiering for Salespeople
Interior Decorating for Retail Sales
Executive Housekeeping
Hotel Housekeeping

Last March, representatives of 15 of the state's community junior
colleges met in Tallahassee to discuss the establishment of junior
college Mid-management Training Programs in Distributive Education. It
now appears that at least five of these schools will introduce programs
during the next school year and that most of the remainder will begin
in 1964-65. It is hoped that the approximately 1500 students now work-
ing in distributive occupations in the high school distributive and
diversified cooperative programs will be encouraged to continue their
.educations in the junior colleges.

The Florida Association of IECA was very active in the development of
the contest program and in all projects and activities. The Florida
DECA Sunshine, official organ of the association, was published six
times during the school year. The Leadership Conference was particularly
outstanding, and student membership in the organization reached an all-
time high of 696.

2. Preservice and Inservice Teacher Education and Supervision

The lack of adequately prepared teachers continues to be a major handi-
cap in the development of distributive education in Florida. The need
for more and better trained teachers is growing constantly. In
February, 1963, Mr. Donald P. Jaegchke, formerly a distributive edu-
cation coordinator in Orange'County, assumed the position of teacher-








educator for distributive education at the University of South Florida,
Tampa. Mr. Jaeschke will teach graduate-level inservice courses for
coordinators during the coming school year and will offer the first
complete program in the summer of 1964. The first undergraduate students
majoring in distributive education will enroll in September, and it is
anticipated that the future will see the establishment of a program
leading to the master's degree in distributive education.

Methods of recruitment and placement of teacher-coordinators continue
to be unsatisfactory, a condition which will probably not improve
materially until the teacher education program attains a degree of
success.

3. Research and Studies

The followup study of 1962 graduates of the cooperative education pro-
gram conducted this year marks the completion of a three-year followup
survey. Tabulation of the results is still incomplete, but combination
and comparison of the data with that of the previous two years should
provide some definite conclusions on placement trends and program out-
comes.

The status study of high school vocational education programs, including
cooperative education, being conducted by divisional research personnel
should provide information on strengths and deficiencies in student
guidance and selection, planning and instruction, facilities and equip-
ment, and placement and followup of graduates and dropouts which will
be of value in strengthening the secondary school program of distributive
education.

It is believed that pre-employment or preparatory training should be-
come an integral part of the distributive education program, making
possible the provision of an appropriate background in distributive
occupations for youth and adults of the state. In addition, such train-
ing might encourage potential dropouts to remain in school and could
undoubtedly perform a valuable service for certain youth who are suffer-
ing from physical, emotional, or educational handicaps. A step in this
direction is the establishment of two experimental cooperative programs
which will be operated in junior high schools next year. Enrollment
will be confined to ninth graders sixteen years of age and over who it
is believed will not complete school.

Enrollment in cooperative distributive education during the past year
jumped from 560 to 677 students for an increase of approximately 20 per
cent. This contrasts with adult preparatory and supplementary enroll-
ments of 13,107, representing a decline of approximately 10 per cent.

To make distributive education more realistic and more responsive to
the needs of local communities and the state, further employment informa-
tion is required emphasizing particularly opportunities and demands in
mid-management training.








4. Joint Activities


Staff members cooperated with personnel from the other vocational
services in carrying out evaluative studies of school and county vo-
cational programs as indicated, and with other groups, organizations,
and advisory committees interested in distributive education. Par-
ticular emphasis during the year was placed upon working with groups
concerned with export trade training and economic education.

5. Program Interpretation and Promotion

The brochure, Emloyment Related Education in the Bunshine State, has
been a most helpful piece of promotional material. In addition,
presentations by the Assistant Director for Program Planning and Co-
ordination explaining the total program of vocational education to
numerous groups throughout the state have been most helpful in in-
terpreting the goals and purposes of distributive education and career
opportunities provided by distribution.

C. Additional Significant Information and Materials

1. Adequacy of Staff

The most pressing need at the present time is for an additional staff
member. This will permit staff specialization in the areas of high
school and post-high school training. If the proposed federal legis-
lation is passed, increasing appropriations to the states, it is hoped
that a person may be added to the staff who will assume responsibility
for all high school distributive education, both preparatory and co-
operative. This will make possible reassignment of existing responsi-
bilities and permit one staff member to assume responsibility for both
adult and junior college programs. It is hoped that in this way further
leadership in the development of specialized adult programs in distrib-
utive education may be provided.

Although not a state staff position, a new position Coordinator of
Adult Distributive Education will be activated at the Manatee Junior
College (Bradenton) this fall.

2. Adjustment of the Program to Social, Economic, and Other Conditions

Manpower needs in distributive education have been determined by some
Florida communities on a local basis. For example, comprehensive
surveys of need were made in Dade and Bay counties. Reports of these
surveys indicated employment opportunities in distributive occupations
and recommended program adjustments whiLh, it was b-givej iwld 4hyP
to meet those necds.

Increasing employment opportunities for Negroes have affected considerably








the job placements of students in diversified and distributive co-
operative programs operating in 30 predominantly Negro high schools. Of
the 533 students currently enrolled in these programs, 88, or slightly
over 35 per cent, are presently placed in distributive jobs.

In general, distributive education is making a major contribution to
meeting the socio-economic needs of the state's citizens. Employment
opportunities in distributive occupations continue to expand and more
educational services are offered and are being planned for persons
wishing to take advantage of such opportunities.

3. New or Proposed Legislation

The Florida Legislature granted an increase in Minimum Foundation
Program units for distributive education for the next biennium
sufficient to take care of anticipated expansion needs. Increased
state appropriations will make possible the development of additional
high school, junior college, and adult programs which have been requested.








SCHOOLS OPERATING DISTRIBUTIVE EDUCATION PROGRAMS IN FLORIDA 1962-63


School

Gainesville High
Cocoa High
Melbourne High
Titusville High
South Broward High
North Miami Senior High
Southwest Miami High
Andrew Jackson High
Paxon High
Ribault High
Pensacola High
Eustis High
Fort Myers High
Manatee County High
Southeast High
Boone High
Edgewater High
Evans High
Clearwater High
Dixie Hollins High
Northeast High
St. Petersburg High

Seminole High
Kathleen High
Lakeland High
Dan McCarty High
Lyman High
Mainland High
New Stanton High


Address

Gainesville, Florida
Rockledge, Florida
Melbourne, Florida
Titusville, Florida
Hollywood, Florida
800 NE 137th St., N., Miami, Florida
8855 SW 50th Terrace, Miami, Florida
28th & Main St., Jacksonville, Florida
Melson & Louisa St., Jacksonville, Florida
Ribault & Scenic Dr., Jacksonville, Florida
A & Maxwell St., Pensacola, Florida
Eustis, Florida
Fort Myers, Florida
Bradenton, Florida
Bradenton, Florida
2000 S. Mills, Orlando, Florida
3100 Edgewater Dr., Orlando, Florida
4949 Silver Star Rd., Orlando, Florida
540 S. Hercules, Clearwater, Florida
4940 62nd St., N., St. Petersburg, Florida
5500 16th St., N., St. Petersburg, Florida
5th Ave. & 25th St., N.,
St. Petersburg, Florida
8401 Vonn Rd., Largo, Florida
Lakeland, Florida
Lakeland, -Florida
Ft. Pierce, Florida
Longwood, Florida
Daytona Beach, Florida
1149 W. 18th St., Jacksonville, Florida










STATUS AND DEVELOPMENT OF HOME ECONOMICS EDUCATION


A. Current Supervisory Services at the State Level

1. Workshops and Inservice Programs

The annual two-day State Conference for Home Economics Teachers,
attended by approximately 600 persons, was held in October, 1962.
It was structured around the theme, "Home Economics in a Changing
World". The purpose of the conference was to identify problems
confronted by the secondary school in this time of challenge and
change and to help home economics teachers develop a sense of
direction concerning ways in which their programs can help to
meet the needs of the day. The new FHA and NHA programs of work
were presented and the new accreditation standards were dis-
cussed. Teacher interest groups were organized around the
following areas: Clothing and Textiles; Foods and Nutrition;
Housing and Home Furnishings; Personal, Family, and Social Re-
lations; Child Development; Management and Family Finance; and
FHA and NHA programs.

A two-day workshop was held for supervisors and teacher-educators
to evaluate the Future Homemakers of America and New Homemakers
of America programs and to establish guides for state use in
developing these programs.

During the year, 35 group meetings were held for teachers in
16 counties to improve the home economics program. Many of the
conferences were focused on the one-semester course in Manage-
ment and Family Economics. Two clothing workshops were also
conducted, attended by teachers from 13 counties.

2. Use of Consultants

Among the consultants whose services were used at the above
conferences and workshops were university personnel and the
National FHA and NHA adviser.

3. Participation in Other State or Local Conferences, Workshops,
or Programs

The staff attended 14 pre-school conferences, participating in
the general program and also working specifically with the home
economics teachers. Teacher-educators at Florida State Uni-
versity also attended pre-school planning conferences in three
counties.









4. Publications

The following materials were prepared, assembled, or distributed
to home economics teachers and supervisors during the year:

The Florida Future Homemaker a magazine prepared and edited
by the Executive Secretary of the Florida Association,
Future Homemakers of America

Recreational and Devotional Collection a booklet prepared
by FHA vice-presidents in charge of recreation

Handbook For State Officers a handbook assembled by the FHA
Executive Secretary in cooperation with the State Supervisor

FHA Membership Manual a mimeographed manual prepared by the
FHA president-elect in cooperation with the State Supervisor

FHA releases prepared by officers and district advisers

Adult Offerings Under Minimum Foundation Program Support -
revision of the Home Economics section by the State Super-
visor

Home Economics releases information about textbooks, released
to teachers

Home Management and Family Economics a booklet developed
by the Family Economics Workshop held at the University of
Florida

5. Cooperation With Other State Department of Education Services

Equipment and books were made available by the curriculum librarian,
and charts, posters, and other materials were prepared by the
departmental graphics specialist.

The following changes in the minimum number of semester hours re-
quired in certain specialized subject areas have been made in
certification requirements for home economics teachers:

Area Old Requirements New Requirements

Home and Family Living 14 semester hours 18 semester hours

Foods and Nutrition 12 semester hours 9 semester hours

Clothing and Textiles 10 semester hours 9 semester hours










A request was made that new textbooks be adopted in all areas of
home economics for all grade levels to replace those adopted in
1954. A committee of six persons was appointed by the State
Superintendent of Public Instruction to examine the books pre-
sented for adoption. Sixteen books were adopted and information
about them, together with an inventory sheet and requisition
sheet, were sent to each home economics teacher. Time has also
been provided on the teachers' conference program to be held in
October, 1963, for a brief review of each book.

Staff members spent a great deal of time in revising high school
accreditation standards in home economics. They were assisted
by county supervisors and teacher educators. The newly-
formulated standards were presented at the teachers' conference
and the three levels of accreditation were reviewed. The
standards were applied by a number of pilot schools during the
year and will be distributed to all schools at the beginning
of the next school year.

Two staff members served on school plant survey teams which
evaluated facilities in Gadsden and Marion counties. A super-
visor served on the committee concerned with assessing the
place of vocational education in the curriculum of the compre-
hensive high school being planned for Escambia County. She
was also a member of the vocational survey committee in Gadsden
County. The Specialist in Home Economics Education helped to
evaluate Northwestern and Rosenwald high schools in Miami and
Panama City respectively.

6. Adequacy of Facilities

The facilities for teacher-education programs are adequate, but
little assistance is given to the inservice program because of
heavy schedules.

For the most part, secondary school facilities are very good.
Staff members assisted in planning six new departments and in
remodeling four.

B. Program Status at the State and Local Level

1. Instructional Programs and Related Activities

A total of 45 new junior and senior high school vocational pro-
grams were established in 26 counties during the past year. In
addition, Glades, Hernando, Indian River, and Volusia counties
introduced adult programs.

Miss Joyce Wolfgang completed her first year as Executive










Secretary for the Future Homemakers of America. She
the leadership of the area supervisors in helping to
the purpose of the FHA organization and its place in
home economics program. The executive secretary and
supervisors held FHA workshops in four counties.


worked under
interpret
the total
two area


The theme of the State FHA Convention was "Fostering the Heritage
of America" while that of the NHA was "Giant Steps to Progress."
The "Stay in School" project sponsored by the NHA enlisted the
active support of club members, social studies teachers, and
guidance directors in several counties and resulted in the County
Council of Principals in one county adopting the dropout problem
as their project for the next school year.

Most high school programs have FHA or NHA chapters. Following
is a summary of their membership and activities for the year:


Activities

Number of Chapters

Number of Members

Number of District Meetings

Number Attending State
Convention

Number Attending National
Convention

Number of Magazine Issues

Number of County Councils


Number of
Meetings


NHA


FHA

300


15,224


5,241


900


Executive Council


Number of Scholarships Awarded

Number of Degrees Awarded

Number of Honor Roll Chapters


2. Preservice and Inservice Teacher Education and Supervision


Florida State University and Florida A & M
two institutions in the state approved for


University are the
training teachers in










vocational home economics. The University of Miami has discontinued
its home economics offerings. However, the 17 students currently
in the program will be permitted to complete their work. If they
take the required courses, they will be approved for vocational
certification.

The undergraduate instructional program is designed to help
prospective teachers acquire the competencies they will need to
teach home economics in the secondary schools. Requirements for
entering the undergraduate education program at Florida State
University were raised during the year. A student must now have:

a. A 2.0 overall average for 60 trimester hours of course work

b. A 2.0 average in general education courses

c. A 2.25 average in the area of specialization before apply-
ing for internship.

All interns were placed in centers having vocational home
economics programs and active chapters of FHA or NHA. They
managed classroom and laboratory activities, worked with student
and departmental reports, guided home projects and home practice,
made home visitations, worked with FHA or NHA chapters, and
attended district and annual meetings of the respective
associations. In addition, they participated in adult classes
where there was opportunity and entered into a variety of
community activities.

During the year 17 graduate students have been on campus study-
ing for advanced degrees. Four completed their work for the
Master of Science degree in Home Economics Education.

In addition, a number of special students enrolled in courses
primarily to fulfill certification requirements. The Florida
Institute for Continuing University Studies was also used to
provide inservice training for teachers in certain counties.

The teacher education program at Florida State University was
evaluated and reapproved by the National Council for the
Accreditation of Teacher Education.

3. Research and Studies

A study is being conducted by the division to identify some ways
of meeting current problems and tomorrow's challenges in high
school vocational education, including home economics education.
It reviews student guidance and selection, planning and










instructional practices, and the current status of laboratory
facilities and equipment.

Curricular materials developed by seven teachers in a three-
week workshop on Personal and Family Finance Education at the
University of Florida were used experimentally by 21 teachers
to determine their value in the area of Home Management and
Family Economics. The area supervisors visited each partici-
pating teacher three times during the year. In May, 1963, the
group met to evaluate the materials and to make plans for a
second test by another group.

An experimental study in Housing is to be organized by the state
staff assisted by Dr. Mary Lee Hurt, Curriculum Specialist,
Home Economics Branch, U. S. Office of Education. Also assisting
will be the supervisors of those counties in which the materials
will receive their first trial.

Following is a summary of current data concerning schools, in-
structional personnel, and secondary and adult enrollments.


Aspect of Program Total

Number of Schools (Vocational) 417

Number of Schools (Non-vocational) 142

Number of High School Teachers (Vocational) 637

Number of High School Teachers (Non-vocational) 293

Number of Pupils (Vocational) 52,911

Number of Pupils (Non-vocational) 41,714

Number of Adult Teachers 230

Number of Adults Enrolled 25,571


There is urgent need for research to determine job opportunities
for women with home economics training. A request has therefore
been made for Miss Van Horn, Manpower Utilization Officer, Man-
power Development and Training Program, to work with the state
staff and county home economics supervisors in developing
training programs in home economics which prepare individuals
for gainful employment.










4. Joint Activities

Staff members, assisted by Miss Ata Lee, Program Specialist, Home
Economics Branch, U. S. Office of Education, cooperated with the
other vocational services in a study of vocational and related
education in Dade County. Existing programs were reviewed and
evaluated and the group projected a structure within which the
immediate and long-term vocational education needs of the county
might be met.

5. Program Interpretation and Promotion

The Sears Roebuck Foundation was host for a luncheon during the
state teachers' conference at which time a new project for
"Telling and Selling the Home Economics Story" was explained by
Mr. James Jernigan, the Foundation representative, and
Mrs. Marion Barclay, Hillsborough County Home Economics Super-
visor.

This project encouraged 24 FHA chapters to conduct public re-
lations activities acquainting local citizens with the total
home economics program. The chapters were urged to correct
the conventional "stitching stirring" concept by including
displays, bulletin board materials, skits, films, film strips,
and talks by FHA members in their public relations functions.

Articles about the home economics program also appeared in
Supervisors' Notes, Noted, Mocking Bird, issues of the Florida
Future Homemaker magazine, the Florida School Bulletin, and
various newspapers having local and state-wide circulation.

C. Additional Significant Information and Materials

1. Adequacy of Staff

Assistance is urgently needed in identifying types of jobs for
which training in home economics provides preparation, in
determining job responsibilities, and in developing training
programs leading to employment in such occupations.

2. New or Proposed Legislation

The number of Minimum Foundation Program units for home economics
was increased by the recent State Legislature, making possible
the expansion of both high school and adult programs.

D. Supplementary Information (Human Interest Stories)

"One student was very shy, perhaps because she was overweight.
As an FHA project she went to a home for handicapped children









and asked if she could help them in any way. She was informed
that someone was needed to supervise the older children at play.
The member vent weekly and worked two hours after school. She
became so interested in the children that she forgot to be shy
and self-conscious. The superintendent of the home suggested
that she train to handle handicapped children. This is her plan
at present although she may change her mind. She still goes
weekly and has brought pictures of some of the children to school.
The home had the pictures made for her in appreciation for what
she had done."

"A senior in our club seemed to blossom out with enthusiasm for
FHA this year. It really began with being a straight blue
ribbon winner at the Youth Fair with an evening dress in con-
struction and modeling, then receiving honors in the County Cre-
ative Fashion Council. At the FHA State Conventionshe appeared
in the "American Heritage" pageant. She was so excited over it
that she came home, typed the scripts, got her props, solicited
her girls, and with the help of the local drama instructor, put on
the pageant for banquets. She has been accepted and will soon
enroll in a Florida University to study home economics."

"Completely redoing the first-aid room was a most interesting
project. The fifth period class, which was the most difficult
to discipline, adopted this project. They raised the money,
planned the work and put in many after-school hours to complete
it. They painted, made new curtains and screens, bought new
bedspreads, made new bulletin boards, tried to return to owners
all lost books and items of clothing, and made recommendations
for future improvements which would be valuable, but too diffi-
cult or costly for a class project."

"Deerfield Park Junior High School consists of portable-unit
classrooms. It does not have a cafeteria, and the food is
supplied by the nearby elementary school. At the beginning of
the year the students ate at their desks in the classroom.
This was very unsatisfactory to both students and faculty.
Since the home economics department was a double unit and was
not being used during the lunch hour, the NHA decided to set it
up each day with individual place settings and attractive center
pieces so that students could eat together in a happy, family-
like manner. They also provided background music. As a result,
the number of students eating at school has doubled, and lunch
time seems to be one of the happiest periods in the school day."







STATUS AND DEVELOPMENT OF INDUSTRIAL EDUCATION


A. Current Supervisory Services at the State Level

1. Workshops and Inservice Programs

In the following table the principal workshops and
inservice programs conducted in trade and industrial edu-
cation are shown. Included is information identifying the
course or conference, its purpose, duration, and the number
and type of participants.


'
@ e of Conferenoe


Pmnano A


Where
Vneld


Tratio n


Number
D&a44 i watinf


Study of1

(1) Quality pro-
grasning
(2) Instructional 225 Local admisis-
Industrial Education problems August 2 dasr trators, super-
Conference (3) Trends and de- 1962 visors, and
velopments teachers
(4) Legal aspects
of operation
Study problems
relating to:

(1) Local adminis-
tration
(2) Supervision of
Administrators and instruction 75 Local adminis-
Supervisors (3) Reporting pro- September 2 days trators, super-
Conferenoe cedures 1962 visors, and oo-
(4) Proposed legis- ordinators
nation
(5) Program pro-
motion and de-
____ velopment
Study problems
Administrators and related to pro-
Supervisors moving and de- January 35 Seleoted local
Conference veloping pro- 1963 2 days administrators
grams for minority and supervisors
____ groups_


R.E.A. Managers
and Supervisors
Conference


Motor Fleet
Supervisory
Training Course


EBphasis placed
upon:

11Human relations
2 Job supervision
3 Cooperative
management
(4) Safety


Discussion topics
included:


1) Driver selection
2) Transporting
hazardous
materials
(3) Governmental
regulations
(4) Accident
prevention


March
1963


March
1963


2 days


5 days


* I -A


30 RL.A. managers
and superintendent






31 Trucking companies'
fleet supervisors







Where Number
Type of Conference Purpose Held Duration Partioipating
Discussion oft

Commeroial Cooking (1) Instructional
and Baking Instructors materials May 2 days 10 Instructor
Leadership Conference 2) Student selection 1963
(3) Curriculum
(4 Job placement
Emphasis placed
upon
(1) Attitudes and
habits of the
School transportation driver 50 Supervisors of
Supervisory (2) Determining June 4 days transportation
Conference responsibility 1963 and chief
for school bus mechanics
aooidents
(3) Statio
electricity
(4) Trouble shooting


2. Use of Consultants and Advisory Committees

Consultants were used extensively in the above conferences and
meetings. Among these were:

Mr. W. E. Allen, Secretary-Treasurer,
Florida Federated Labor Council, AFL-CIO

Mrs. Claudia Collins, Certification Specialist,
Florida State Department of Education

Mr. Harvey D. Fletcher, Fleet Training Specialist,
Institute of Public Safety, Pennsylvania State University

Mr. WorrellGaither, Assistant Professor,
Industrial Education, Florida A & M University

Dr. E. K. Hankin, Professor,
Industrial Education, Florida State University

Mr. Harold S. Jenkins, Assistant Professor,
Industrial Education, Florida A & M University

Mr. E. F. Kotchi, Assistant Professor,
Industrial Education, Florida State University

Mr. John Parsons, Supervisor of Pupil Transportation,
Ohio State Department of Education

Miss Mary Resh, formerly Trade and Industrial Branch,
U. S. Office of Education

Mr. M. S. Thomas, Director,
Vocational-Technical Institute, Florida A & M University










State advisory committees in trade and industrial education,
R.E.A. job and safety training, peace officer training, com-
mercial vehicle driver training, supervisory and foremanship
training, and health occupations were utilized during the year
to assist the staff in planning, developing, promoting, and
operating the trade and industrial education program and its
affiliates.

3. Participation in Other State or Local Conferences, Workshops,
or Programs

The state supervisor, as ex-officio member, attended and par-
ticipated in all meetings of the Florida Apprenticeship Council
during the year. In addition, he served as consultant and moder-
ator at the annual Florida State Apprenticeship Conference
attended by over 100 management and labor representatives inter-
ested in apprenticeship. He also spoke at numerous civic group
meetings and commencement exercises.

The state and area supervisors attended and participated in the
American Vocational Association Convention in Milwaukee and the
Southern Regional Conference on Trade and Industrial Education
in Washington, D. C.

4. Publications

The following materials were developed, duplicated, and dis-
tributed to local personnel during the year. Copies of each
have been forwarded to the U. S. Office of Education.

a. Directory of Industrial Education Schools and Classes

b. Data Processing Code Numbers for Industrial Education
Reporting Purposes

c. Industrial Education Newsletter (6 releases)

All other materials involving industrial education were com-
piled and distributed by the Divisional Services Office,
Division of Vocational, Technical, and Adult Education.

5. Cooperation With Other State Department of Education Services

Assistance was provided by the Audio-Visual Education Depart-
ment of the Florida Institute for Continuing University Studies
in booking and distributing various training aids to local
teachers. The Certification Section of the State Department of
Education processed certification requests of all industrial









education personnel throughout the state, and the General Adult
Education Section, Division of Vocational, Technical, and Adult
Education, reviewed selected industrial education course out-
lines pending their approval for veterans' training.

6. Adequacy of Facilities

Facilities such as classrooms and teacher-training instructional
equipment and materials are adequate.

B. Program Status at the State and Local Levels

1. Instructional Programs and Related Activities

Increased interest in high school preparatory programs was
demonstrated by the establishment of several new high school
courses in automotive mechanics, cosmetology, drafting, in-
dustrial electronics, masonry, and small gasoline engine
repair. New courses were started at Dunedin High School,
Lincoln High School (Gainesville), Lyman High School (Longwood),
Sanford High School, Satellite High School (Cocoa Beach), and
Stanton Vocational High School (Jacksonville).

Post-secondary preparatory programs showing marked increases
in enrollments and offerings were air conditioning and re-
frigeration, automotive mechanics, aviation mechanics, barber-
ing, machine shop, and radio and television service courses.
Smaller increases were noted in commercial cooking and baking,
cosmetology, electronic mechanics and assembly, fire fighting,
law enforcement, and television studio production.

The above pre-employment training programs for adults also
showed growth. Certain evening trade extension courses such
as air conditioning and refrigeration, aviation mechanics,
blueprint reading and cost estimating, custodial service and
building maintenance, commercial fishing, machine shop, and
printing made substantial gains, while normal growth was
experienced in commercial art, cosmetology, electricity, fire
fighting, tailoring, and welding.

Curriculum revision was a joint function of the Divisional
Services Office, Division of Vocational, Technical, and Adult
Education, and the Lindsey Hopkins Education Center in Miami.
Course outlines for automotive mechanics, law enforcement,
nursing aides, optical mechanics, and practical nursing were
either developed or revised.

The following new programs were introduced during the fiscal









year: barbering, landscaping and industrial nursery work, litho-
graphy, and training for surgical technical assistants.

Official industrial education youth organizations in Florida are
the Florida Federation of Trade Education Clubs (TEC Clubs) and
the Florida Federation of Industrial Education Clubs. The former
is limited to trade and industrial education students; the latter
also includes technical education and industrial arts pupils.
Both organizations held state conventions and executive board
meetings this year. The Florida Federation of Industrial Edu-
cation Clubs held a statewide skill and theory contest and sent
selected students to the national contest held at Tuskegee
Institute.

The State Department of Education conducted two workshops during
the year for faculty sponsors of local clubs.

2. Preservice and Inservice Teacher Education and Supervision

Industrial education teacher training services are fairly
adequate. At present, one part-time and four full-time teacher
trainers are attached to the staffs of Florida A & M University,
Florida State University, and the University of Miami. However,
an additional itinerant teacher trainer is urgently needed on
the Florida State University staff and it is hoped that this
person will be employed in the near future.

College credit extension courses were again held in 21 centers
by itinerant teacher trainers from Florida A & M University,
Florida State University, and the University of Miami. In
addition, the State Department of Education conducted non-credit
teacher apprenticeships in seven counties. Summer school
sessions were held at Florida A & M University and Florida State
University. The General Motors Corporation offered two courses
for teachers of automotive mechanics at its training center in
Jacksonville and a similar institute for electronics teachers
was conducted by the Philco Corporation at Daytona Beach.

The State Coordinator of Instructional Problems is primarily
responsible for non-credit inservice teacher training. The
teacher self-evaluation instrument, developed two years ago,
was introduced in a number of new centers, and followup studies
were continued to determine its effectiveness.

More on-the-job, inservice teacher training of a non-credit,
non-scheduled type will be provided in close conjunction with
local supervision of instruction. Institutional teacher training
will continue to be largely a campus and extension credit program









for securing and upgrading teaching certificates and granting
baccalaureate and graduate degrees. These courses will be offered
by the above three institutions approved to train industrial edu-
cation personnel.

3. Research and Studies

Research and surveys involving vocational industrial education
were conducted by the Divisional Services Office and are de-
scribed in Section I of this report. Staff members, however, co-
operated with the other vocational services in evaluative studies
of individual school and county vocational education programs.

4. Joint Activities

Particular mention should be made of the close association main-
tained with the Bureau of Apprenticeship and Training, Division
of Corrections, Florida Apprenticeship Council, Florida Department
of Apprenticeship, Florida Development Commission, Florida In-
dustrial Commission, Florida State Employment Service, State Board
of Beauty Culture, State Board of Nursing, Surplus Property Adminis-
tration, and Vocational Rehabilitation Division.

Staff members also worked with the State Council of Carpenters,
AFL-CIO, in the development of statewide apprenticeship related
instruction, and with various local labor organizations in con-
ducting labor-management institutes.

54 Program Interpretation and Promotion

Much of the public information program was handled by the
Divisional Services Office, but periodically staff members
provided lay persons, management and labor, legislators, and
local school personnel with newsletters, national or regional
publicity, brochures and pamphlets, reports of pertinent
studies, and national and state thinking on problems and issues
in vocational education. The film "Trade and Industrial Edu-
cation in Florida" was again widely used during the year.

C. Additional Significant Information and Materials

1. Adequacy of Staff

The current staff appears to be adequate.

2. Adjustment of the Program to Social, Economic, and Other
Conditions

Plans are being developed to revise some existing curricula
so that more people may benefit from the training provided.










The changes envisioned will take into consideration:


a. The changing needs of industry produced by new tech-
nologies, new machines, new materials, and new pro-
cesses

b. Changing manpower needs growing out of automation,
shifts in the age components of the labor force,
and growing demand for professional and technical
personnel

c. The changing needs of individuals resulting from
unemployment, aging, educational deficiencies,
and physical and mental disabilities.

It is anticipated, for example, that radio and television service
courses will be broadened to include training in basic and ad-
vanced electronics. Less emphasis is to be placed upon archi-
tectural drafting and more upon mechanical and machine drafting.
Watchmaking will expand to instrument repair and more attention
will be directed to industrial electricity in the training of
electricians.

Aircraft mechanics trainees will receive more instruction and
experience in overhauling jet engines and in aircraft sheet
metal work and less in cloth fabrication. More training in
health occupations will be provided and in air conditioning and
refrigeration.

The effects of changing curricula upon instruction will also be
studied to determine if instructional concepts and methods should
be revised.

3. New or Proposed Legislation

The recent Florida Legislature increased the number of Minimum
Foundation Program units available during the next biennium,
making it possible to meet most of the requests for program
expansion.









STATUS AND DEVELOPMENT OF PRACTICAL NURSE EDUCATION
AND TRAINING PROGRAMS FOR OTHER HEALTH OCCUPATIONS



A. Current Supervisory Services at the State Level

1. Workshops and Inservice Programs

A two-day inservice conference for practical nursing teachers
was held in August, 1962, in conjunction with the annual
industrial education conference. The purpose of the practical
nursing conference was to acquaint faculties with the new
curriculum guide in practical nursing education and give them
an opportunity to discuss it. Fifty teachers (98% of the total)
and several local directors and supervisors participated.

At the request of the State Department of Education, a three-
week summer course, attended by 38 practical nursing teachers,
was offered in June, 1963, by Florida State University. The
course was designed to identify and apply basic principles of
curriculum planning illustrated by the new Curriculum Guide for
Practical Nursing Education. The philosophy underlying the
guide was also examined and numerous ways of implementing it
were discussed. The Division of Nursing, Public Health Service,
U. S. Department of Health, Education and Welfare, approved a
short-term traineeship grant to help defray the expenses of
teachers attending.

2. Use of Consultants and Advisory Committees

Consultants from the National League for Nursing, Department of
Practical Nursing Programs, and from the Florida State Board of
Nursing were used for the teachers' conference. Prior to the
conference both consultants worked with the state curriculum
committee and the curriculum specialist employed by the State
Department of Education to develop the curriculum guide.

The State Advisory Committee on Practical Nurse Education is
now the Health Occupations Education Advisory Committee. It
was enlarged to include representatives of the Florida Dental
Society and the Florida Society of Pathologists. Two meetings
were held during the year. The committee has been of great
help to the State Department of Education in formulating
policies relating to the development of health occupations
training programs.









3. Participation in Other State or Local Workshops, Conferences,
or Programs

The Consultant for Health Occupations Education worked with
the educational committee of the Licensed Practical Nurse
Association of Florida in developing an educational program for
the annual convention of this organization. She presided at
this program session, attended by approximately 300 persons, in
which association members learned what the National League for
Nursing was doing for practical nursing.

She also attended a state conference for junior college presi-
dents sponsored by the Division of Community Junior Colleges,
State Department of Education, to give information on require-
ments for establishing health occupations training programs
which some junior colleges might be in a position to offer.

In addition, she spoke at a district meeting of professional
nurses on the responsibility of the registered professional
nurse for utilizing the services of practical nurses.

4. Publications

"A Curriculum Project in Practical Nurse Education" is the
title of an article the State Consultant for Health Occupations
*as requested to prepare for Nursing Outlook, a professional
nursing publication. The article is to appear in a forthcoming
issue of the magazine.

A Curriculum Guide for Practical Nurse Education, Bulletin
77F-2, was developed by a curriculum specialist employed by
the State Department of Education on a temporary full-time
basis for one year. The State Consultant for Health Occupations
Education directed the curriculum study project and gave
assistance to the curriculum specialist in its development.

The career brochure, Public School Practical Nursing Programs
in Florida, was revised, printed, and distributed to local
programs for use in student recruitment. A copy of this booklet
is attached.

5. Cooperation With Other State Department of Education Services

Together with other state staff personnel, the Consultant for
Health Occupations Education participated in an evaluative
study of vocational, technical, and related education in Dade
County.









6. Adequacy of Facilities


Physical facilities for the practical nursing program in most
local centers are fairly adequate. It is anticipated that long-
range plans for new vocational facilities in some counties will
include practical nursing and will greatly improve some of the
facilities now being used.

Equipment in all programs is good and quite adequate to meet
the needs of the programs.

B. Program Status at the State and Local Levels

1. Instructional Programs and Related Activities

The public school system is operating a total of 23 adult
practical nursing programs in 16 counties. In one program
high school students begin the course in the twelfth grade
but complete it after graduation as adult students. Low
enrollment and a high dropout rate in this secondary school
program continue to be major problems.

Several preparatory programs have expanded, improved their
physical facilities, and increased their enrollments, but no
new programs were opened this fiscal year. Expansion occurred
in the Sarasota, Fort Lauderdale, Tampa, and Jacksonville
programs.

Extension courses for licensed practical nurses were offered
in five counties.

Several programs have moved to shorten the hospital experience
day from eight to six hours, conforming to the regular school
day. Emphasis has also been placed upon earlier correlation
of classroom instruction with patient care and a more even
distribution of instruction over the twelve-month period.

The practice of paying student stipends during the hospital
experience period is gradually being discontinued. Two more
schools eliminated them this year, leaving only four cooperating
hospitals in the state continuing the practice. The matter is
under consideration in two of these four programs.

The State Board of Nursing has approved a practical nursing
program at Bradenton in Manatee County to begin in January, 1964.
Approval is also being sought by St. Johns County to operate a
program at St. Augustine.









Among the never programs and courses being offered in Health
Occupations Education are those for dental assistants and dental
mechanics, for optical mechanics, for optometric assistants,
and a massage course.

Training for dental assistants is given in four counties. Two
have adult preparatory programs, one has a high school program,
and the last is a combined high school and adult program. One
county has a dental mechanics program.

One county is offering an optical mechanics and dispensing
course. A course for optometric assistants was also provided
for the first time by one county through the cooperation of
the Optometric Association, the County Welfare Department, the
Lions Club, and the County Board of Public Instruction. The
course is 1080 hours in length, combining training in secretarial
practice and receptionists' duties with that for optometric
assistants. Students obtain actual experience in the course
with patients referred by the County Welfare Department in the
clinic maintained in conjunction with the school program.

A massage course was operated by one county.

2. Preservice and Inservice Teacher Education and Supervision

Thirteen new teachers were appointed during the year as re-
placements or to take charge of new or expanding programs, and
six more will begin teaching during the next two months.

The problem of securing qualified teachers becomes greater as
the program increases in size. The vocational-industrial edu-
cation courses required for certification do not adequately
meet the needs of teachers in this specialized field. More
and more nurses are being employed by the counties to teach
in the practical nursing program. Their preparation is confined
almost entirely to their practical nursing course and nursing
experience, except for one three-semester hour vocational-
industrial course required of all such beginning teachers.
This, however, is not adequate and plans are being made by the
State Department of Education to provide workshops and special
courses which will be specially concerned with instruction in
practical nurse education.

Teacher training was made available by two state universities
and one private institution. These were Florida A & M University,
Florida State University, and the University of Miami. It con-
sisted of summer campus courses of three- and six-weeks duration
and extension courses taught in local centers by five itinerant










teachers.


Pre-service training was also provided through a non-credit
apprenticeship plan for new teachers who were unable to attend
summer school or take extension courses. The plan is adminis-
tered by a State Department of Education staff member in charge
of instructional problems and was used by five new practical
nursing teachers to become certified.

3. Research and Studies

Under the Area Redevelopment Act, a program to train cottage
parents to staff a new center for mentally retarded children
was conducted by the Jackson County Board of Public In-
struction in cooperation with the Florida State Employment
Service, the Division of Sunland Training Centers, and the
State Department of Education. The purpose of the program was
to help interested persons learn how to be good substitute
parents for mentally retarded children and adults within an
institutional setting. Three groups, each of 25 persons, were
given a 12-week pre-service course which included two weeks of
supervised experience in a center for the mentally retarded.
Instruction was based upon portions of a curriculum related
to the training of cottage parents recommended by a special sub-
committee of the Southern Regional Education Board. This pro-
gram, the first of its kind in the country, has created consider-
able interest both in this and other states. One marked result
was the low dropout rate following employment and the ease with
which the new center opened when compared with prior experience
in opening a center without trained personnel.

A pilot program preparing nurses' aides for employment in
nursing homes and hospitals was begun in June in Pinellas
County under provisions of the Manpower Development and
Training Act. Tentative program standards were developed
cooperatively by a small committee representing the State
Nurses Association, the State League for Nursing, the State
Board of Nursing, the State Board of Health, and the State
Nursing Home Association. The 180-hour course is divided into
80 hours of instruction and 100 hours of practice in a nursing
home or hospital. Fifteen students were enrolled in the first
class.

Plans for a pilot Surgical Technical Assistant course are also
being formulated. The nine-month preparatory course will begin
in September at Daytona Beach.

During the past fiscal year a total of 1252 students was









enrolled at some time in the practical nursing program. During
the year 729 new students were admitted into 38 classes while
523 completed the program, an increase in graduates of 13 per
cent over the preceding year. On June 30, 1963, the students
still in training numbered 597. However, almost 1 in 4 (23.5%)
of those enrolled in the 35 classes completed during the
fiscal year dropped out before finishing the course.

4. Joint Activities

The State Board of Education requested the help of representa-
tive professional groups in formulating policies for nurses'
aide training in the state. Included were the State Nursing
Associations, both professional and practical; the State
League for Nursing; the State Board of Nursing; the Division
of Nursing Homes and Hospitals of the State Board of Health;
the State Nursing Home Association; and the State Hospital
Association. In addition, representatives of the State
Employment Security Office which is in charge of the Manpower
Development and Training Program, the U. S. Bureau of Ap-
prenticeship, and the State Department of Education participated.
As a result, the State Nurses Association accepted responsi-
bility for identifying the functions and responsibilities of
nurses' aides in Florida.

Approval was given to conduct four pilot programs, two in
nursing homes and two in hospitals. One in each of these is
to be on-the-Job training and the other pre-service vocational
training. An evaluation will be made of these programs before
future policies are recommended to the State Advisory Committee
for Health Occupations for its consideration.

C. Additional Significant Information and Materials

1. Adequacy of Staff

A qualified registered professional nurse is urgently needed
on the state staff to conduct special courses and workshops
which help new teachers develop an understanding of the
philosophy and objectives of practical nurse education and of
principles of curriculum development as they relate to this
type of nursing program.









STATUS AND DEVELOPMENT OF TECHNICAL EDUCATION


A. Current Supervisory Services at the State Level

1. Workshops and Inservice Programs

Two conferences concerned with the development, organization,
and administration of technical education programs were con-
ducted by the Division of Vocational, Technical, and Adult Edu-
cation during the past fiscal year.

The fifth Annual Conference for Technical Education, attended
by approximately 175 persons, was held April 26-27, 1963, at
Tampa. Among the topics discussed were issues and challenges
in technical education, quality technical education at the
secondary and junior college levels, principles of technical
education curriculum development, and student recruitment.
Participants included instructors and administrators of techni-
cal education, guidance personnel, industrial representatives,
and staff members of the Florida State Department of Education.

The annual fall meeting for approximately 20 directors of
post-high school technical education programs was held in
Tallahassee. During the two-day conference, program develop-
ments were reviewed and discussions were held on common
problems relating to curriculum development.

2. Use of Consultants and Advisory Committees

Consultants from the Technical Education Branch of the U. S.
Office of Education, the University of Michigan, the University
of California at Los Angeles, and Florida industries were ob-
tained for the two conferences.

The State Advisory Committee for Technical Education met twice
with the state staff during 1962-63 for purposes of reviewing
curriculum materials and local requests for George-Barden
Title III funds. The committee was very interested and active
in discharging its advisory function in program planning and
development.

3. Participation in Other State or Local Conferences, Workshops,
or Programs

The State Consultant for Technical Education attended the
annual conference for junior college presidents to discuss
State Department of Education requirements and procedures for
establishing technical education programs and services in









local school centers.


4. Publications

A curriculum guide outlining appropriate instructional content
for post-high school electronic programs was completed during
the year. Assisting in its development was an advisory
committee composed of electronic technicians and engineers and
electronic instructors from high school and junior college
technical education programs. The guide was distributed to all
personnel concerned with the preparation of electronic tech-
nicians.

5. Cooperation With Other State Department of Education Services

The Consultant for Technical Education worked closely with the
Certification Section in reviewing problems of certification
and in establishing procedures by which teachers may remove
certification deficiencies. He was also a member of several
committees concerned with evaluating and accrediting schools
having vocational and technical education programs. A film
entitled "Technical Education in Florida", together with
brochures describing the program, were circulated among
guidance personnel.

6. Adequacy of Facilities

Instructional facilities to date are not completely adequate.
A number of classrooms and laboratories, for example, are
housed in temporary buildings. However, technical education
buildings were completed during the year or are nearing
completion at Fort Pierce, Daytona Beach, St. Petersburg,
Miami, and Fort Lauderdale. Each is equipped with adequate
instructional facilities.

B. Program Status at the State and Local Levels

1. Instructional Programs and Related Activities

Three types of institutions provide technical preparatory and
extension classes. These are comprehensive high schools which
include technical subjects for high school youth in the
eleven and twelfth grades, community junior colleges having
technical divisions which offer from one to six technical
courses, and vocational industrial-technical centers where
preparatory and supplementary courses in several technical
fields are provided.










A new technical education center in St. Petersburg has just
been completed and is now registering students. It contains
facilities for offering terminal technical preparatory,
supplementary, and supervisory courses specifically reflecting
immediate industrial requirements in the Tampa Bay area. It
will give high school graduates with technical training an
opportunity to continue their technical education and will
make available concentrated instruction in specific technical
fields without the necessity of meeting the general education
requirements established for an associate degree.

Each of these institutions has developed a technical education
program conforming to criteria established in recommendations
for technical courses meeting the requirements for the use of
federal George-Barden Title III funds.

2. Preservice and Inservice Teacher Education and Supervision

Technical education training offerings have been limited to
summer school classes. However, arrangements have been made
for the appointment of a technical education teacher trainer
during the coming year to develop an inservice program.

Teacher training was provided by Florida A & M University,
Florida State University, and the University of Miami. It
consisted of a three-week course -in methods of teaching
technical subjects and an eight-week course in electronic
data processing given at two off-campus centers.

3. Research and Studies

Currently in progress is a status study of high school techni-
cal education programs in the state. Among the areas being
explored are student guidance and selection, planning and in-
struction, adequacy of facilities and equipment, and place-
ment and followup. It is anticipated that a similar study of
post-high school technical education programs will be made as
well.

A followup study of graduates of post-high school technical
education preparatory programs is planned to identify certain
strengths and deficiencies in their training. Also planned is
a more extensive study of the current need for technicians and
same of the competencies which employers expect technicians to
possess. It is anticipated that the findings will be of value
in assessing the adequacy of current offerings and will help to
suggest direction for further program development.




Date Due


4. Joint Activities

In each county offering technical education programs, local
technical advisory groups have assisted in making surveys,
identifying instructional areas, and selecting laboratory
equipment.

Advisory committees at both the state and local levels will
continue to be utilized in the operation of this program.

C. Additional Significant Information and Materials

1. Adjustment of.tae Program to Social, Economic, and Other
Conditions

Until recently, technical education was part of the Industrial
Education Section and was supervised by a Consultant for Tech-
nical Education. Effective July 1, 1963, however, it was
established as a separate section within the Division of Vo-
cational, Technical, and Adult Education supported by a full-
time specialist and office personnel. This separation of the
two services is consistent with the national pattern and emerg-
ing importance of the rapidly expanding state-wide program of
technician training.




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