DOCUMENT RESUME

ED 081 668 SO 006 087

TITLE Social Studies Teacher Competencies: Community,School, and Professional Relations Competencies.Background Paper.

INSTITUTION Minnesota State Task Force to Study Programs Leadingto Certification for Teachers in the Areas of SocialStudies, St. Paul.

PUB DATE [73]NOTE 26p.

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS Affective Objectives; Behavior Patterns; Cocurricular

Activities; Cognitive Objectives; EducationalObjectives; Educational Programs; Guidelines;*Performance Based Teacher Education; *SchoolCommunity Relationship; Social Relations; *SocialStudies; State Programs; *Teacher Certification;Teacher Characteristics; Teacher Education; *TeacherQualifications

IDENTIFIERS *Minnesota

ABSTRACTIn this paper identification is made by a Task Force

working to develop a new regulation for certification of socialstudies teachers in the state of Minnesota of desired outcomes forsocial studies education. Focus in Part One is on community-specificgoals for students in the cognitive and affective domains and inskill development.. The paper lists those teacher behaviors andcompetencies in the classroom or in other teaching situations whichwould facilitate pupil learning of each outcome. Part Two of thepaper summarizes teacher competencies indirectly related to goals forstudents. Teacher behaviors in relationship with the community,professional relationships with school staff, and professionalactivities to improve competence as a teacher are listed..Competencies which contribute to ability to demonstrate thesebehaviors are described. Related documents are SO 006 086-89..(SHM)

O

FILMED FROM BEST AVAILABLE COPY

BACKGROUND PAPER

SOCIAL STUDIES TEACHER COMPETENCIES:

COMINITY, SCHOOL, AND PROFESSIONAL RELATIONS COMPETENCIES

Introduction

This paper was developed by members of the Task Forceto Study Programs Leading to Certification for Teachers inthe Areas of Social Studies. It illustrates the approachtaken by that Task Force as it worked to develop a newregulation for certification of social studies teachers 'inthe state of Minnesota,

The Task Force has reversed the approach of many ofthose who have attempted to identify teacher competencies.Tather than beginning with teacher behaviors and knowledgeneeded to teach social studies, the Task Force began withthe assumption that the major way of measuring a teacher'scompetency should be to. assess the degree to which theteacher is able to help pupils make progress toward goalsidentified for a social studies program. In other words,the Task Force began with a competency model focused uponstedent outputs rather than with one based upon teacherinputs to the learning process. Such a model seems morerpprnprinte in a day when the public is demanding greateraccountability from schools.

The Task Force began its work by identifying a'listof social studies outcomes on which members felt therenight be considerable agreement. These outcomes arelisted in the other two background papers on the cognitive and affective areas. .A few arefouncleinthe lefthand column of Part One of this paper. Along with thegoals from the other background papers, these communityapecific goals have been abbreviated and are found in the

condensed version of Competenciifound in the Appendix of the Po,it clear that the Task Force beable to help pupils progress toidentified for any class.

Task Force members then triebehaviors in the classroom or iwhich would facilitate pupil le.behaviors-are found in column ttpaper, opposite the outcome whi

The second column in part onanother type of competency. Taf

identify in this column those bewhich make possible the teachercolumn two. They are placed op!which they should facilitate.

The rest of this paper is dividfirst represents some communitybehavior which ehould indirectl)of goals with pupils. The semtencies which should make possione. These columns are explainof the paper.

The competencies in this badcategorized and condensed to ge

BACKGROUND PAPER

SOCIAL STUDIES TEACHER COMPETENCIES:

COMMUNITY, SCHOOL, AND PROFESSIONAL RELATIONS COMPETENCIES

Introduction

Loped by members of the Task Force; to Certification for Teachers dnLes. It illustrates the approachas it worked to develop a newLion of social studies teachers in

reversed the approach of many ofto identify teacher competencies.th teacher behaviors and knowledge

the Task Force began withnajor way of measuring a teacher'sassess the degree to which the7upils make progress toward goalsstudies program. In other words,1 a competency model focused uponTan with one based upon teachernacess. Such a model seems more1.the public is demanding greaterals.

4 its work by identifying a 'list[Is on which members felt therereement. These outcomes arebackground papers on the cogni. A few ire found in the leftof this paper. Along with theground papers, these communityabbreviated and are found in the

U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

condensed version of Competencies for Social Studies Teachersfound in the Appendix of the Position Paper. That list makes'it clear that the Task Force believes that teachers should beable to help pupils progress toward social studies goalsidentified for any class.

Task Force members then tried to identify those teacherbehaviors in the classroom or in other teaching situationswhich would facilitate pupil learning of each outcome. Thesebehaviors are found in column two of the first part of thispaper, opposite the outcome which they should help achieve.

The second column in part one of this paper showsanother type of competency. Task Force members have tried toidentify in this column those behaviors and competencieswhich make possible the teacher classroom behaviors found incolumn two. They are placed opposite each of the behaviorswhich they should facilitate.

The rest of this paper is divided into two columns. The

first represents some community relations or professionalbehavior which should indirectly facilitate the achievementof goals with pupils. Thc second column identifies competencies which should make possible the behaviors in columnone. These columns arc explained in more detail in the bodyof the paper.

Tha competencies in this background paper have beencategorized and condensed to get rid of overlap. Those

which are related to competencies.found in other two back-ground papers are combined with them in Parts II, III, IV,and V of the condensed version of the Competencies for SocialStudies Teachers found in appendix B of the Position. Paper.The others have been condensed and included as Part VIof that appendix.

This background paper and the others developed by the TaskForce were prepared primarily as a means of identifying broadareas of competencies to be included in the new regulation oncertification and in the guidelines to accompany that regula-tion. Consequently, the papers are not attached to thePosition Paper prepared by the Task Force. However, muchthought and effort have gone into the development of thesepapers. Some colleges may wish to use a similar model fordevelcping their programs. If so, they should feel freeto make what use they can of this and the other backgroundpapers. The Task Force wishes to emphasize, however, thatneither the background papers nor the condensed list ofcompetencies found in Appendix.B of the Position Paper con-stitute any required list of competencies to be adopted byMinnesota colleges. Indeed, no institution could hope todevelop so many competencies within four or even five years.Nor is the list of competencies comprehensive, long as itis. Each institution must develop its own set of compe-tencies 'ruder each broad area identified under sectionthree of the regulation. However, it is not required touse any of the specific suggestions found in the condensed-list or this background paper. This paper is being madeavailable only because some educators may find it helpfulas they seek to develop their own list of competencies andtheir own program for developing and evaluating them.

COMMUNITY, SCHOOL, AND PROFESSIONAL RELATIONS COMPETENCIES

These competencies are divided into two main parts, with each part subdivided. Part one identdirectly related to making progress toward achieving pupils goals in the classroom. Part twotencies indirectly related to this end. Competencies in this second part are divided into thrpetencies in thearea of communityschool relationships which make it possible for a staff tocurriculum, (2) professional relationship competencies within a staff which make for cooperatithe curriculum and other school programs, and (3) professional relationships which help the te,competencies and therefore, indirectly, help achieve pupil goals.

MAKES PROGRESS TOWARDACHIEVING STUDENTOUTCOMES LISTEDBELOW

PART ONE: COMUNITY RELATIONS COMPETENCIES DIRECTLY RELATED TO GOALS FOR P

REPRESENTATIVE TEACHER COMPETENCIES AND BEHAVIORS USEFUACHIEVE OUTCOMES

Behaviors in Classroom and Other Competencies WhTeaching Situations er Class

I. Cognitive GoalsA.Knowledge and Comprehension.

1.Identifies physical and humanresources in the community.

2.Identifies community problemsand agencies or institutionsattempting to deal with them.

Provides opportunities for pupils tosurvey community resources for purposes related to topics which theyare studying.

Uses human and physical resources ofthe community tq develop or illustrate concepts and generalizations.

In some classes pr,',ides opportunities for direct study of the community as a part of a study of geographyor some aspect of community life.

Uses community issues, problems, andsituations where relevant and appropriate, being are of possibledamaging effects from such studywhich might arouse undue hostility.

Identifies anduse in studyingin identifying

Develops a reso

Studies the comeridentify ways ofor illustrate cc

Identifies and cusing fieldtripsspeakers.

Identifies and cin studying a ccmunity problems,

troversial issue

COMMUNITY, SCHOOL, AND PROFESSIONAL RELATIONS COMPETENCIES

vided into two main parts, with each part subdivided. Part one identifies competenciesg progress toward achieving pupils goals in the classroom. Part two deals with compe-d to this end. Competencies in this second part are divided into three types: (1) com-community-school relationships which make it possible for a staff to improve the schoolnal relationship competencies within a staff which make for cooperative efforts to improveschool programs, and (3) professional relationships which help the teacher improve his owne, indirectly, help achieve pupil goals.

NE: COMUNITY RELATIONS COMPETENCIES DIRECTLY RELATED TO GOALS FOR PUPILS

REPRESENTATIVE TEACHER COMPETENCIES AND BEHAVIORS USEFUL FOR HELPING PUPILSACHIEVE OUTCOMES

Behaviors in Classroom and Other Competencies Which Would Help Achieve Teach-Teaching Situations er Classroom Behaviors

humanty.

blemsionsthem.

Provides opportunities for pupils tosurvey community resources for ,put-poses related to topics which theyare studying.

Uses human and physical resources ofthe community tq develop or illus-trate concepts and generalizations.

In some classes pr:,ides opportuni-ties for direct study of the commun-ity as a part of a study of geographyor some aspect of community life.

Uses community issues, problems, andsituations where relevant and appro-priate, being aware of possibledamaging effects from such studywhich might arouse'undue hostility.

Identifies and can explain techniques touse in studying a community, particularlyin identifying human andphysical resources.

Develops a resource file for his classes.

Studies the community himself /herself toidentify ways of using resources to developor illustrate concepts and generalizations.

Identifies and can explain steps to take inusing fieldtrips, interviews, or guestspeakers.

Identifies and can explain techniques to usein studying a community, particularly com-munity problems,. and issues, including con-troversial issues.

3.Identifies institutions handlingdifferent social, political, andeconomic functions in the com-munity.

Provides oppoktunities for pupils toaid in defining and resolving com-munity problems or at least aid incollecting information needed toreach decisions.

Uses parents and other communitymembers as resource people instudying community problems andagencies

Uses examples, of community institu-tions to teach pupils the meaning of"function" and of "institution" aswell as to identify specific func-tions and institutions in the commun-ity.

Gives pupils opportunities. to inves-,tigate local institutions to findout how they carry out certain func-tions. For example, has pupils study

Identifies commwhich can be usdifferent typespupils to engagfor community a

Identifies peryin the communitwith a study ofrequire special

Uses some probieludes study ofas of value que

Uses communityand developing

Develops a reso=talk to pupilsinterviewed by

Identifies anduse when arrang,speakers or wheiCan explain wayeither.

Can explain theof "institution'omic, and polit:in the communit

Identifies and 4follow in usingguest speakers.'

Provides oppoktunities for pupils toaid in defining and resolving com-munity problems or at least aid incollecting information needed toreach decisions.

Uses parents and other communitymembers as resource people instudying community problems andagencies.

Uses exaMples of community institu-tions to teach pupils the meaning of"function" and of "institution" aswell as to identify specific func-tions and institutions in the commun-ity.

Gives pupils opportunities to inves-,tigate local institutions to findout how they carry out certain func-tions. For example, has pupils study

Identifies community problems and issueswhich can be used to initiate a study ofdifferent types of problems or to motivatepupils to engage in action activities forfor community agencies'.

Identifies pervading values or conflictsin the community which might interferewith a study of community problems orrequire special precautions.

Uses some problem-solving model which in-cludes study of factual questions as wellas of value questions.

Uses community liaison people in planningand developing programs.

Develops a resource file of people who cantalk to pupils or who are willing to beinterviewed by them.

Identifies and can explain procedures touse when arranging for and using outsidespeakers or when arranging for interviews.Can explain ways of preparing pupils foreither.

Can explain the meaning of "function" andof "institution". Identifies social, econ-omic, and political functions carried outin the community by specific institutions.

Identifies and Can explain the steps tofollow in using fieldtrips,'interviews, orguest speakers.

4.Identifies opportunities withinthe community, such as educa-tional, economic, and recrea-tional.

5.Identifies cultural differencesexisting in the community.

the school as a social institutionfor carrying cut an educationalfunction. Or has pupils examinpelitical.institutions in the com-munity, such as the city council,a municipal court, or a city parkboard as they carry out specificpolitical functions. Or has themexamine specific economic institu-tions such as a business organiza-tion or a bank as it carries outcertain economic functions.

Gives pupils opportunities to in-vestigate different types ofopportunities within the communitywhich should help enrich their livesand the lives of other members of thecommunity. Where possible, providesopportunities for pupils to use someof these facilities or at least visitthem for a short time. Such study mightinvolve investigating, among otherthings, occupational, further educa-tional, and recreational opportunities.Uses this study to help pupils under-stand that towns and cities have advan-tages as well as problems.

Uses people of different culturalbackground as resenrce.people tospeak to' pupils ate.: their culturesor about other topics of interest tothem.

Gives pupils opportunities to inves-tigate the ethnic backgrounds ofpupils and/or people within the com-munity. Involves them in some par-ticipatory activities with people ofother ethnic backgrounds.

Identifies andof the organizaities and benefmunity.

Can identify dithe community.

Identifies anduse when arrang,speakers or int(

community.

Identifies possprovide for cooticipation in cof other culturin separate bacin the affectiv

withinuca-rea-

rences

the school as a social institutionfor carrying out an educationalfunction. Or has pupils examinpolitical. institutions in the com-munity, such as the city council,a municipal court, or a city parkboard as they carry out specificpolitical functions. Or has themexamine specific economic institu-tions such as a business organiza-tion or a bank as it carries outcertain economic functions.

Gives pupils opportunities to in-vestigate different types ofopportunities within the communitywhich should help enrich their livesand the live,: of other members of thecommunity. Where possible, providesopportunities for pupils to use someof these facilities or at least visitthem for a short time. Such study mightinvolve investigating, among otherthings, occupational, further educa-tional, and recreational opportunities.Uses this study to help pupils under-stand that towns and cities have advan-tages as well as problems.

Uses people of different culturalbackground as resource. people tospeak to'pupils ab:. their culturesor about other topics of interest tothem.

Gives pupils opportunities to inves-tigate the ethnic backgrounds of.pupils and/or people within the com-munity. Involves them in some par-ticipatory activities with people ofother ethnic backgrounds.

Identifies and can explain the work of sameof the organizations providing opportun-ities and benefits to people within the com-munity.

Can identify different cultural groups inthe community.

Identifies and can explain procedures touse when arranging for and using outsidespeakers or interviews with people in thecommunity.

Identifies possible activities which wouldprovide for cooperative endeavors or par-ticipation in common activities with peopleof other cultural groups. (See elaborationin separate background paper on competenciesin the affective area.)

BSkills1.Develops and carries out community

surveys based on a questionnaire.

2.Conducts .interviews with people inthe community; uses interview techniques which are effective ingaining informar'.,n and which demonstrate courtesy.

Provides opportunities for pupils todevelop questionnaires and conductsurveys in the local community ontopics of interest to them. Precedessuch activities with a study ofsampling and of reliability andvalidity of questionnaire scales.

Asks pupils to establish criteria forarranging for, preparing for, andconducting interviews. Helps themprepare a guide on conducting aninterview.

Provides opportunities for pupilsand/or adults to role play both goodand poor interview techniques.

Provides opportunities for pupils toarrange for interviews and to writeletters of appreciation afterwards.Checks letters for usage and forclarity and any expressions whichmight offend. Helps pupils examineletters in terms of how they willaffect those receiving them.

Identifies waysa community. Cationnaires and pvalidity of scalof sampling andsamples.

Develops own questudy.

Identifies limitscale or of a sap

Identifies behavarranging, prepainterviews. Idenfor avoiding proble discourtesylead those inter

Identifies steps

Presented with-aidentifies waysthe interviewingbehavior to putat ease, to haveto have introduc'to have asked qumore information,interview more t

Writes effectiveand expressing a

Presented with aan interview orwhat a person hain the letter whwhich might offer

communitytionnaire.

h people inerview tech -

ive inwhich dem-

Provides opportunities for pupils todevelop questionnaires and conductsurveys in the local community ontopics of interest to than. Precedessuch activities with a study ofsampling and of reliability andvalidity of questionnaire scales.

Asks pupils to establish criteria forarranging for, preparing for, andconducting interviews. Helps themprepare a guide on conducting aninterview.

Provides opportunities for pupilsand/or adults to role play both goodand poor interview techniques.

7rovides opportunities for pupils toarrange for interviews and to writeletters of appreciation afterwards.Checks letters for usage and forclarity and any expressions whichmight offend. Helps pupils examineletters in terms of how they willaffect those receiving them.

Identifies ways of carrying out surveys ina community. Can explain the use of ques-tionnaires and problems of reliability andvalidity of scales. Can explain the meaningof sampling and ways of obtaining goodsamples.

Develops own questionnaire for a samplingstudy.

Identifies limitations of a questionnairescale or of a sampling study.

Identifies behavior which is needed forarranging, preparing for, and conductinginterviews. Identifies appropriate behaviorfor avoiding problems arising out of possi-ble discourtesy or other factors which mightlead those interviewed to take offense.

Identifies steps to follow in an interview.

Presented with a videotape of an interview,identifies ways in which the person doingthe interviewing might have modified hisbehavior to put the person interviewed moreat ease, to have avoided antagonizing him,to have introduced himself/herself better,to have asked questions designed to elicitmore information, and to have ended theinterview more tactfully.

Writes effective letters making requestsand expressing appreciation.

Presented with a student's letter asking foran interview or expressing appreciation ofwhat a person has done, identifies elementsin the letter which are poorly stated or

. which might offend some adults.

3.Evaluates information and sourcesof information drawn upon in thecommunity, whether written, spoken,or visual.

4.0rganizes data collected in thecommunity and uses some type ofvisual, written, or oral presentation to present the dataeffectively.

II. Affective Goals

1.thares talents to help others in thecommunity through work with community agencies or community actiongroups.

See competencies in separate background paper on the cognitive area

Also:Makes sure that all points of viewarc presented and that critical comments are examined to help pupilsunderstand possible reasons forinformation presented. Avoids situations which might antagonizecommunity members.

See competencies identified inseparate background paper on cognitive area.

See competencipaper on the c

Identifies prein ev-"qatingticularly in sCan explain wauation without

Identifies critroversial iss

Also:Gives students opportunities to classifydata for particular purposes.

Uses a discussion strategy designed to Identifies thehelp pupils classify or organize. cussion strate

categorize orIllustrates the purposes and values ofusing different types of descriptive devices such as charts, graphs, filmstrips, illustrated reports, etc.

Provides opportunities for pupils tobecome acquainted with communityproblems and community agencieswhich are working to overcome them.

Uses people from the community to explain what agencies are trying to do.

Identifies comworking to all

Develops a rescommunity whoferent agencieare willing tostudents.

eCes See competencies in separate back-the ground paper on the cognitive areaoken,

.e

I

the

un-

Also:Makes sure that all points of viewarc presented and that critical com-ments are examined to help pupilsunderstand possible reasons forinformation presented. Avoids sit-uations which might antagonizecommunity members.

See competencies identified inseparate background paper on cogni-tive area.

Also:Gives students opportunities to classifydata for particular purposes.

See competencies in separate backgroundpaper on the cognitive area.

Identifies precautions which may be neededin evaluating sources of information, par-ticularly in small towns or urban areas.Can explain ways of handling critical eval-uation without antagonizing people.

Identifies criteria to use in handling con-troversial issues.

Uses a discussion strategy designed to Identifies tue steps to follow in a dis-help pupils classify or organize. cussion strategy designed to help pupils

categorize or organize.Illustrates the purposes and values ofusing different types of descriptive de-vices such as charts, graphs, film-strips, illustrated reports, etc.

Provides opportunities for pupils tobecome adquainted with communityproblems and community agencieswhich are working to overcome them.

Uses people from the community to ex-plain what agencies are trying to do.

Identifies community problems and agenciesworking to alleviate them.

Develops a resource file of people in thecommunity who can discuss the work of dif-ferent agencies, who speak well, and whoare willing to volunteer time to speak withstudents.

2.ViewS social science data withcaution; evaluates information andsources of information before accepting conclusions of source of arrivingat own conclusions.

Provides opportunities for pupils toparticipate in the work of localagencies.

Provides pupils with feedback abouttheir effectiveness in communicatingwith people and in working with theagencies.

Provides opportunities for pupils toexchange ideas and information abouttheir work. Relates this communitywork to other work in course whenpossible.

When pupils engage in investigationsto gain information about the community, asks them to evaluate the waysin which they have collected theirdata and the completeness of theirdata.

Identifies stepsresource people abe interviewed.

Identifies typeswhich pupils maythe work of commu

Can explain the ithe learning proc

Can explain the ievaluation of infof information ifcaution in arrivisocial science da

As pupils study materials provided bylocal groups or reported in newspapers,asks them to look for other sources andto examine all sources carefully. Usesexamples to illustrate. the need for evaluating information.

Models the desired behavior. Can explain the useffect behavioral

Reinforces behavior when pupils raisequest.ions about sources, particularlywhen they do so without being askedto evaluate them.

Can explain the W.effecting behaviorways of reinforcin

Provides opportunities for pupils toparticipate in the work of localagencies.

Provides pupils with feedback abouttheir effectiveness in communicatingwith people and in working with theagencies.

Provides opportunities for pupils toexchange ideas and information abouttheir work. Relates this communitywork to other work in course whenpossible.

When pupils engage in investigationsto gain information about the commun-

- ity, asks them to evaluate the waysig in which they have collected their

data and the completeness of theirdata.

Identifies steps to follow when usingresource people as speakers or as people tobe interviewed.

Identifies Lypes of action activities inwhich pupils may engage in connection withthe work of community agencies.

Can explain the importance of feedback tothe learning process.

Can explain the importance of frequentevaluation of information and limitationsof information if pupils are to learncaution in arriving at conclusions fromsocial science data.

As pupils study materials provided bylocal groups or reported in newspapers,asks them to look for other sources andto examine all sources carefully. Usesexamples to illustrate the need for eval-uating information.

Models the desired behavior. Can explain the use of modeling behavior toeffect behavioral change.

Reinforces behavior when pupils raisequestions about sources, particularlywhen they do so without being askedto evaluate them.

Can explain the use of reinforcement in-effecting behavioral change; identifiesways of reinforcing behavior.

3.Rejects singlefactor causation ofcomplex problems and also rejectspanaceas for such problems.

4.0rganizes and carries out actionprograms in the community.

Provides pupils with opportunities toinvestigate in some depth one or moresocial problems in the community.Asks them to hypothesize about causesof the problem and to test their hypotheses against data collected inthe community or in other places withsimilar problems. Interjects otherpossible causes for study if pupilstend to restrict thleir hypotheses toone or only several possible causes.Also asks pupils to hypothesize aboutthe consequences of following alternative courses of action and to testthese hypotheses against the best dataavailable from similar situations.

Gives pupils opportunities to investigate the historical development ofcommunity agencies or past attemptsto solve certain problems. Encouragesthem to look for the unanticipatedconsequences of such reforms.

Models the desired behavior.

Reinforces pupils who exhibit thedesired behavior

Encourage's pupils tj discover community problems and to work. out possibleaction programs to alleviate theproblems. However, emphasizes theimportance of studying the problem,its causes, and alternative courses ofaction.prior to planning and engagingin action.

Models the behavior in communityaffairs.

Identifiesproblemsodevelopmencauses ofanalysis oand whichsequencestives.

Studies loreforms in

Can explainments sometconsequence

Can explainto effect b

Can explaineffect behnof reinforc

Can explainsome modelanalysis ofthe predict

ring differe

Can explainto effect b

E"r

ion ofjects

Provides pupils with opportunities toinvestigate in some depth one or moresocial problems in the community.Asks them to hypothesize about causesof the problem and to test their hy-potheses against data collected inthe community or in other places withsimilar problems. Interjects otherpossible causes for study if pupilstend to restrict their hypotheses toone or only several possible causes.Also asks pupils to hypothesize aboutthe consequences of following alterna-tive courses of action and to testthese hypotheses against the best dataavailable from similar situations.

Gives pupils opportunities to inves-tigate the historical development ofcommunity agencies or past attemptsto solve certain problems. Encouragesthem to look for the unanticipatedconsequences of such reforms.

Models the desired behavior.

Reinforces pupils who exhibit thedesired behavior

ion Encouragers pupils t, discover commun-ity problems and to work. out possibleaction programs to alleviate theproblems. However, emphasizes theimportance of studying the problem,its causes, and alternative courses ofaction prior to planning and engagingin action.

Models the behavior in community. affairs.

Identifies the steps to follow in someproblem-solving model which asks for thedevelopment and testing of hypotheses aboutcauses of the problem before any thoroughanalysis of alternative courses of actionand which calls for the prediction of con -sequences of following different alterna-tives.

Studies local agencies. and the history ofreforms in the local community.

Can explain the way in which reform move-ments sometimes lead to unanticipatedconsequences.

Can explain the use of modeling behaviorto effect behavioral change.

Can explain the use of reinforcement toeffect behavioral change; identifies waysof reinforcing behavior.

Can explain the steps to follow in usingsome model of problem-solving which includesanalysis of causes and alternatives andthe prediction of consequences from follow-ing different alternatives.

Can explain the use of modeling behaviorto effect behavioral change.

PART TWO: COMPETENCIES INDIRECTLY RELATED TO GOALS FOR PUPILS

Not all learning occurs in the classroom. The social studies teacher plays a teaching role,the community, in non class activities in the school and in the community. Communities operate obehavior to achieve many goals. Teacher participation in the pursuit of common goals, whether lovides a model for pupils.

A school is limited in what it :an do by way of instituting curricular change of programs oschool does not maintain good relationships with members of the community. Consequently, the te,

mote good community-school relationships in many ways.

A school is a social institution. It engages in far-more.than just class activities. It canstaff members cooperate with each other and assume their fair share of non-class responsibilities

Much curriculum change involves cooperative efforts by teachers from different areas of Instdevelop useful curricular programs, teachers must demonstrate a willingness to work on curricularulum development, and a willingness to make changes in the way he/she has been teaching.

Both society and the social sciences are changing at an ever-more rapid pace. Teachers canncompetencies they need as the result of college training, nor can they expect to continue to opewithout persistent efforts to keep up with new literature in the social sciences, with current ofin educational thought. The professional teacher engages in many activities to achieve greater pas a means of helping pupils achieve the goals identified for the social studies program.

A. COMPETENCIES IN THE AREA OF COMMUNITY-SCHOOL RELATIONSHIPS

BEHAVIORS IN RELATIONSHIP TO CMIUNITY

1. Maintains effective communication with parents andother members of the community in his work as a memberof the school staff.

a. Secures- -cooperation of parents in school activities.

1) Encourages parental involvement in the curricularand extra-curricular parts of the school program.

COMPETENCIES WHICH CONTRIBUTE-TOBEHAVIOR

Can explain the importance.of ofparents and community if a schoostrong educational program for p

Can explain the advantages of obadults in some of school activitof involving them to the best ad

RT TWO: COMPETENCIES INDIRECTLY RELATED TO CnLS FOR PUPILS

classroom. The social studies teacher plays a teaching role, along with other citizens inties in the school'and in the community. Communities operate on the principle of collectivecher participation in the pursuit of common goals, whether local, state, or national, pro-

can do by way of instituting curricular change of programs outside the classroom if theionships with members of the community. Consequently, the teacher should be able to pro --ships in many ways.

on. It engages in far'more.than just class activities. It cannot operate effectively unlessthey and assume their fair share of non-class responsibilities.

cooperative efforts by teachers from different areas of instruction. If a school is to, teachers must demonstrate a willingness to work on curricular change, skills in curric-to make changes in the way he/she has been teaching.

lances are changing at an ever-more rapid pace. Teachers cannot hope to develop all of thet of college training, nor can they expect to continue to operate througlout their careersup with new literature in the social sciences, with current affairs, and with developmentsional teacher engages in many activities to achieve greater proficiency in hiz teaching

e the goals identified for the social studies program.

COMPETENCIES IN THE AREA OF COMMUNITY-SCHOOL RELATIONSHIPS

P TO .COMMUNITY

on with parents andin his work as a member

s in school activities.

vement in the curriculars of the school program.

COMPETENCIES WHICH CONTRIBUTE TO ABILITY. TO DEMONSTRATE THESEBEHAVIORS

Can explain the importance.of effective communication withparents and community if a school is to be able to develop astrong educational program for pupils.

Can explain the advantages of obtaining help from communityadults in some of school activities. Can also explain waysof involving them to.the best advantage. .

2) Secures parental consent in writing for taking. their children on fialdtrips or sending them oninterviews.

3) Works with community liaison people in planning anddeveloping programs or policy statements such as astatement on the handling of controversial issuesin the school.

b. Keeps parents informed of their children's progressand of special aspects of the school's.programs inwhich they are involved.

1) Encourages parents ta visit regular classes andspecial school events.

2) Conducts individual and group conferences withparents in such a way as to increase understandingof the school program and the staff's concern fortheir children's welfare.

3) Interprets important aspects of social studiesofferings at open house programs or PTA meetings.

4) Keeps parents and public informed of school activ-ities through bulletins, class letters, and news-paper articles.

4,

5) At times visits pupils' homes to talk with parentsand gain an additional perspectiVe on pupils' back-grounds.

c. Works within school policies as well as policiesestablished by the PTA or other cooperating groups incarrying out activities in the community and other .

extra-curricular programs.

Identifies steps which shouldconsent to sending children onfieldtrips. Can explain the 1Provides other safeguards to cadvantages of program.

Can explain the importance ofof community leaders for schoo

Identifies community leaders win the community and who shoulprograms and policy statements

Identifies criteria to use in

Can explain the importance ofon their children's progreSs aschool. Identifies ways of doigrade reports.

Communicates effectively on agroups.

Speaks well in front of large

Communicates effectively in wrd

Can explain the importance bf 1munity informed about special

Can explain the importance of cchild and learning more about

Can explain the importance ofcommunity members for such prof

I

it in writing for takingStrips or sending them on

iaison people in planning andpolicy statements such as aing of controversial issues

their children's progressthe school's programs in

isit regular classes and

group conferences withs to increase underdtandingnd the staff's concern fore.

pects of social studiesprograms or PTA meetings.

c informed of school activ-class letters, and news-

homes to talk with parentsperspective on pupils' back-

es as well as policiesother cooperating groups inthe community and other

identifies steps which should be taken in obtaining parentalconsent to sending children on interviews or taking them onfieldtrips. Can explain the legal necessity for doing so.Provides other safeguards to convince parents of safety and

. advantages of program.

Can explain the importance of obtaining the backing and helpof community leaders for school programs and policies.

Identifies community leaders who represent different groupsin the community and who should prove helpful in developingprograms and policy statements.

Identifies criteria to use in handling controversial issues.

Can explain the importance of providing feedback to parents'on their children's progreSs and on their activities inschool. Identifies ways of doing so other than sending homegrade reports.

Communicates effectively on a one to one basis or in smallgroups.

Speaks well in front of large groups.

Communicates effectively in writing.

Can explain the importance of keeping parents and the com-munity informed about special aspects of the school's program.

Can explain the importance of communicating interest in thechild and learning more about a child's background.

Can explain the importance of obtaining cooperation amongcommunity members for such programs.

d. Displays tact and discretion when dealing with commun-ity members concerning school functions and problems.

2. Is active in community affairs and gets to know membersof the community in a capacity different from that of ateacher-parent relationship.

a. Participates in various community groups, includingorganizations working with youth outside of theschool setting as well as those unrelated to workwith young people.

b. Participates in community activities such as celebra-tions, social affairs, drives, etc.

c. In role as a community member, helps explain the schoolprogram and so enlists community support. Assists laygroups in understanding modern education.

1) Initiates opportunities to discuss educationalprOblems and accomplishments with friends, neighbors,and community acquaintances. Or explains when askedabout school.

2) Accepts invitations to speak upon educatiOnal sub-jects. .

3) Displays tact and discretion when speaking aboutother staff members or the school.

Identifies types of things which 1members.

Presented with a video tape of aor a teacher-community group meetwhich the teacher does which mighlmunity members and those which wolbetween school and community.

Can explain the importance.of geemembers in unofficial settings, 11tion as a member of the communityrespect and therefore support forschool.

cretion when dealing with commun-g school functions and problems.

ffairs and gets to know memberspacity different from that of ahip.

us community groups, includingwith youth outside of the1 as those unrelated to work

niLy activities such as celebra-, drives, etc.

y member, helps explain the schools community support. Assists layng modern education.

ities to discuss educationalplishments with friends, neighbors,aintances. Or explains when asked

s to speak upon educational sub-

discretion when speaking about.s or the school.

Identifies types of things which would antagonize communitymembers.

Presented with a video tape of a teacher-parent conferenceor a teacher-community group meeting, identifies those thingswhich the teacher does which might antagonize parents or com-munity members and those which would promote good relationsbetween school and community.

Can explain the importance.of getting to know communitymembers in unofficial settings, both for personal satisfac-tion as a member of the community and in terms of gainingrespect and therefore support for his/her program in theschool.

B. PROFESSIONAL RELATIONSHIPS WITH SCHOOL STAFF

BEHAVIORS IN RELATIONSHIPS TO SCHOOL STAFF COMPETENCIES WHICH CONTRIBUTE TO ABEHAVIORS

1. Works in a professional way with colleagues on the staffand with administrative officials.

a. Is friendly, cheerful, and helpful; does not criticizeother staff members unprofessionally.

b. Attends programs and events sponsored by other staffmembers; informs them of programs he is sponsoring.

c. Makes arrangements with staff and administrators wellahead of time if any special program which he/she issponsoring will interfere with the regular activitiesof students.

d. Shows flexibility in modifying plans and procedures,to, fit those of the entire school.

e. Accepts constructive criticisms and attempts toimprove his own teaching effectiveness.

2. Accepts his share of responsibility on staff committees,in planning and supervising extra-curricular activitiesand other out-of-class activities, in carrying outadministrative responsibilities related to class, home-room, or other non-class activities.

Can explain the importance of mainother staff members if one is to b

Can explain the importance of democurricular activities, whether oneor not.

Can explain the need for making prprograms well ahead of time. Identments which should be made.

Identifies some of the jobs of supin a school system. Can explain th

Can explain the need for all teachpetencies beyond those which theyservice training.

Identifies many of the types of remembers must assume if a school isprovide for pupils' needs.

3. Works with other staff members on curriculum development Identifies educational goals whichor evaluation programs. teachers in all areas.

B. PROFESSIONAL RELATIONSHIPS WITH SCHOOL STAFF

IPS TO SCHOOL STAFF COMPETENCIES WHICH CONTRIBUTE TO ABILITY TO DEMONSTRATE THESEBEHAVIORS

with colleagues on the staff.cials.

Ld helpful; does not criticizedessionally.

Its sponsored by other staffprograms he is sponsoring.

taff and administrators wellial program which he/she iswith the regular activities

'fying plans and procedurese school.

ticisms and attemptsItoeffectiveness.

sibility on staff committees,extracurricular activities

vities, in carrying outties related to class, hometivities.

Can explain the importance of maintaining good relations withother staff members if one is to be effective as a teacher.

Can explain the importance of demonstrating interest in extra-curricular activities, whether one is the sponsor or advisoror not.

Can explain the need for.making preparations for specialprograms well ahead of time. Identifies some of the arrangements which should be made.

Identifies some of the jobs of supervisori and administratorsin a school system. Can explain their role in supervision.

Can explain the need for all teachers to increase their competencies beyond those which they have acquired in preservice training.

Identifies many of the types of responsibilities which staffmembers must assume if a school is to run efficiently and toprovide for pupils' needs.

erg on curriculum development Identifies educational goals which require cooperation ofteachers in all arees.

a. Appreciates the role other disciplines play in astudent's educatio91 experiences and cooperates withstaff members in those disciplines upon joint projects.

b. Works on curriculum development projects in socialstudies or across discipline lines.

4. Works effectively within the school structure, but alsois effective as a change agent when the need arises.

a. Identifies the people who must be consulted or keptinformed about things which one is doing.

b. Identifies those who can help obtain needed resourcesor effect changes.

c. Demonstrates familiarity with handbook for teachersand/or for pupils.

1) Follows proper procedures when asking for materials, arranging for outside speakers, etc.

2) Helps enforce school rules; does not decide on hisown to enforce only certain ones. Works to gainfaculty and administrative support for changes inrules if such changes seem important.

d. Demonstrates a capacity to become a leader for changewhen change seems important.

1) Assumes leadership in curricular development projects or other programmatic changes.

Identifies topics and proban interdisciplinary stand

Explains specific ways ofspecial projects, correlatunits.

Identifies common steps toDemonstrates ability to womanner.

Can explain the need for sof a new curricular progra

Can also explain the advandevelopment of such a prog

Draws upon knowledge of sothe formal and the informawhich one is teaching.

Can explain the need for soperation of any social or

Identifies the specific pr

Identifies and can explain

Identifies and can explainpromoting and factors hindgeneralizations about wayscrease their chances for s

e other disciplines play in a1 experiences and cooperates withose disciplines upon joint projects.

development projects in socialiscipline lines.

lin the school structure, but alsoge agent when the need arises.

)1e who must be consulted or keptgs which one is doing.

lo can help obtain needed resources

iarity with handbook for teachers

procedures when asking for materfor outside speakers, etc.

chool rules; does not decide on hisonly certain ones. Works to gaininistrative support for changes inhanges seem important.

acity to become a leader for changeimportant.

ip in curricular development pro-rogrammatic changes.

Identifies topics and problems which might be approached froman interdisciplinary standpoint.

Explains specific ways of working with other disciplines onspecial projects, correlation of units, or interdisciplinaryunits.

Identifies common steps to follow in curriculum development.Demonstrates ability to work on each of them in an effectivemanner.

Can explain the need for some compromise in the developmentof a new curricular program.

Can also explain the advantages of group thinking in thedevelopment of such a program.

Draws upon knowledge of social organizations to identify boththe formal and the informal structure of the school system inwhich one is teaching.

Can explain the need for some rules and procedures in theoperation of any social organization.

Identifies the specific procedures to be followed.

Identifies and can explain the school rules..

Identifies and can explain generalizations about factorspromoting and factors hindering change. Also identifiesgeneralizations about ways in which individuals can increase their chances for success in inducing change.

2) Persuades others to experiment with some changes.

3) Facilitates change by helping those who feelinsecure or fear change.

C PROFESSIONAL ACTIVITIES TO IMPROVE PERSONAL COMPETENCE AS A TEACHE

BEHAVIORS WHICH PROVIDE FOR PROFESSIONAL GROWTH

1. Joins professional organizations at the local, state andnational level and participates in their work.

a. Attends meetings and conferences.

b. Helps plan conferences or special meetings.

c. Serves on committees of organization.

d. At times helps make a presentation at one of the conferences.

e. Reads the journals of such professional organizations.

2. Follows current affairs.

a. Reads newspapers, current news magazines, and magazines representing various opinions about currentaffairs.

b. Reads books dealing with current problems.

c. Views or listens to news programs on TV or radio.

3. Participates in various activities to improve own knowledge of the social sciences and to keep up with changesin these fields.

COMPETENCIES WHICH FACILITATE

Identifies professional organ]related to social studies teat

Can explain the purposes and 4organizations.

Can explain the importance ofis a social studies teacher.

Identifies different sourcesidentifies the bias of each.

Can explain the necessity ofsocial sciences because of :11

to experiment with some changes.

\ge by helping those who feelchange.

C PROFESSIONAL ACTIVITIES TO IMPROVE PERSONAL COMPETENCE AS A TEACHER

VIDE FOR PROFESSIONAL GROWTH COMPETENCIES WHICH FACILITATE FURTHER PROFESSIONAL BEHAVIORS

anizations at the local, state andticipates in their work.

d conferences.

ces or special meetings.

s of organization.

a presentation at one of the con-

of such professional organizations.

Identifies professional organizations, particularly thoserelated to social studies teachers.

Can explain the purposes and activities of each of theseorganizations.

s. Can explain the importance of keeping up with the news if oneis a social studies teacher.

urrent news magazines, and maga-various opinions about current Identifies different sources of information about the news;

identifies the bias of each.

with current problems.

news programs on TV or radio.

s activities to improve own knowl-ences and to keep up with changes

Can explain the necessity of further reading and study of thesocial sciences because of the rapid changes in these fields.

a. Reads books on a fairly regular basis.

b. Takes college or in- service courses designed to in-crease knowledge of one or more of the social sciences.

c. Travels to widen own knowledge of othef places andpeoples.

d. Reads magazines published by professional groups ofsocial scientists; uses their bibliographies to helpselect books to read.

4. Participates in other activities to keep abreast of neweducational developments.

a. Takes college or in-service courses designed to in-crease knowledge of such developments.

b. Reads widely about new developments in books andmagazines.,

c. Examines and tries out parts of new curricular pro-jects.

5. Tries out new ideas in the classroom, and gets construc-tive criticism from others. Also uses some system ofself-evaluation.

a. Does not react negatively to constructive criticism.

b. Cooperates with other teachers on learning new waysof doing things.

c. Uses a video tape or sound tape of a discussion orother activities in own classroom. Uses some analysissystem to analyze pupilsi thinking, interaction inthe classroom, the classroom atmosphere, and factorswhich might have improved any of them.

Identifies weak areas in own prepato overcome them.

Can explain the necessity of follothe light of rapid changes in educ

Identifies some of the magazinesful for keeping up with educationa

Identifies new curricular projectsthem.

Can explain the need for feedback

Demonstrates flexibility and feeliout many ideas in student teachingposition. Demonstrates willingnesscriticism and to try to put itint

Identifies several systems of analand interaction. Can explain the upurposes.

Uses such systems to analyze transsions or video-tapes of class acti

lar basis.

courses designed to in-ore of the social sciences.

ge of other places and

professional groups ofr bibliographies to help

to keep abreast of new

courses designed to in-elopments.

pments in books and,

...-

of new curricular pia-

sroom, and gets construc-so use come system of.

constructive criticism.

rs on learning new ways

ape of a discussion orsroom. Uses some analysisinking, interaction inatmosphere, and factors

y of them.

Identifies weak areas in own preparation and plans programto overcome them.

Can explain the necessity of following new developments inthe light of rapid changes in education.

Identifies some of the magazines which are particularly use-ful for keeping up with educational developments.

Identifies new curricular projects and sources for locatingthem.

alb

Can explain the need for feedback in the learning process.

Demonstrates flexibility and feelings of security by tryingout many ideas in student teaching prior to taking a teachingposition. Demonstrates willingness to accept constructivecriticism and to try to put it into effect.

Identifies several systems of analyzing classroom thinkingand interaction. Can explain the use of each and its specificpurposes.

Uses such systems to analyze transcripts of classroom discus-sions or video-tapes of class activities;

6. Reads widely in books for pupils of age which one isteaching. Also previews\new audio-visual materials forthem.

7. Uses organizations to find out more about curriculardevelopments and resources for pupils.

a. Uses state agencies and, where available, help fromcolleges and universities.

b. Uses resource center in area.

c. Becomes acquainted with local and school library mater-ials in own field.

d. Secures help of librarians and uses library referenceworks to locate appropriate materials.

Can explain the importance ofthem prior to use.

Identifies any state agency orconsultative help and/or showmaterials and materials for pu

Examines local library resourcresources. Identifies referencials.

of age which one iso-visual materials for

tore about curricularlupils.

-e available, help from

and school library mater-

id uses library reference

Can explain the importance of using multi-media and evaluatingthem prior to use.

identifies any state agency or organization which can provideconsultative help and/or show or demonstrate new curriculummaterials and materials for pupils.

Examines local library resources as well as school libraryresources. Identifies reference tools for locating new mater-ials.

3.Rejeets single-factor causation of.complex problems and also rejectspanaceas for such problems.

4.0rganizes and carries out actionprograms in the community.

Provides pupils with opportunities toinvestigate in some depth one or moresocial problemS in the community.Asks them to hypothesize about causesof the problem and to .test their hy-potheses against data collected inthe community or in other places withsimilar problems. Interjects otherpossible causes fa_ " study if pupilstend to restrict their hypotheses toone or only several possible causes.Also asks pupils to hypothesize aboutthe consequences of following alterna-tive courses of action and to testthese hypotheses against the best dataavailable from similar situations.

Gives pupils opportunities to inves-tigate the historical development ofcommunity agencies or past attemptsto solve certain problems. Encouragesthem to look for the unanticipatedconsequences of such reforms.

Models the desired behavior.

Reinforces pupils who exhibit thedesired behavior.

Encourages pupils to discover conmun-ity problems and to work out possible,action programs to alleviate the

. problems. However, emphasizes theimportance of studying the problem,its causes, and alternative courses ofaction prior to planning and engagingin action.

Models the behavior in communityaffairs.

Identifies tproblem-solvdevelopmentcauses of thanalysis ofand which casequences oftives.

Studies locareforms in t

Can explainments someticonsequences

Can explainto effect be

Can explaineffect behavof reinforci.

Can explainsome model oanalysis ofthe predictiing differen

Can explainto effect be

Provides pupils with opportunities toinvestigate in some depth one or moresocial probicm in the community.Asks them to hypothesize about causesof the problem and to test their hypotheses against data collected inthe community or in other places withsimilar problems. Interjects other .

possible causes for study if pupilstend to restrict their hypotheses toone or only several possible causes.Also asks pupils to hypothesize aboutthe consequences of following alternative courses of action and to testthese hypotheses against the best, dataavailable from similar situations.

Gives pupils opportunities to investigate the historical development ofcommunity agencies or past attemptsto solve certain problems. Encouragesthem to look for the unanticipatedconsequences of such reforms.

Models the desired behavior.

Reinforces pupils who exhibit thedesired behavior.

Encourages pupils to discover community problems and to work out possible,action programs to alleviate theproblems. -However, emphasizes theimportance of studying the problem,its causes, and alternative courses ofaction prior to planning and engagingin action.

Models the behavior in communityaffairs.

Identifies the steps to follow in someproblem solving model which asks for thedevelopment and testing of hypotheses aboucauses of the problem before any thoroughanalysis of alternative courses of actionand which calls for the prediction of con- -sequences of following different alternatives.

;

Studies local agencies and the history ofreforms in the local community.

Can explain the way in which -reform movements sometimes lead to unanticipatedconsequences.*

Can explain the use of modeling behaviorto effect behavioral change.

Can explain the use of reinforcement toeffect behavioral change; identifies waysof reinforcing behavior.

Can explain the steps to follow in usingsome model of problemsolving which includanalysis of causes and alternatives andthe prediction of consequences from following different alternatives.

Can explain the use of moaeling behaviorto effect behavioral change.

PART TWO: CaTETENCIES INDIRECTLY RELATED TO GOALS FOR PUPIL

Not all learning occurs in the classroom. The social studies teacher plays a teaching rthe community, ir. non-class activities in the school and in the community. Communities operabehavior to achieve many, goals. Teacher participation in the pursuit of common goals, whethevides a model for pupils.

A school is limited in what it can do by way of instituting curricular change of prograschool does not maintain good relationships with members of the community. Consequently, thmote good community-school relationships in many ways.

A school is a social institution- It engages in far more than just class activities. Itstaff members cooperate with each other and assume their fairshare of non-class responsibil

Nuch curriculum change involves cooperative efforts by teachers from different areas ofdevelop useful curricular programs, teachers must demonstrate a willingness to work on curriuluc development, and a willingness to make changes in the way he/she has been teaching.

Both society and the social sciences arc changing at an ever-more rapid pace. Teacherscompetencies they need as the result of college training, nor can they expect to continue towithout persistent efforts to keep up with new literature in the social sciences, with curre,in educational thought. The professional teacher engages in many activities to achieve greaas a means of helping pupils achieve the goals identified for the social studies program.

A. COMPETENCIES IN THE AREA OP CO:-:MUNITY-SCHOOL RELATIONSHIP.

BEHAVIORS IN RELATIONSHIP TO COntUNITY COMPETENCIES WHICH CONTRIBU'BEN/

. Maintains effective communication with parents andother members of the community in his work as a memberof the school staff.

a. Secures cooperation of parents in school activities.

1) Encourages parental involvement in the curricularand extra- curricular parts of the school program.-

Can explain the importanceparents and community if astrong educational program

r.

Can explain the advantages cadults in some of school acof involving them co the be..

TWO: COMPETENCIES INDIRECTLY RELATED TO GOALS FOR PUPILS

classroom. The social studies teacher plays a teaching role, along with other citizens ines in the school and in the community. Communities operate on the principle of collectiveher participation in the pursuit of common goals, whether local, state, or national, pro

can do by way of instituting curricular change of programs outside the classroom if theonships with members of the community. Consequently, the teacher should be able to pro--hips in many ways.

a. It engages in far more than just class activities. It cannot operate effectively unlessther and assume their fair'share of nonclass responsibilities.

cooperative efforts by teachers from different areas of instruction. If a school is toteachers must demonstrate a willingness to work on curricular change, skills in eurricto make changes in the way he/she has been teaching.

iences are changing at ea evermore rapid pace. Teachers cannot hope...to develop all of thet of college training, nor can they expect to continue to operate throughout their careersup with new literature in the social sciences, with current affairs, and with developmentssional teacher engages in many activities to achieve greater proficiency in his teachinge the goals identified for the social studies program.

COMPETENCIES IN THE AREA OF Ca,`MUNITYSCHOOL RELATIONSHIPS

P TO CO:ft:UNITY COMPETENCIES VdICH CONTRIBUTE TO ABILITY TO DENONSTRATE THESEBEHAVIORS

on with parents andin his work as a member

is in school activities.

vement in the curriculars of the school program.

Can explain tha importance of effective communication withpatents and community .if a school is to be able to develop astrong educational program for pupils.

Can explain the advantages of obtaining help from communityadults in some of school activities. Can also explain waysof involving them to ,the best advantage.

2) Secures parental consent in writing for takingtheir children on fieldtrips or sending them oninterviews.

3) Works with community liaison people in planning anddeveloping programs or policy statements such as astatement on the handling of controversial issuesin the school.

b. Keeps parents informed of their children's progressand of special aspects of the school's programs inwhich they are involved.

1) Encourages parents to visit regular classes andspecial school events.

2) Conducts individual and group conferences withparents in such a way as to increase understandingof the school program and the staff's concern fortheir children's welfare.

3) Interprets important aspects of social studiesofferings at open house programs or :TA meetings.

4) Keeps parents and public informed cf school activ-ities through bulletins, class letters, and news-paper articles.

5) At times visits pupils' homes to talk with parentsand gain an additional perspective on pupils' back-grounds.

c. Works within school policies as wall as policiesestablished by the PTA or other cooperating groups. incarrying out activities in the community and otherextra-curricular programs.

Identifies steps which should heconsent to sending children on ifieldtrips. Can explain the leg.Provides other safeguards to conadvantages of program.

Can explain the importance of obof community leaders for school

Identifies co-nunity leaders whoin the co-nunity and who shouldprograms and policy statements.

Identifies criteria to use in ha

Can explain the importance of pron their children's progress andschool. Identifies ways of doinggrade reports.

Communicates effectively on a ongroups.

Speaks well in front of large gr

Communicates effectively in writ

Can explain the importance of kemunity informed about special as

Can explain the importance of cochild and learning more about a

Can explain the importance of ofcommunity members for such progl

.1r

writing for takings or sending theM on

n people in planning andcy statements such as a,f controversial issues

children's progressschool's programs in

t regular classes and

oup conferences witho increase um' rstandingthe staff's concern for

is of social studies°grams or PTA meetings.

'nformed of school activlass letters, and news

ones to talk with parentsrspective on pupils' back

as well as policiesher cooperating eroups inhe community and other

IthIntifics stops which should he taken in obtaining parentalconsent to sending children on interviews or taking them onfieldtrips. Can explain the lesal necessity for doing so.Provides other safeguards to convince parents of safety andadvantages of program.

Can explain the importance of obtaining the backing and helpof community leaders fo-_ .chool programs and policies.

Identifies community -.;aders who represent different groupsin tLe ca-- unity an, who should prove helpful in developingprograms and policy statements.

Identifies criteria to use in handling controversial issues.

Can explain the importance of providing feedback to parentson their children's progress and on their activities in'school. Identifies ways of doing so other than-sending homegrade reports.

Communicates effectively on a one to one basis or in smallgroups.

Speaks wall in front of large groups.

Communicates effectively in writing..

Cu explain the importance of keeping parents and the community informed about special aspects of the school's program.

Can explain the importance of communicating interest in thechild and learning more about a child's background.

Can explain the importance of obtaining cooperation amongcommunity members for such programs.

d. Displays tact and discretion when dealing with commun-ity members concerning school functions and problems.

2. Is active in community affairs and gets to know membersof. the community in a capacity different from that of ateacher-parent relationship.

a. Participates in various community groups, includingorcanizations working with youth outside of theschool setting as well as those unrelated to workwith young people.

b. Participates in community activities such as celebra-tioas, social affairs, drives, etc.

Identifies types of things which

Presented with a video tape of aor a teacher-community group meewhich the teacher does which migl,munity members and those which ubetween school and community.

Cnn explain the importance of gemembers in unofficial settings,tion as a member of the communitrespect and therefore support foschool.

c. In role as a co-nunity member, helps explain the school .

program and so enlists community support. Assists laygroups in understanding modern education.

1) Initiates opportunities to discuss educationalproblems and accomplishments with friends, neighbors,and cozmunity acquaintances. Or explains when askedabout school.

2) AcceptS invitations to speak upon educational sub-jects..

3) Displays tact and discretion when speaking aboutother staff members or the school.

:en dealing with co--un-:unctions and problems.

A gets to know members.fferent from that of a

city groups, including;th outside of the;a unrelated to work

Identifies types of things which would antagonize communitymembers.

Presented with a video tape of a teacher-parent conferenceor a teacher-community group meeting, identifies those thingswhich the teacher does which might antagonize parents or com-munity members and those which would promote good relationsbetween school and community.

Cnn explain the importance of getting to know communitymembers in unofficial settings, both for personal satisfac-tion as a member of the community and in terms of gainingrespect and therefore support for his/her program in theschool.

ivities such as celebra-etc.

, helps explain the school .

itj support. Assists layn education.

discuss educational:ts with friends, neighbors,s. Or explains when asked

ak upon educational sub-

ion when speaking aboute school.

B. PROFESSIONAL RELATIONSHIPS WITH 'SCHOOL STAFF

BEHAVIORS IN RELATIONSHIPS TO SCHOOL STAFF

is Works in a professional, way with colleagues on the staffand with administrative officials.

a. Is friendly, cheerful, and helpful; does not criticizeother staff members unprofessionally.

b. Attends programs and events sponsored by other staffmembers; informs them of programs he is sponsoring. .

c. Makes arrangements with staff and administrators wellahead of time if any special program which he/she issponsoring will interfere with the regular activitiesof students.

d. Shows flexibility in modifying plans and proceduresto fit those of the entire school.

e. Accepts constructive criticisms and attempts toimprove his own teaching effectiveness.

. Accepts his share of responsibility on staff committees,in planning and supervising extra-curricular activitiesand other out-of-class activities, in carrying outadministrative responsibilities related to class, home-room, or other non-class activities.

COYPETEXCIES WIIICH CONTRIBUTEBEHAV

Can explain the importance ofocher staff members if one is

Can explain the importance ofcurricular activities, whetheror not.

Can explain the need for akinprograms well ahead of time..ments which should be made.

Identifies some of the jobs ofin a school system. Can explai

Can explain the need for all tpetencies beyond those which .tservice training. .

Identifies many of the types omembers must assume if a schoo'provide for pupils' needs.

. Worksith other staff members on curriculum develoPment Identifies educational goals wor evaluation programs. teachers in all areas.

B. PROFESSIONAL RELATIONSHIPS WITH S-.100L STAFF.

TO SCHOOL STAN, ::PETENCI .3 WHICH CONTRIBUTE TO ABILITY TO DEYONSTRATE THESEBEHAVIORS

th colleagues on the staffals.

helpful; does not criticizessicnally.

sponsored by other staffograms he is sponsoring.

ff and administrators wellI program which he/she isith the regular activities

ing plans and proceduresschool.

isms and attempts tofectiveness.

ility on staff committees,.tra-curricular activitiesies, in carrying out.s related to class, home-

Can explain the 'importance of maintaining good relations withother staff members if one is to be effective as a teacher.

Can explain the importance of demonstrating interest in extracurricular activities, whether one is the sponsor or advisoror not.

.Can explain the need for making preparations for specialprograms well ahead of time. Identifies some of the arrange-ments which should be made.

Identifies some of the jobs of supervisors and administratorsin a school system. Can explain their role in supervision.

Can explain the need for all teachers to increase their com-petencies beyond those which. they have acquired in pre-service training.

Identifies many of the types of responsibilities which staffmembers must assume if a school is to run efficiently and to'provide for pupils' needs.

on curriculum development Identifies educational goals which require cooperation ofteachers in all areas.

a. Appreciates the role other disciplines play in astudent's educational experiences and cooperates withstaff members in those disciplines upon joint projects.

b. Works on curriculum development projects in socialstudies or across discipline lines.

J

Works effectively within the schoOl structure-, but alsois effective as a change agent when the need arises.

a. Identifies the people who must be consulted or keptinformed about things which one is doing.

b. Identifies those who can help obtain needed resourcesor effect changes.

c. Demonstrates familiarity with handbook for teachersand/or for pupils.

1) Follows proper procedures when asking for materials, arranging for outside-speakers, etc.

2) Helps enforce school rules; does not decide on hisown to enforce only certain ones. Works to gainfaculty and administrative support for changes inrules if such changes seem important.

d. Demonstrates a capacity to become a leader for changewhen change seems important.

1) Assumes leadership in curricular developmentprojects. or other programmatic changes.

Identifies topics and problems wh'an interdisciplinary standpoint.

Explains specific ways of workingspecial projects, correlation ofunits.

Identifies common steps to followDemonstrates ability to work onnanner.

.

Can explain the need for some costof.a new curricular program.

Can also explain the advantages odevelopment of such a program.

Draws upon knowledge of social orthe formal and the informal strucwhich one is teaching.

Can explain the need for some ruloperation of any social organizat

.Identifies the specific procedure

Identifies and can explain the sc

Identifies and can explain generapromoting and factors hindering cgeneralizations about ways in whicrease:their chances for success

ler-disciplincs play in a:periences and cooperates withisciplines upon joint projects.

elopment projects in socialline lines.

he school structure, but alsobent when the need arises.

ho must be consulted or kepthich one is doing.

a help obtain needed resources

y with handbook for teachers

durcs when asking for materoutside speakers, etc.

rules; does not decide on hiscertain ones. Works to gainrative support for changes ins seem important.

to become a leader for changetent.

n curricular development proazmatic changes.

Identifies topics and problems which might be approached fro::an interdisciplinary standpoint.

Explains specific ways of working with other disciplines onspecial projects, correlation of units, or interdisciplinaryunits.

Identifies common steps to follow in curriculum development.Demonstrates ability to work on each of them in an effectivemanner.

Can explain the need for some compromise in the developmentof a new curricular program.

Can also explain the advantages of group thinking in thedevelopment of such a program.

Draws upon knowledge of social organizations to identify botthe formal and 'the informal structure of the school system itwhich one is teaching..

Can explain the need for some rules and procedures in theoperation of any social organization.

Identifies the specific procedures to be followed.

Identifies and can explain the school rules.

Identifies and can explain generalizations about factorspromoting and factors hindering change. Also identifiesgeneralizations about. ways in which individuals can in-crease their chances for success in inducing change.

2) Persuades others to experiment with some changes.

3) Facilitates change by helping those who feelinsecure or fear change.

C PROFESSIONAL ACTIVITIES TO IMPROVE PERSONAL COMPETENCE AS A TEACHE

BEI:AVIORS WHICH PROVIDE FOR PROFESSIONAL CROY.!TH T:ONPETENCIES I-1: ICH FACILITATE

L. Joins professional organizations at the local, state andnational level and participates in their work.

a. Attends meetings and conferences.

b. Helps plan conferences or special meetings.

c. Serves on committees of organization.

d. At times helps make a presentation at one of the conferences.

e. Reads the journals of such professional organizations.

:iollows current affairs.

a. Reads newspapers, current news magazines,"and magazines representing various opinions about currentaffairs.

b. Reads books dealing with current problems.

c. Views'or listens to news programs on TV or radio.

3. Participates in various activities.to improve own knowledge of the social sciences and to keep up with changesin these fields.

Identifies professional organizrelated to social studies teach

Can explain the purposes and acorganizations.

Can explain the importance of kis a social, studies teacher.

Identifies different sources ofidentifies the bias of each.

Can explain the necessity of fusocial sciences because of the

experiment with some changes.

y helping those who feelnge.

ROFESSIONAL ACTIVITIES TO IMPROVE PERSONAL CO:TETE:ICE AS A TEACHER

FOR PROFESSIONAL CROUTH6

CONPETENCIES WHICH FACILITATE FURTHER PROFESSIONAL BEHAVIORS

cations at the_local, state and Identifies professional organizations, particularly thoseipates in their work. related to social studies teachers.

onferences. Can explain the purposes and activities of each of theseorganizations.

or special meetings.

.

organization.

resentation at one of the con-

such professional organizations.

Can explain the importance of keeping up with the news if oneis a social studies teacher.

ent news magazines, and maga-ious opinions about - current Identifies different sources of information about the news;

identifies the bias of each.

th current problems.

ws programs on TV or radio.

activities to improve own knowl-es and to keep up with changes

Can explain the necessity of further reading and study of thesocial sciences because of the rapid changes in these fields.

a. Reads books on a fairly regular basis.

b. Takes college or in-service courses designed to in-crease knowledge of one or more of the social sciences.

c. Travels to widen own knowledge of other places andpeoples.

d. Reads magazines published by professional groups ofsocial scientists; uses their bibliographies to helpselect books to read.

4. Participates in other activities to keep abreast of neweducational developments.

a. Takes college or in-service courses designed to in-crease knowledge of such developments.

b. Reeds widely about new developments in books andmagazines.

c. Examines and tries out parts of new curricular pro-jects.

Tries out new ideas in the classroom, and gets construc-tive criticism from others. Also uses some system ofself-evaluation.

a. Does not react negatively ,to constructive criticism.

b. Cooperates with other teachers on learning new waysof doing things.

c. Uses a video tape or sound tape of a discussion orother activities in own classroom. Uses some analysissystem to analyze.pupils' thinking, interaction inthe classroom, the classroom atmosphere, and factorswhich might have improved any of them.

Identifies weak areas in own prepato overcome them.

Can. explain the necessity of foliothe light of rapid changes in educ

Identific some of the magazines wful for 1,!eping up w5.th cducaticna

Identifies new curricular projectsthem.

Can explain the need for feedback

Demonstrates flexibility and fecliout many ideas in -Student teachingposition. Demonstrates willingnesscriticism and to try to put-itAnt

Identifies several systems of analand interaction. Can explain the upurposes.

Uses such systems to analyze transsions or video-tapes of class acti

liar basis.

courses designed to in-ore of the social sciences.

e of other places and

professional groups ofr bibliographies to help

-s to keep abreast of new

courses designed to in-elopments.

opments in books and

of new curricular pro-

sroom, and gets construe-so uses some system of

constructive criticism.

rs on learning new ways

tape of a discussion or.;room. Uses some analysis

-inking, interaction in. atmosphere, and factorsy of them.

Identifies weak areas in own preparation and plans programto overcome them.

Canexplain the necessity of following new developments inthe light of rapid changes in education.

Identifies some of the magazines which. are particularly use-ful for keeping up with educational developments.

Identifies new curricular projects and sources for locatingthem.

Can explain the need for feedback in the learning process.

Demonstrates flexibility and feelings of security by tryingout many ideas in student teaching prior to taking a teachingposition. Demonstrates willingness to accept constructivecriticism and to try to put it into effect.

Identifies several systems of analyzing clasSroom thinkingand interaction. Can explain the use of each and.its specificpurposes. .

Uses such systems to analyze transcripts of classroom discusLions or video-tapes of class activities.

Reads widely in books for pupils of age which one isteaching. Also previews new audio-visual materials forthem.

Uses organizations to find out mole about curricular.developments and resources for pupils.

a. Uses state agencies and, where available, help fromcolleges and universities.

b. Uses resource center in area.

c. Becomes accuainted with local and school library mater-.ials in owe field.

d. Secures help of librarians and uses library referenceworks to locate appropriate materials.

Can explain the importance of usingthem prior to use.

Identifies any state agency or orgconsultative help and/or show or dematerials and materials for pupils.

Examines local library resources asresources. Identifies reference tool

ials.

as of age which one isclio-Visual materials for

more about curricularpupils.

ere available, help from

a.

and school library mazer-.

and uses library referencematerials.

Can explain the importance of using multi7media and evaluatingthem prior to use.

Identifies any state agency or organization which can provideconsultative help and/or show or demonstrate new curriculummaterials and materials for pupils.

Examines local library resources as well as school libraryresources. Identifies reference tools for locating new mater -

ials.