An Aggressive Striving for Professionalism

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AFT TFACHER CENTER RESOURCE CENTER
11 Dupont Circle Washington, D.C. 20036
Funded by the U.s. Department of Education, the AFT Teacher Center Resource Exchange provides technical assistance to teachers, administrators, am universities and colleges of education personnel for the development and operation of teacher center programs. During the past three years, teacher center leaders have had an opportunity to share information regarding exemplary programs am promising inservice practices. Through the nine Teacher Center: How To modules, special emphasis has been placed on collaboration between teachers and university staff. The project has established dialogue, which challenges teacher educators to envision new rrodels for preservice as well as inservice education for teachers. Resources are made available through the Teacher Center Clearinghouse. More than one hundred university personnel receive materials regularly from the Clearinghouse.
University representatives and teacher center leaders participate in conferences scheduled by the AFT Teacher Center Resource Exchange. A recent two-day session was directed by Geocge Denemark, Dean of Education at the University of Kentucky. His paper entitled, nA Case for Extended Teacher Preparation Programs,n stimulated discussion on the relationship between preservice and inservice programs. The American Federation of Teachers has long advocated an internship program for beginning teachers, and the teacher center is the mst likely meeting place for master teachers and teacher educators as they initiate the beginning teacher into the school district in the 1980s. Participants cited special plans for the beginning teachers in Englam where ninducteesn spend one day a week with master teachers visiting classrooms, working in the teacher center, or taking a course.
Teachers as researchers has been a recurring theme in the AFT Teacher Center Resource Exchange literature and scheduled seminars. An ongoing exchange through discussion, seminars, am publications with the Teacher Corps Program has linked teacher center directors with Teacher Corps personnel who share experiences and insight. The most recent exchange with Lee Morris, from the University of Oklahoma, has established the theme for the coming year. Research, Adaptation, and Change, a publication he edited challenges teacher center leaders to literally take the knowledge base off the library shelves and bring it into the classroom. University professors and teacher center leaders must collaborate if this goal is to be realized.
A number of the special collaborative IIDdels for the involvement of higher education personnel in teacher center programs described in this publication have been shared during teacher center seminars as well as through Clearinghouse publications. Teacher center leaders place special emphasis on the collaborative process whereby teachers and university professors develop courses scheduled at the teacher center for graduate credit. Because teachers have identified credit courses as one important teacher center activity, careful
consideration is given to coordinating the theory with the real life of the classroom teacher.
Contact for Further Information Patr icia Weiler
(202) 797-4461
WHY COLLAOORATION? EXPERIENCES OF 'mE
DISTRICT OF COLUMBIA TEACHER CENTER

Jimmie Jackson
District of COlumbia Teacher Center

Institutions of Higher Education continue to play a vital role in the preparation of teachers. Original legislation that authorized teacher centers required collaboration of professional organizations, Boards of Education, and Institutions of Higher Education in the planning o£-staff development for classroom teachers. This legislation led to the active involvement of classroom teachers with higher education in the scrutiny of inservice programs.
The District of COlumbia Teacher Center established a committee of classroom teachers, deans of education, faculty advisors and teacher center staff to explore the feasibility of offering courses, workshops, lectures, and seminars that would be relevant to classroom teachers. This collaborative effort included Howard University, Catholic University, University of the District of Columbia, University of Maryland, University of Virginia, Gecrge Washington University, Trinity College, and American University.
Classroom teachers indicated on a survey that their interests were in the areas of reading, human relations, supervision and special education. Three Master's programs were then negotiated with Gecrge Washington University so that the D.C. Teacher Center was the degree-granting agent through the University. All of these courses are taught at the teacher center. In addition, the courses can be offered at a lower rate for teachers through the Teacher Center.
In designing courses to be offered at the Center, the planning committees considered many areas of concern to teachers. The most profound criterion was that the content meet the needs of classroom teachers in terms of the requirements, application, and usefulness. Very effective relationships have been established with the area universities in meeting this objective. Programs, dates, time, and assistance are readily available to classroom teachers. There is a congenial atmosphere for studying that includes a library with available resources and references easily accessible to_teacher_~.__ T~~~hers can also type and xerox papers at the teacher center site. While the availability of these resources may seem trivial, they are essential to teachers who lolOrk full time. The flexible hours and dates are very helpful to teachers who want to continue or update their education.
This collaborative arrangement encourages the opportunity to re-evaluate •the teacher education curriculum. Most of the participating university faculty listened to the cries of the teachers as the teachers discovered that their real needs had not been satisfied in the areas of management, record keeping and
day-to-day activities. This willingness to listen by university faculty was clearly shown by the agreeable attitude for providing courses and redesigning courses an:! curriculum to meet the everyday needs of teachers.
The collaboration also provides a chance for faculty and students at the university to learn at the center. Teacher education majors have been sent to the center to review curriculum and become aware of classroom settings in the
D.C. Public Schools. Many attend the workshops on classroom management and request assistance with writing objectives. Through collaboration, the university faculty become aware that some education courses do not meet the needs of beginning teachers. The need to revitalize and restructure teacher edUcation curriculum and courses so that they are I'Ik)re reality based has been realized. University faculty also have the opportunity to assist classroom teachers in rethinking methodology and pedagogical techniques. The interaction has been fantastic for both university based faculty and classroom teachers in the shared learning environment of the Center.
The collaboration offers an ongoing needs assessment in terms of what is practical and relevant in the classroom. This input from classroom teachers provides teacher education faculty with first-hand information and insight into what is generally expected of teachers in today's classrooms. Better guidance for prospective teachers is often the result. Making the teacher education curriculum and guidance more relevant for the practitioner can best be fulfilled with collaboration between teacher educators and classroom teachers.
Since colleges am universities are facing intensified competition, the development of innovative, creative and attractive programs will be important. In the past, many teachers have believed that the teacher education curriculum was designed by professors who had been out of the classroom for 10-20 years. Collaboration offers the opportunity for both teacher educators and teachers to participate in the assessment and lOOdification of teacher education programs. This collaborative process also will encourage classroom teachers to be more appreciative of the talents of university faculties.
When students are not satisfied with their undergraduate education, they are often insecure in their performance. Thus, the curriculum must be re-examined. tfllile the curriculum should not be changed just for the sake of change, it must be improved. Students entering a classroom as the teacher must believe that they have received the best education possible in undergraduate school. Programs must· serve the real needs of students. Teachers should be able to evaluate teacher education curriculum and the application of it in the classroom. The extent to which teachers and teacher educators collaborate may determine the survival of some institutions. Teacher centers encourage such COllaboration.
THE FIRST OPERATIONAL YEAR 1980-81

1. Purpose and Development
The Hammond Teacher Center First Year Operational Grant Proposal was developed by the Hammond Teacher Center Policy Board and submitted in March, 1980. The purpose of the grant was to design and implement professional growth opportunities which would help teachers meet the ongoing educational needs. of
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their students. The F~rst Year Operational Grant was funded in July of 1980.
A permanent location was established at Miller School in Hammond.· The director was hired on a part-time basis in April, 1980, and assumed full-time status in September, 1980. The Teacher Center issued bulletins and calendars to teachers in public and parochial schools in Ilammond during the Spring of 1980 to in£o~ teachers about the project and the tentative calendar for activities which would begin in September. The Teacher Center opened its doors on schedule, September 8, 1980, with a complete schedule which included a variety of works~ops and activities. (See Appendix B for a detailed schedule of Teacher Center activities.) ,
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Approximately 1,500 participants have taken part in Center activities between September, 1980, and January, 1981. The Hammond Teacher Center has become a responsive agent in the community, providing services for teach'er, parent, and community organizations. Teachers ~rom the parochial and pre-schools in Hammond have been included in programs and activities. Indiana Uni_versi t:1 northwest and Purdue University Calumet have co-sponsored credi t cours~s through Teacher Center workshops. The TC3cher Center now prepares to continue during its second year of operation to expand its effective response as
a service agency for educators and parents in Hammond.
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OBJECTIVE i: TO CONTINUE THE DEVELOPMENT OF POLICIES AND PROCEDURES FOR THE EFFECTIVE GOVERNANCE OF THE TEACHER CENTER PROJECT BY THE POLICY BOARD. Governance and Implementation. The Policy Board has met monthly throughout
'the first operational year. Development of policies and procedures have ',continued and. plans' of action for each objective have been-implemented. (Appendix A, Objective 1; sections A and B.)
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Teacher"Center Staff. A job description was created for the role "Coordinator," later changed to "Directo.r," of the Hammond Teacher Center. Notice of vacancy was advertised in Teacher Center Newsletter Vol. I, Nos. 1 & 2, and posted on office bulletin boards in all Hammond schools as well as in the Hammond Teacher Federation Newsletter. Mona D. Sherman, basic reading teacher at Morton High School, was hired on a part-time basis in April, 1980. She began full-time direction of the Center in September, 1980. (A job description is located in Management Plan) • A full-time clerk-typist, Pam. DeWitt, was hired in September. Tne position was advertised by the School City of Hammond. Two program coordinator positions were ~dve~tised in the Hammond Teacher Center
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Newsletters, Hammond Teacher Federation Newsletters, and in all Hammond Schools by the'Personnel Department. Virginia Jemiola, special education teacher at Eggers Middle School, and Gardest Gillespie, industrial arts teacher at Hammond High School, were hired in November, 1980. Vitaes of the director and program assistants appear in the Management Plan on page 70. Resource teachers are hired as the need arises by the Center.
On-Site Visitations and Conferences. During the planning and first operational year, members of the Policy Board visited six teacher centers. These on-site visits were made at teacher centers in Lafayette, Indianapolis,
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Columbus, and Gary, ~diana; Chicago, Illinois; and Great Rivers, Wisconsin.
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Two presentations were made by the Director at State Wide Conferences:

"t.fuy Come to the Teacher Center?", Northwest Region, Indiana Association for the Education of Young Children, Hanunond, Indiana, April 4, 1981; and "The Role of
the Teacher Center: Reading in the Schools," Indiana State Rec(;liug Teachers
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Conference, March 28, 1981, Indianapolis, Indiana. Conferences participated in by Policy Boa~d members and the Director included Mid-West Cluster meetings in LaCrosse, Wisconsin, and Chicago, Illinois; American Federation of Teachers Technical Assistance Conferences, and the Syracuse Documentation Conference, July 1980, New Orleans, Louisiana. The Director partlicipated in a Dir~ctor's
Internship Program sponso.red by the Office of Teacher Centers, Department of Education, Washington, D.C., August 1980.
Locally•. Teacher Center "Awareness Programs" were offered during faculty conferences at .all Hammo.nd schools by the Director from September 1980 to June 1981. Presentations ~o1ere made for the Hammond Parent Teacher Association, Hammond School Board, Hammond Administrators, the Administrators of the Diocese of Gary Schools, and the Hammond Area Reading Council.
Policy Board Hember Orientation. In December 1980 a training session for
orienting new Policy Board members was held. At this time, as originally
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scheduled in the Policy Manual. one-I:,;hird of the Board members was replaced ,.,ith new personnel (Appendix A, Objective 1; section E).

OBJECTIVE iii: TO DEVELOP AND OPERATE PROGRA}1S DESIGNED TO MEET THE IDENTIFIED
INSERVICF. NEEDS OF THE PROFESSIONAL STAFF.
Directions and Hethods for Building Inservice Programs. • ~o In addition to the
needs assessment surveys and follmv-up information gathered from teachers described unde~ Objective ii, the Hammond Teacher Center has identified and implemented other ways to provide services to both teachers and parents in the community ~ Suggestions for-the Teacher Center programs have been collected through notes and calls received at the Center, comments from teachers at Awareness Programs conduc~ed as part of faculty meetings, contact made by Teacher Center representatives, the director, and faculties, as well as teacher, .' parent, and community organ~zations.
Teacher-Administrator Cooperation. When teachers at Hammond's elementary schools needed an opportunity to examine materials which their schools anticipated purchasing, they requested the assistance of the Teacher Center. The Teacher Center contacted representatives from e(ght book publishers and sponsored a materials display. Teachers were given released time to view the display. 'This allowed them to make decisions on which materials they wished to purchase. This even led to nelv levels of cooperation and planning among teachers and administrators in sharing material funds.
The Teacher Center was requested by the Inservice Committee of' the School
City of Hammond to provide released time inservice workshops in Gifted and
Talented Educcltion for all elementary school teachers. Three sites were
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selected and three presenters were hired by the Teacher Center. The first of these workshops was prese.nted on December 10, 1980. The workshops l.,ere received so well b~ the teachers that two more released mornings have been planned so thoat each teacher wi 11 have an opportunity to hear all three presenters.
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The Teacher Center has been working with the Gifted and Talented Coordinator
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in planning workshops for teachers of the Gifted and Talented. The administration and the Teacher Center jointly applied for two one-day inservice workshops that were offered by the Indiana Department of Instruction. Our request has been accepted and the first all-day workshop was held on January 13, 1981. The topic was "Identifying Gifte~ and Talented Students." The follow-up workshop will be held on March 20, 1981. There was no charge for this workshop.
~he Teacher Center and the School City of Hammond jointly applied for a $400
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mini-grant from the Department of Public Instruc;tion in inservice for Teachers of Gifted and Talented. On January 30, thEiTeacher Center... and the School City
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of Hammond ~o1ere notified that our-proposal was accepted. Currently, the Teacher Center and the Coor·dinator of Gifted and Talented are working on presenting a mini-conference on Gifted and Talented that will take place this Spring.
Variety of Activities and Evaluations. During the 1980-81 school year, the lIammond Teacher Center offered teachers a variety of workshops, seminars, college-credit courses, and special interest programs. A complete list of programs and activities planned by the Center is included with attendance figures and other descriptive information in Appendix B. Activities have included sessions on making materials and art objects for classroom use, programe, for teachers in srecia1 subject areas, classroom manage~ent techniques, workshops for substitutes, information about legal and financial concerns, sessions in personality development, foreign language training, and
college-credit courses. The responses to these programs were measured through
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regi~_tration prior to meetings, attendance records of the meetings, and

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responses on forms distr.ibuted following the programs. Effective activities were rescheduled at future dates and additional workshops offered when requested. Sites other than ,. the Teacher Center are used when it is appropriate.

Conmunity Involvement. By funding two art training workshops in October and
November I the Hammond Teacher Center has assis ted the "Hammond Picture Persons I"
a group of cor.ununi ty volunteers who present art programs in ~. the Hammond
elementary schools and the Gary Diocese. The workshops were presented as a
result of a direct request from the president of the "Hammond Picture Persons."
The Teacher Center has developed several programs for parents describing
educatio~al goals in schools and assisting parents Ln creating instructional
materials for their children at the Center.
Cooperative ventures ~ith teacher organizations have led to the Teacher
Cent,er providing programs of interest on a joint basis with the Hammond Area
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Reading Council, the Association for the Gift~d and Talented, the I~diana Association for Education of Young Children, and the Indiana Northwest Economics
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Council. The President of the Hammond Parent Teachers Association represented
the Hammond Teacher Center at the Indiana State Conference, "Effective Schools
of the 80's," on January 23, 1981. Regular communication has been established
between the Director and the Parent Teacher Associatipn in planning and
presenting workshops for parent groups at the Teacher Center.
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As a result of these and other efforts, a network of cooperative
relationships has been established for future inservice programs.

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On February 11, 19~1, The ~chool ~oard of nade County, !=loriria officially authorized the su hl11ission of an application for a Teacher Education Center gra nt desi~ ned to ex Dan d the accol11 rnodation of the inservice needs of teachers of nade and Monroe r.ounties, F'lorirla.
These needs are being partial1y met at the oresent tiMe hy the Dade-~10nroe Teacher Education Center which It,as establisheri to !T1eet the requirements of Florida Statutes (see A.poendix ~) that each county in the state be involved in a Teacher Education Center by ,July 1, 1Q19.
Dade Cou nty, Florida has' a \'Iides pread multi-ethnic population. The population has increased since May, 19R('I when the l'\oatlift from r1ariel, Cuba saw Ino,OOO new refu gees come into the area in a matter oT 3 months. Also, up to 300 Haitian refu gees arrive on the shores ,of the County \'Jeekly. The County covers 27 municipalities and is spread over a vast geographic area of approximately 2,('\"" square ml1es. (<\ee A p pen di x E.)
Monroe Cou nty is com prised of the F10rida Keys an d is a narrow lOO-mile long strip ,of islands extending from the southern tiP of Dadp.County to Key \~est. It is, therefore, imperative that a unique technological approach be established to meet the vast neerls of thp. teacher in both counties.
The puroose of this proposal is to request funds to exotlnd the
. op portu nities for teachers of the area to gain ad ditional s kills which wl1l
ultimatel Y enable them to better meet the needs of the diverse stu dents
in their' classrooms. It is proposed that this expansion be accoMolished
through the development of television f\nd radio technolog v which will
ultimately insure greater cost effectiveness and will increase the
Qua ntity of training ~ossibl1ities as well as im prove the quality of

service. -
Project TR A.IrI (Television and qadio Aoplied to Tnserv1ce ~!eeds) is requesting S42,82~ for a planninq grant for the first year, with significantly increased funds for implementation in the second ann thirn years.
The Project ,,,in provide:
1.
Production of audio-visual presentations to "e neliverecf in Dade County through tV/O existing public television stations, a four-chan nel closed circuit television station, a ou hlic rarlio station and other apolicable media resources.

2.
nU olication of the above l'lresentations in video-tane cassette forn for use in the three qeogranhic centers in Monroe County •


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3.
11t11ization of cahle television facilities in ~onroe Count~ to meet the needs of its teachers.

4.
Follow-up activities and services to oarticinants provideti bv the use of substitutes in classrOOMs of nart-tiMe teacher/facilitators.



A. ABSTRACT

Northeastern Illinois University, in cooperation with teachers and staff of the
public and private schools on the northwest side of Chicago, proposes the con•
tinued operation and funding of the Chicago Teachers I Center to assist teachers
in professional growth in accordance with needs identified by teachers served by
the Center, and to support and enrich the instructional programs of those schools.
1.
Priority Needs

Priority student and teacher needs identified by the Policy Board of the Center include: reading, mathematics;' special education, multi-cultural education, the fine arts, and occupational stress.

2.
Objectives


The principal objectives of the Center are to support public and private
school teachers in:
a.
identifying their own professional needs and the learning needs of their students and utilizing these findings in planning edu•cational programs,

b.
planning, designing, and leading curriculum activities at the Center's site so as to enhance the learning of their pupils and the professional development of colleagues,

c.
planning, implementing, and evaluating school-based professional development programs,

d.
i'dentifying~ documenting, and coping with occupational stress.


3. Plan of Operation
Under the supervision of the Policy Board of the Center, a staff of a Director, an Associate Director-Program Coordinator, one Center Curriculum Specialist,three Resource Teachers, two un ivers ity advisors, and teacher consul tants will:
a.
conduct needs assessment surveys and interviews, and provide programsthat will assist teachers in acquiring skills in discerning needs;

b.
offer workshops, seminars, leadership training courses, and work with teachers to construct appropriate curricular materials at the Center si te;

c.
collaborate with teachers and administrators to develop professional development programs at local project schools;

d.
offer workshops, seminars, and special programs related to occupa•tional stress issues.




.. ABSTRACT

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The Secondary School Teacher Center Component (SSTCC) is funded as an ] addition and separate component to the existing Michigan state-funded Detroit :~enter for Professional Growth and Development. The SSTCC seeks to extend services to Detroit area teachers,. students, paraprofessional s, and admini stra•"tors and to develop its potential to serve as the Mid-West Cluster Microcomputer
Inservice Training Center. The major area of concentration for the Detroit
SSTCC is the addressing of the future-oriented communication skills needs of I
students and teachers.
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The Secondary School Teacher Center Component is governed by an 18 mem•-! ! ber Policy Board of which 61% are classroom teachers. The Policy Board takes an active role in the directing, supervising and monitoring of all operations. Policy Board members serve on planning task forces and represent the Center at conferences and seminars. c=; !
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The SSTCC provides services to 7,200 educational personnel in the 84
public middle and senior high schools and 42 non-public secondary schools in
the service area.

During its first operational year the SSTCC will meet the future-oriented
cOl1111unication skills inservice training needs of teachers and "students in the
service area, develop and pilot future-oriented communication skills curriculum
modules, develop procedures and training courseware needed to operate as a micro•
computer training center for service area educators" and their students, establish . a multi-media future-oriented communication skills resource and dissemination
service, and establish a Mid-West Cluster Microcomputer Inservice Training Center.
All activities will flow from priorities' determined by the assessment of
student and teacher needs. Funds for this continuation grant will enable the
Policy Board to implement the SSTCC as a vital and responsive way to prepare
Detroit educators and their students for the communication skills that will be
required in the decades to come.

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OBJECTIVES FROM ORIGINAL PROPOSAL
A. Continuous Professional Development and Renewal J I i The Teacher Center Policy Board will:
I. Respond to specific requests by teachers for help in changing classroom teaching/learning process.
2.
Enable teachers to utilize education research findings, expert researchers, research disseminators and educational consultants, as needed to re spond to student needs.

3.
Enable teachers to know the purposes and applications of major testing programs and to utilize the appropriate assessment devices in their classrooms, particularly diagnostic tests related to student skills development.

4.
Emphasize in all helping enterprises the interrelationships between curriculum, staff, and materials development In meeting students needs;


S. Coordinate teacher Center assistance enterprises with the ~taff development activities of the District Office, the National Teacher Corps Program, the Child Services
Demonstration Program, and any other subsequently funded staff development projects or programs.
6.
Promote the use of individualized instruction techniques;

7.
Involve in one or more innovative activities teachers who do not normally participate in any professional development and renewal activities.

8.
Foster among teachers a readiness to take the risks of innovation and to assay objectively the results of change upon their classes;

9.
Insure that all the above objectives are applied to the particular concerns of special needs and bilingual children.

10.
Insure that all the above objectives are applied to the particular concerns of teachers in career and occupational education programs.


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B. Continuing Opportunities for Teachers to Produce and Implement Specific Educationa' Programs and Materials in their Classrooms •. The Teacher Center will provide facilities~ equipment, and supplies necessary for the development and production of learning/teaching materials and programs in a variety of media, and effective in addressing the learning needs of students.
I. The Center will contain a materials production facility consisting of a general work room, an A-V workroom, a projects-in-development storage area, and an office, which will be operational at the Teacher Center site three months after .receipt of the award grant.
2. The Teacher Center Policy Board will establish procedures governing the use of the materials production facility and establish a schedule for equipping and supplying the materials production facility. The guidelines and schedule will accommodate simultaneous use of diverse production instruments/facilities by teachers working singly or in groups.
C. Much Better Sharing of Information and Ideas Among Teachers
The Teacher Center wiII:

(I)
foster direct and personal communication and sharing among teachers, (2) provide
access to new educational ideas and materials, and (3) permit the sharing and
communication of information of concern to teachers.
In the Teacher Center there will be;


I.
An Informal Meeting Room, conducive to conversation and sharing, which will be


operational at the Teacher Center site sixty days after the receipt of the grant award. This room will be furnished with comfortable and inviting furniture, equipment for

the provision of light refreshments, and magazine racks and bookshelves for
professional journals and books.

2.A "Library/Media Center", housing a collection of relevant professional materials,
both theoretical and practical. This space will be opened to use sixty (60) d'Oi'S
after receipt of the grant award and will be fully operational four (4) months after
implementation.

3.A Clearinghouse, a part of the Library Media Center, which wi 1/ serve as the
center of a District-wide informational network, as well as editorial quarters
for the monthly newsletter. It will be operational sixty (60) days after the
receipt of the award grant.

4.
Teachers and other educational personnel will use the Informal Meeting Room to
share ideas, concerns, problems and solutions. Here they also will work together
generating strategies for the development of activities and programs for professional
improvement. Partic~pation in these formal renewal and improvement activities
will also take place in the Informal Meeting Room. ' ,


5.
The Library Media Center will be used by teachers, other educational personnel
of District V, and the Teacher Center staff to:



a.
Locate, retrieve, and disseminate research and development literature applicable to educational problems in District V

b.
Locate, examine and use (either in conjunction with work being carried out in the Center or in their classrooms) curriculum materials in a variety of media.


6. The Clearinghouse will be used by teachers, other educational personnel, and the
staff of the Teacher Center to:

a.
Locate and communicate current information of interest to educators ..

b.
Publish a monthly newsletter in which the Center staff will describe services, programs and activities offered at the Center and at other institutions and agencies in the Greater Boston Area, ~uch as the Child Services Deomonstration


Projec;t, and in which teachers and other educational personnel in the District will be able to communicate their ideas, concerns, problems, solutions, and other information of a professional nature. ,
c. Promote bi-monthly seminars which bring experts from Boston and other school systems, noted scholars and authorities from the colleges and universities in and beyond Greater Boston, and Commentators on the field of education to the Teacher Center for formal and informal public presentations of their most
current research findings, innovative programs, and criticisms. This service is to be known as the IIRollins Griffith Memorial Seminar Series in Educati on II, and will familiarize the teachers with developments in curriculum and educational research, including the use of research to improve teaching skills.
D. Stronger and More Fr uent Interactions Between Teachers, Parents and Other Communi MembE Activities and. programs to expand and extend parents' and teachers' joint so ution of children's learning problems will begin three months after receipt of the award and will continue on a regular basis thereafter. The programs and activities sponsored by the Teacher Cenfer Policy Board will be aimed at: .,
I. Diversifying and enriching the formats teachers and parents can use for conferring about children's progress.
2.
Assisting teachers in finding more effective anenues of communication to parents.

3.
Increasing the number of parents having conferences with teachers about problems
affecting their children.


4.
Increasing the participation of men in parent conferences and in school-community events.

5.
Diversifying the ways in which parents and community groups can participate in the
schools' programs and increasing the number so participating.



J. (",..,.v:...... 'I"'''''...''''..nitv,.MnAneiAS .,in,to.,orovi.din~,",addltlon(:lLr~~Q4r1::;~S T(,')t ~tJPport of school

7. Providing teachers with more precise information on the varying attitudes and opinions about schools which exist among community subgroups and helping to deal constructively with those attitudes which appear counter to effective learning programs. '
E. Strengthening the Skills and Sharpening the Assistance of Other School-related Personnel The Teacher C nter Policy Board will implement programs and activities, as welf as access to services, which foster the professional development and renewal of school personnel· other than teachers: speci fi caIly:
I. Persons, other than teachers, who work with students in District V, will suggest and participate in Teacher Center programs in, accordance with procedures and policies established by the Policy Board.
2.
The Policy Board will establish a budget for the support of ?,ofessional development

and renewal programs and activities suggested by and aimed at improving the skills of persons, other than teachers, who work with students in the schools of District V. This activity wi II beg i n in the second year.

3.
The professional development and renewal programs and activities offered in the Teacher Center for educational personnel in September, 1979, will foster the attainment by participants of the same objectives listed for teachers in Section A above. .


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PROPOSED ADDITIONS TO THE PROPOSAL Since the development of the original proposal two critical needs have developed. Large numbers of Spanish speaking bi lingual students have moved into the district.
Many bilingual teachers have been hired by the school system but more bilingual teachers are needed. Bilingual teachers need help in English as a Second Language and since bilingual children are currently mains~reamed into regular class, regular class teachers need help with conversational Spanich.
This development has reflected upon the Teacher Center in several ways;
a.
Regular class teachers have problems communicating with bilingual parents and students. To meet this need, the Teacher Center has offered many courses in conversational Spanish. However, the Teacher Center is unable to fund enough courses to satisfy the large number of applicants.

b.
Bilingual teachers have requested assistance in improvement of speaking and wirting skills in English.

c.
Bilingual parents have requested assistance in English as a Second Language during the school day, to assist in communication with teachers and WIthin the community. The Teacher Center is currently conducting classes for parents in English as a Second language during the school day when parents are free but again, the number of applicants is greater than funds will allow.


The objectives are to: Develop a retraining program in Bilingual Education for regular class teachers. Conduct ongoing Conversation Spanish Classes for teachers. Provide English as a Second language programs for bilingual parents and teachers Provide Multicultural Education for parents and teachers
The Policy Board of the District Five Teacher Center feels that these objectives will be best met by adding a bilingual staff person to the Teacher Center staff to carry out

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Second, liAs early as 1967 the President's Science Advisory Committee said that since the computer was such a valuable and versatile tool in society, Students attending schools who have not been exposed to the knowledge about computers will be poorly prepared for the world of the 1980's and 1990's. Many educators believe that although most students will not be computer technologists, the influence of the computer on future jobs is so important th~.t students should be made aware of the computer--What it is and what it does. Computer awareness courses should be part of every curriculum in every school. 11*
In order to create the computer awareness program implied by this statement, teachers need training in computer language. Programs of instruction must be developed by teachers for use by students. These computerized instructional programs should be based upon the regular school program
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The objectives are; To develop a cadre of teachers, consisting of at least one teacher from each
building. The cadre of teachers will be trained to Yiite educational programs
and train other teachers to deliver the program to students.
To develop a program for students based on the regular curriculum of the district.

Programs for special needs, regular students, and gifted and talented students will be developed. In order to achieve these objectives a microcomputer with terminals will be located at the Teacher Center. The microcomputer will be used to train teachers, write educational programs and on loan, during the school day, :0" use by students in the classrooms.

Bar"'ord Te.ehera' Center'

-for Persona, and Pro/e••'onal Orowth-
PART I -ABSTRACT
The Hartford Teachers "Center will provide professional and personal development services to the staff of Hartford's Public and Non-Public Schools. Approximately 2,600 teachers, paraprofessionals and administrators comprise the instruc•tional resources which serve 31,000 pupils.
A collaborative effort by individuals representing the respective staffs has resulted in this proposal for services to teachers. Participants in the planning of this project are committed to the development and utilization of a vehicle
(the Hartford Teachers' Center) which will assist teachers in professional and personal development.
The Hartford Teachers' Center Policy Board is composed of
teachers and representatives of classroom paraprofessionals,
school principals, central of'fice administrators, non-public
schools, higher education and parent organizations. To•gether they have determined that the Hartford Center will:
-involve teachers actively in. planning, governing
and evaluating the functioning of the Center,
-focus on responding to teacher needs, both
professional and personal,

-2•
42 Char'er Oak Ave. Hartford,Conn. 01$103-566-6715

-establish activities which will address teacher needs on a holistic basis--assistance with professional and personal growth.
Based on the above, the scope of this project will include programmatic
activities designed to:
-meet teacher professional needs,
-'meet. teacher personal needs,
-meet school system priorities,
-meet individual school priorities.

, Program, implementation will center on activities which are based on the
I
1 expressed needs of teachers.
J .f Alliance with the University of Connecticut will make a wide range
'f
I

of expertise available. Potential arrangements with other·Colleges
of Education as well as community resources will also serve to
broaden the base of assistance and involvement.
-3•


. POLICY BOARD
Leon Tepper
Chairperson
Judy Bender
Assistant Chairperson
. -; .--.' .-----_.. Ulysses Byas MalY Anne Cariello
•
Sheila Cohen
Alan Craig
Edward Cunift
Alvin Delman
Patricia Oesch

Gloria Donohue
John Gangemi
Carl Gordon
Bob Hoffman
Carol Kossoy

Esther Levine
Carolina Miller
Don Murray
David Owens

Murray Schneider
Jay Smith
Isabel Stein
Emil Voigt


Irving Wax




NASSAU COUNTY REGtONAL TEACHER CENTER
111 Cantiague Rock Road, Westbury, New York 11590 • 516-931-8121
The Teacher Center STAR.. .is YOU\
-15-
Nassau County Regional Teacher Center
III Cantiague Rock Road
Westbury, New York 11590

Phone: (516) 931-8121
Staff: S. Mark Rosenbaum, Director Ann V. Peluso, Staff Development SpecialistJacqueline Bendick, Site,Coordinator,
Port ~fashington Satellite Center Carole Geraci, Site Coordinator, Oceanside Satellite Center Morton Rosen, Site Coordinator, Jericho Satellite Center Suzanne Weinstein, Site Coordinator, North
Bellmore Satellite Center Barbara Berkowitz, Research Assistant Helen Jakubec, Secretary
Service' Area: The project offers services to 19,000 public and non-public school teachers and thousands of other members of the education community of Nassau County, Long Island. There are fifty-six public school distric,ts, containing 328 schools, plus 144 non-publicschools in the 300 square miles that make up Nassau County.
STRUCTURE
The Local Education Agency for the Nassau County Regional Teacher Center is the Board of Cooperative Edu•cational Services (BOCES) of Nassau County. This is an intermediate district which prQvides a wide range of shared educational services. and programs to the fifty-six school districts in the county. In addition, the BOCES serves 'as an agent of the State Education Department and many state agencies have their local offices in the BOCES central office building. Our teacher center is housed in a BOCE)facility, the Nassau Education Resource Center (NERC). This is a huge professional library and educational resource center and it serves as the "home base" for our proj~ct.
In addition, our project is directly affiliated with one school ,district in each of the four geographicalquadrants of the county. At these locations, the district administration and the teachers organization (and member•ship) have joined with us to establish mini-centers, which we call Satellite Centers. At each of the four centers, workshops, seminars, demonstrations and other inservice activities are held on a regular basis. Materials and
-16•
resources are available in the Satellites to help meet locally identified needs as well. Each Satellite Center is governed by a Site Committee comprised of five or seven members, with a majority of the members being teachers.
Our Policy Board and staff are particularly proudof the close affiliation and mutually supportive relation•ship which exists between our project and the following:
BOCES of Nassau County: William T. Callahan, Dominick Mupo, Albert Inserra
New York State Education Department: Vincent Gazzetta, Helen Hartle
New York State United Teachers: All state and local leadership, under the direction of Thomas
Y. Hobart, Jr.
Nassau District PTA: Sheila Cohen
Higher Education Consortium: Jay Smith
Nassau-Suffolk School Boards Association: Alvin Delman
Council of Administrators and Supervisors: Murray

Schneider
Jericho U.F.S.D.: Richard Andres, Robert Hoffman, Robert Manheimer, David Nydick, Norman Siskind, Emil Voigt
North Bellmore U.F.S.D.: James Ambruso, Irene Diller, Frank M. Marlow, Frances C. Pertusi, John A. Verdi
Oceanside U.F.S.D.: Mary E. Bombara, Louise Garfield, Robert F. Higgins, Est"elle Kanzer, Victor Leccese, Don Murray, Ira Sarison, ~Tilliam F. Tucker
Port ~Tashington U. F. S.D.: Elaine Berman, Mary Anne Cariello, Faith Cleary, Ronnie Jones, Hugh M. McGuigan, Bob Meyer, Antoinette Zummo
GOALS
The overall goals of the Nassau County Regional Teacher
Center programs and services are: to improve teacher
effectiveness in identifying and meeting student needs,
to help teachers learn how to provide learning environments
sensitive to the individual needs of all children in the
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classroom, and to respond on an immediate basis to the
inservice and professional growth needs expressed by the
educators of Nassau County.

OPERATIONS
The Nassau County Regional Teacher Center operates
on a facility--based model, utilizing the outstanding
educational resources which have been made available to
the project by our LEA, the BOCES of Nassau County, and our
four Satellite Center districts.

The Regional Center contains: 12,500 general education books; 4,000 audio-visual games, kit's, films, filmstrips, etc.; a periodical collection of over 200 titles; 135 standardized tests;, 9,000 books in the area of OccupationalEducation, 10,000 books in the area of Bilingual Education, 2,500 curriculum guides from Nassau County school districts, several types of conference tables, a conference room, a complete instructional materials development center, and other items· such as the entire ERIC microfiche collection •300,000 items.
The four Satellite Centers· each have at least one
classroom for exclusive Teacher Center use, donated by
their school district, plus additional space for storage,
small meetings, a lounge area, office space, etc. The

. design of each Satellite Center is unique and intended to make the best possible use of local resources. Each center represents considerable commitment by the individual s·chool district board of education, central office and buildinglevel administration, teacher organization, .parents, students, and individual classroom teachers.
At each site, workshops and courses are offered during
each quarter of the year. Content is determined by formal
and informal needs assessment and evaluation of each
activity, both of which are constant, on-going procedures.

All activities take place under the supervision of a
Policy Board or site committee, with its teacher majority
design.

The second major aspect of the operational design is
the availability of on-site assistance to educators, in
their own schools, by our Staff Development Specialist.
A variety of workshops are presented to teachers in this
manner, and in-Class demonstrations of new techniques and
methods are an integral part of the service. Workshops·
for parents, provided in the same manner, have elicited a

-18•
tremendous response. We are investigating sources of additional funding to expand this part of our service, due to the overwhelming demand for it.
Finally, we are particularly proud of our ComputerizedInformation Service which has put the latest available educational research into the hands of over 600 Nassau County educators, since its inception in August, 1980. This is another service which we hope to expand in the
near future. .
CONTENT
The content of our courses, workshops, and other activities is determined, primarily, by needs which have been expressed to us by Nassau County educators. Topicshave included: Math Games, ~friting Skills , Alternative Careers for Teachers, Human Relations in the Classroom, Mainstreaming of Handicapped Children, Stress Reduction for Teachers and Students, Computer Assisted Instruction, Motivation and Discipline, Film Animation for the Classroom, Puppetry, Critical Television Viewing, English As a Second Language, etc.
EVALUATION FINDINGS
In our first eight months of operation, more than 6,000 educators (verified by signatures) have attended activities at one of our five sites, or been served in their own schools. In addition, more than 4,000 telephoneinquiries have been taken, in the Regional Center alone.
Evaluation forms are distributed and collected at every course or workshop given at our five locations, for all users. of the computerized information service, and at all on-site workshops for parents and/or teachers.
Respondents have evaluated our services and staff as being good to excellent 99 times out of 100. Our Staff Development Specialist receives evaluations that are consistently so outstanding from parents, teachers, and administrators, that it is almost embarrassing. How•ever, we recognize that there is so much more ~hat we could be doing, and many ways in which our services and programscould be, expanded or improved. We are all committed to that course of action, as we strive to keep pace with the constantly changing world around us. New ideas, new energyand renewed enthusiasm for the ultimate triumph of education over ignorance propels us ever onward.
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POLICY BOARD
The Nassau County Regional Teacher Center is governedby a Policy Board comprised of twenty-four members and their designated alternates. The member affiliations are as follows:
9· Teachers representing each of the three New York State United Teachers (NYSUT) election districts in Nassau County.
1 Teacher of Handicapped Children
1 Teacher of Vocational Education
1 Teacher of English as a Second Language
1 Teacher from a non-public school
1 PTA representative
1 University representative, delegated by a
consortium of the local universities.

2 Superintendents
3 School Board members
3 Building level administrators
1 Administrator from a hon-public school
The Policy Board, chaired by Leon Tepper, Ed.D., a teacher in the Lynbrook School District, supervises the project, determines the budget, hires the staff, evaluates the program and sets policy••• all in conjunction with the Local Education Agency (LEA), which is the fiscal agent and recipient of the grant award.
Judy Bender Classroom Teacher, Nassau BOCES Mary Anne Cariello Classroom Teacher, Port
~Tashington
Gloria Donohue Classroom Teacher, Roosevelt Bob Hoffman Classroom Teacher, Jericho Esther Levine Classroom Teacher, Valley
Stream Don Murray Classroom Teacher, Oceanside Isabel Stein Classroom Teacher, North
Bellmore Leon Tepper Classroom Teacher, LynbrookEmil Voigt Classroom Teacher, Jericho
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Carolina Miller David Owens Manuela Horowitz Mary Ann Rose Sheila Cohen Jay Smith William T. Callahan Ulysses Byas
Alvin Delman* Carl Gordon Carol Kossoy
Joseph Crawford Murray Schneider** Irving lJIfax
,Emily Rodgers
Teacher of HandicappedStudents, Nassau BOCES Teacher of Vocational Education, Nassau BOCES Teacher of BilingualStudents, Long Beach
Non-Public School Teacher, Maria Regina High School PTA Representative, Nassau
District PTA University Consortium Representative, Adelphi Univ. Superintendent, Nassau BOCES
(Represented by John Gangemi)Superintendent, Roosevelt School Board Member, Plainview-
Old BethpageSchool Board Member, ~Tantagh School Board Member, Oceanside Building Administrator, HempsteadBuilding Administrator, North
Bellmore Building Administrator, Manhasset Non-Public School Administrator
Buckley Country Day School
*President, Nassau-Suffolk School Boards Association **President, New York State Council of Administrators and Supervisors

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NYSUT/Hofstra Teacher Center
206 Mason Hall
1000 Fulton Avenue

. Hempstead, New York 11550
Phone: (516) 560-3311
....
Staff: Ann Fitzpatrick, Director
--Bili-Gravitz ,Program Development Specialist Selma Greenberg, University Coordinator Charles Calitri, Curriculum SpecialistMary McKnight Taylor, Curriculum Specialist
L. F. Swift, Curriculum SpecialistCharol Shakeshaft, Research and Evaluation
SpecialistMary Copabianco, Graduate Assistant Maria M. Russo, Graduate Assistant Gregg Rucker, Student Aide Marion Schulz, SecretaryMarge Veneck, Part-time SecretaryLois Joseph, Teacher Coordinator Joan Licht, Teacher Coordinator Al Schutte, Teacher Coordinator Lou Tullo, Teacher Coordinator
STRUCTURE
The NYSUT/Hofstra Teacher Center services the teachers of Nassau County in New York State. This large, suburban area on Long Island contains 56 independent public school districts, along with approximately 100 private institutions. The total (K-12) teacher population has been estimated to be about 19,000. The local towns span the economic spectrum.
For three years, members of the New York State United Teachers (NYSUT) worked cooperatively with faculty from the School of Education, Hofstra University. Together with administrators and community representatives the NYSUT/Hofstra Teacher Center was planned and established.
The NYSUT/Hofstra Teacher Center has a complex con•ceptual design that encompasses both process and product components.. Its strong base of support comes from the uniqueunion/university linkage. Four university professors serve twenty-five percent of their time on staff at the Center. These specialist positions were written into the originalproposal. The names of these conSUltants have changed as the needs of the Center became more defined or redefined; but the basic university-involved., organizational 'structure remains the same. In fact, it has strengthened as awareness
-38•
level and programs became more known. The Center Director and the Program Development Specialist are both teachers. From this duality of input and output has emerged a strong way of working.
Policy
Board


Two graduate assistants, one stUdent aide, one full•time and one part-time secretary serve to support this staff structure. Activities take place at various campusfacilities and at school sites throughout the county.
GOALS
The major goal of the Center is to increase teacher effectiveness in meeting learners' needs. An important aspect of this work stresses the collegial and complementaryroles of teachers and university faculty in accomplishingthe aims of the Center.
Ten objectives identified by teachers have been set forth for the Center:
1. To train a cadre of teachers who 'can serve as inservicecurriculum leaders in their own schools and/or districts•
..

-39•
2. To enhance teachers' curriculum developmentand evaluation skills; to develop and evaluate curriculum materials to meet teacher-identified student needs.
J. To develop a resource file of information con•cerning expertise of teachers, innovative programs, materials and activity ideas for use with children.
4.
To enhance teacher effectiveness in working with children by offering short-term workshops.

5.
To enhance teacher effectiveness by offering field consultation.

6.
To enhance teachers' educational problem-solving and evaluation skills; to examine and proposesolutions to teacher-identified educational problems and to evaluate the effectiveness of proposed solutions.

7.
To develop a Media-Communications Center.

8.
To provide services to paraprofessionals,counselors, parent volunteers, administrators, and school board members in order to supportthe learning process.

9.
To provide liaison with the New York State Education Department.


10. To establish linkages with other teacher centers.
To attain these objectives, specific plans have been proposedand programs implemented for the initially funded three-year period.
OPERATIONS
The actual center site is housed on the university campus. The substantive thrust of this collaborative effort emphasizes teacher leadership, curriculum evaluation, and skill development that enables teachers to serve as resources to other teachers.
This Center received its grant under the Institute of Higher Education (IHE) section of the federal program -October 1, 1979.
-40-

CONTENT
In the year and a half that the Center has been in operation, movement has been made on all ten of the Center objectives.
Seventy teachers representing 15 districts, 1 privateand 1 parochial school in Nassau County have attended the Teacher Leader Inservice Program. Fifty additional teachers attended the two credit Models of Teaching course offered in the Spring of 1981 as follow-up and extension of the Teacher Leader training. Numerous activities and diverse programs have been initiated in the local classrooms and districts as a result of this Centering experience.
Five Curriculum Development and Evaluation Groupshave developed through the Center. Their topics of focus are:
1.
The Gifted and Talented

2.
Writing


J. Social Studies
4.
Environmental Studies

5.
Consumer Education


Both large-scale conferences and small afternoon workshops have been held in connection with this ongoing work.
Five Problem-Solving and Evaluation Groups have also been identified by the Center and sessions are consistently being launched in these areas of concern and inquiry.'
1.
Stress Management

2.
Parents and Education


J. Mainstreaming
4.
Energy

5.
Teacher Exchange


Along with the above group activity, individual con•sUltations are also provided by the Center specialists and opportunity for individual SEARCH requests have been facili•tated by the Center's partici,Eation in the statewide computer network. The NYSUTjHofstra Teacher Center is starting to develop its own unique data base of People and Program Resources. All of this information is now readilyaccessible through our portable computer technology. Aware•ness Sessions are frequently held at schools throughout the county.
-41-

In addition to the above, and with the full cooperationof Hofstra University, the Center has been able to offer several of its activities for graduate credit. This year,15 credits have f+owed through Center involvement. The options made available to teachers have been flexible and varied.
Services to parents, administrators, counselors and staff in the schools has also been expanded this year.Linkages with other Teacher Centers, the university system,NYSUT, the state education department and the federal programs continue to both deepen and widen.
EVALUATION FINDINGS
The Center has found that teachers actively respondand participate in events led or held by other teachers. Over 2,400 teachers attended workshops held in our first year. This year we estimate and are experiencing an even greater involvement.
~fe have found that teachers (K-12) do come forward for courses or conferences that are of interest to them and that meet their concerns. We have also found the individual needs of teachers to be strong, diverse and complex.
We have found that teachers do like to receive graduate credit or acknowledgment for their efforts and that teachers are "risk-takers." They are willing to initiate changein their own classrooms and working worlds. They are looking for a professional support system and they are in need of that problem-solving linkage.
lnTe have disoovered that the results of our efforts are beginning to surface as the separate evaluation com•ponent of our proposal starts to delve into the follow-up aspects of our way of working. Centering on Long Island appears to have a ripple effect and its impact is just now being felt.
POLICY BOARD
Teachers
Len Motisi, Chair Joan O'Shea, Vice Chair Vita Bottitta Betty Bradley -Music Teacher, Syosset P.S. Psychologist, Elmont P.S. School Librarian, Plainedge H.S. Classroom Teacher, E. Williston
P. S.

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Teachers (cont.)
Sabina Brown Classroom Teacher, Herricks
P.S.
Beryl G. Brummer Classroom Teacher, Seaford P.S.
Bob Lynch Classroom Teacher, P.S. Jericho
Janice Marcari Classroom Teacher, West
Barbara Micari Hempstead P.S. Library Media Specialist,Syosset P.S.

Parochial School RepresentativePrivate School Representative
Administration
John Fitzsimmons Secondary PrincipalBaldwin P.S. Una Fleming Elementary PrincipalHempstead P.S. Don Grote District SuperintendentManhasset P.S.
Higher Education
Jerry B. Davis Secondary Education Dept.Hofstra UniversityDoris Fromberg· Elementary Education Dept.Hofstra UniversityJerry Notkin Elementary Education Dept.
Hofstra UniversityLenore Sandel Reading DepartmentHofstra University
John Van Buren Dean, School of Education
Hofstra UniversityCatherine Hunerberg Elementary Education Dept.(Alternate) Hofstra University
Parent-Teacher Representatives
Sheila Cohen District Director of Nassau,
L.I. District PTA
Helene Goldsmith First Associate Director of Nassau L.I. District PTA
School Board Representative
Robert Burgess Trustee Board of Education Elmont P.S.



-
~ T __ ~__ ~ ~ _ _ _____ , _;,., ",.'
IlnUCAUONAL 188U8 I
BJlSOLUUOIf NO_ 19
BACDa CIlIf'rZas AIfJ) J'EDIlBAL POLICY
1 WHEREAS, federauy-funded teacher centers have 2 helped teachers and other school personnel 3 broaden and Improve the1l' InStructione.l skills 4 and contributed to Increased colla.boration 5 among higher education and public school I 6
facuitles and staff, and "" -------" 7 WHEREAS. teacher oenters appsar to be a contri•8 buting factor to improvement in student 9 achievement In sohools served by the centers, 10 and 11 WHEREAS, despite the education community's 12 support of the teacher center concept as an effec•13 tIVe lnService mechaniSm. the Reagan AdminiS•14 tration favors consolidation of this federal1n1t1a.•15 tive Into block grante and a budget" reSCiSsion of 16 25 percent. a course of action likely to ohoke 17 centers through oompetition with other educa•18 tione.l priorities at the state level and with each
other, and 20 WHEaEAS, of the current 99 federauy-funded 21 teacher centers, 60 have completed the1l' three•22 year funding cycle and will exp1l'eIn FY 81. and 23 WHEaEAS, greatly reduced funding and new lege.l 24 reqUiremente that at least one teacher center 25 exist In each state threaten a large number of 26 these centers With extinction Just aa they are 27 ge.1n1ng the strength and legitimacy to mer1t
:
state and loce.l funds, and
I 19
Wl'IEREAB. these eame oenters threatened withex•30 tinction are nagship centers, serving as models
I
\ for the nation, and ~~ WHEaEAB. abandOning these centers would mean 33 abandoning a three-yea.r Investment in a federe.l 34 Initiative proven workable and effective;
RESOLUTIONS AND CONVENTION RULES
PRESENTED TO THE SIXTY-FIFTH ANNUAL CONVENTION OF THE

AMERICAN FEDERATION OF TEACHERS, AFL·CIO
CURRIGAN EXHIBITION HALL, DENVER CONVENTION COMPLEX

DENVER, COLORADO, JULY 6·10, 1981
NOTE: NONE OF THESE RESOLUTIONS REPRESENT OFFICIAL
ACTION OF THE AMERICAN FEDERATION OF
TEACHERS PRIOR TO ADOPTION BY. THE CONVENTION

35 BJlSOLVEn, that th. federal goverDDlent should 36 suppon improvement of school peraoDJlel sldlls 37 by expanding i\5 commitment, financially and 38 otherwil., to spreading the teacher center con•39 capt, and 40 BJlSOLVEn, that teacher center. should not be in•41 cluded in bloc1c grant cOl1lolidation wher. they 42 are likely to be ecUp.ed at the 8ute level by 43 under-funded programs of direct aid and ser•44 vicel to studenu, and 45 BJl80LVJln, that funding procedurel be adjusted 46 to prelerve centera whos. three-year cycle has 47 now expired and who are recompeling for 48 lIm.ited fundi, where quality and cost-effective•49 nes. in serving large numhers of teacherl bave 60 been demol1ltrated, and 51 BJlSOLVEn, that in accordance with lel8011l of ex•52 partence, teacher center project. being funded 53 for the fir., time, thOle never having been gran' 54 recipienu, ahould be funded with 55 p1amUng/sun-up moDiel, snd 56 BJlSOLVED, that existing centera, including the 60 57 whOle federal funding CYCle i. expiring, be 68 allowed under the circumsunce. of demol1ltra•69 ble commitment, progre.. and"merit to continue 60 their activiti.s with federalsuppon in order tha' 61 they II1Q' be allured uslmi1atlon into the IJ1SU•62 tDUonal structure, and 63 BJlSOLVED, that in today's economy, a total of at 64 leu' flve )'8Ira' federal funding Ie required to 65 guarante. luccessful esubUshmen' ofthe teach•66 er center concept thrOugh IJ1SUtDtionalls.lion.
Submitted by: AFT Executive Council
15
;aAdopted
o Defeated

o Tabled



812469
CONGRESSIONAL RECORD-SENATE
MEN OF AGES 25.AND OVER are centers in 44 states and territories.
63
63 As a result of the Higher Education Act 63 HRiahl Amendments of 198G, soon there will be 50 •••"" fra-a at least one teacher center inevery State
47 Feellnchn Sma1lk_ Mediumfram. ...,... ,-in the Nation. '
45 A teacher center is as unique as the
45 5 1 112-120 118-I~ 126-141
population that it serves. Centers fea•
44 5 2 115-123 121-133 129-144
5 3 118-126 124-136 132-148 ture a varied program and are often
135-152
40 5 4 121-129 127-139 changing their offerings as the needs of
39 5 5 J24-133 130-143 138-156
39 5 6 128-1l1 134-141 142-161 students and teachers change. Most cen•
147-166
39 5 7 132-141 138-152 ters offer formal and informal course
5 8 136,145 142-156 151-170
38 5 9 140-150 146-160 155-174 work, either, through a University or a
37 5 10 144-154 150-165 159-179 State department. Workshops, dem•
164-184
36 5 11 148-158 154-170
168-189 onstrations, curriculum development,
6 o 152-162 158-175
35 6 1 156-167 162.-180 173-194 collections of teacher resources, libraries 6' 2 160-171 167-185 178-199 of professional materials, recycle areas,
31 164-175 172-190 182-204
6 3 and production space are frequent com•
3D
29 ponents of a teacher ,center.
Note: for women bet ween 13 and 25, subtract lib for each
29 In fact, some centers are strictly out•
. year under 25.
29 reach, moving into classrooms in an ad•
Source: Prepared by the Metropolitan Life Insurance Co. •
28 visory capacity. This allows training to
26 be tallored to the needs of one school or
25
even one classroom.
TEACIIER CENTERS BECOME A NEW
25
Mr. President, I direct the attention
FORCE DESERVING OF FULL FUND•
24 ING of my colleagues to an article in Sunday's23, New York Times special section on con•20 • Mr. CHAFEE., Mr. 'President, declin-tinuing Education entitled "Teacher
20
·20 ing enrollments at every level of educa.-Centers Are Becoming A New Force." 19 tion are causing more emphasis to be The article by Ms. Sally Reed explains 19 placed on retraining veteran teachers, the success that teacher centers are ex•18 instead of training new ones. This change periencing throughout the Nation. 17 in emphasiS is affecting not onJyteach-One teacher is reported to comment: . 16 ers, but the institutions preparing them, 1 found myself trying things In the class 15 the children in their classrooms, and the 1 had never attempted before a.nd when my13 way we think about teacher education. students said "I never knew learning couJd 13 'With the number of bachelor's degrees be so mUch fun," you can imagine how high 12 from teachers' colleges shrinking from that made me feel. So the ~al beneficiaries 11 194,210 to 129,130 in the past 7 y'ears, it are the dblldren..
is reasonable to assume that ~e teach-Another public .school teacher, who .ers in tods,y's classrooms wlll be the after 20 years was reassigned from her same teachers ·we rely on to educate our, kindergarten position to teach thir,d
Socll/,I
yoUIig people in 10, 20, or even 30 years grade as a result of declining enrollment,
~1!i:rel~i1il1t~d With permission. from now. explains that she was "panicky" because
how' decisions From this emerging de~ographic mod-she had never taught third grade reading
a rou~h estl•, el of our school for the fti,ure, arise ques-or math. To UPdate her skills, she turned
'XJ)ec·taJ)Lc}'. The table be•tions of how to update teacher skills, how to a. federally financed teacher center

estimated Ufe
to infuse new ideas into the classroo~: where she received not only the traininghow to keep teachers from "burning out she needed, but also moral support. as a. result of the mounting social pres-These examples of how the centers can sures with which they must deal dally. improve teachin8" skills, help make school
Women In addition, our institutions designed more interesting to students, and providefor teacher training also face important psychological support to teachers-are
'I"'"-r.'·-"":'""'_ ·o."~_______.__ 86+. questions. about change. Dwindling en-typical of important roles this program
~.~~T,f~~-.,,;c~"'~~'-----"--~t3~ rollments in elementary and secondary serves' 111--1",,___,.__ u,J-OQ____.____ 65-71. schools have resulted in declining regis-Yet: another interesting benefit to Less than 65. trations in bachelor's degree programs for teacher centers is that they are changing potential teachers and, in turn. fewe.r jobs teacher educatiori. Teacher centers, the ' for professors in colleges of educatIOn. New York Times article explains, are In what form will teachers' eo~leges providing schools of education new survive in the future, and what Will be models for teacher education. Teachers, their relationship to veteran teachers? who have been on the firing line in the Some of the answers to these questions classroom, are calling for practical day-Medium frame Large frame are being found in teacher centers. to-day advice, and coping skills that can Teacher' centers have their roots in complement their theroetical knowledge. 96-107 104-119 Great Britain. Teachers realized a need Mr. President, during Senate con•
98-101 106-122
to share and exchange ideas and discuss sideration of the Higher Education
101-113 109-125
104-116. 112-128 problems relevant to their situations. As Amendments Act this past June, I made ,"107-119 115-131 a result, teacher centers were. born. a statement supporting the teacher cen•
110-122 118-134
. 113-126 121-138 American educators were quick to recog-ter program. At that time, I called for ...116-130 125-142 nize the possibilities of such an idea full funding of this unique educational
.. 120-135 129-146
, 124-139 133-150 working here and soon teacher centers tool.
"'128-143 137-154 were a reality in the United states. Today, I reiterate that statement and

" : 132-147 141-158
':rn 1978, Federal moneys were made urge my colleagues to join me in calling 140-155 1'49-168 available for the first time for teacher for full financing of teacher centers.
136-151 145-163
144-159 1'53-173
centers implementation and today there At a time when there persists a grow•
,.\L; ... '
.'d
CONGRESSIONAL, RECORD-SENATE , September '11, 1980

.'~) :: .
iibllc~~S(lh(iol teacher who after from' her' kinder•, third grade in "i>ilinil"kv because she had i!1.·gri~de readirigor'math. turned not to her but·to one of two her area where she , "sh~ needed
"I tound myself trying , never attempted ....'ae,'.... said. 'I never
lIo,much fun: you th,Q.t made me feel. are the children."
ot the Teachers' Far West Laboratory : ".1\ teacher center is teachers come to tor their classes. to 'Inservlcie education which Is ,ineet the needs they themselves which provides a context for eir successes and their problems
and which stimulates and encourages profes•Sional growth over a long periOd ot time."
What 'makes the Federal programa ,durer•ent trom those offered at schools of educa•tion is tl1at generally they are tor experi•enced claBSfOOm teachers and, by Federal mandate governed by teachers and the amn•ates ot the National Education Association an'" American Federation of Teachers. They are in or near achools and open at times convenient for teachers.
Many courses are Without c~lts, lasting one day or four months, depending on the nftCl. The courses de-e~phas1ze theory and methodology and concentrate on more prac•tical concerns. The' centers are trequently places where teachers' can relax, find re•sources tor their classes, construct materials, share.-Ideas and discuss common problems.
In • typical federally ,financed center, the Government grants money to a'local educa•tiOn agency, Buch as, the local school district, or an Intermediate agency, such as the Boardof Cooperative Education services. More than halt the pollcy board governing a center must be made up ot teachers. The remainder includes administrators, community repre•sentatives and institutions of higher educa•tion.
The New York City Teacher Center Con· sortium is made up of the teachers' union local, the United Federation ot Teachers, the New Yorl( City Board ot Education and co•operating colleges ot education. .1\ teacher sJ!8ciallst at each site directs activities, ,acts as an adviser to.teachers in the classroom and conducts workshops on such topics as "Chisanbop" or finger calculations, and "HoW to Use the Newspaper." / Other courses might cover the New York City Writing ProJect, which trains teachers to improve their own writing to better un•derstancl the process studen'ta go',through; teacher 'effectiveness and classroom han•dUng, and Project Teacher, a course on class•room management and communications skills. ,
The courses are conducted by teachers, university protessors and experts in the field who plan the courses with teachers to insure that they are practical an(l appllcable to a classroom.
"The teacher centers are giving schools ot education new, models for teacher educa•tion," said Myrna Cooper, director ot the consortium.
"Teacher cunters represent a shlft--&f au•thority and place or locus and manner ot deUvery away from the schools of education down to the local schools," said Bruce Gaarder, . special assistant in the Teacher Center Program at the Federal Department or Education.
At the Pittsford, N.Y., Teacher Center, Which is supported by the local school dis•trict, the director, Wanda Ward, said, "Schools ot education have not provided enough hands-on practical experience in pre•paring teacher" to keep up. Many offer the same courses they did 40 years ago."
"It one of the .00 teachers served at the Pittsford Center has a need we find 10 others who share that same need and offer a course. Teacher centers are pertinent to what teach•ers are doing now."
Michael Franzblau, managing director and president ot Plnebrook Educational Inc., who has conducted seminars for teachers for five years, believes that teachers are learning to take their tuture in their own hands and said: "The teacher-center movement is po•tentially dynamite. It would not be sUrpris•
.ing to see entire master's degree programs spring up at a teacher center in the future." But others believe that these new programs put too much stress on the practical and sometimes lack quality and substance and , emphasiS on skills that wlll Improve teach•Ing. And there are others who do not believe the 30.000 schools of education are affected at all by the new teacher ?Snters.
Colleges have responded to pressure trom centers in a ,number ot ways. SOme univer•sities had. their own centers, such as 'the Teacher Center for the GIfted. and Talented ' at Hunter COllege and the LearnlJlg Resource Center at Fordham University, long before the Federal teacher centers. Others have ignored the new programs.
SOme places. such as Nazareth College in Rochester, plan to supplement 'teacher pre•service' training by' making attenclance at teacher-center progra,ms part of degree re•quirements. Pal~eld University in Connecti•cut initiated Its'own teacher center to Offer
. alternative courses but kept It under the university's control. Indiana University spon•sors "Weekenders," courses on a host'ot prac•tical subjects such as how to use your local zoo as a reiource. But the courses are con•ducted in various sectiOns ot the state, which takes the olaases to Where teachers are.
"Much onvhat 1a In a,school ot education has no practicai appllcation to teachers," said Mad811ne Hunter, nationally recognized teacher' educator at th~ University ot Cali•fornia at Los Angeles .• The schools ot edu•cation say, 'That's OK. Our role Is to prOvide a higher plane, ideas, theory and research.' On the other hand, teachers need a wedding ot theory and practice. I wish the teacher centers and schools ot education wlll be
. Joined together so that teaCher centers have their heads In the clouds more ancl achools ot education their feet on the ground." •
PROPOSED'ARMS SALES
• Mr. CHURCH. Mr. President, section 36(b) of the Arms Export Control Act requires that Congress receive advance notification of proposed arms sales under that act in excess of $25 niillion or, in the case of major defense equipment as defined in the act, those in excess of
$7 million. Upon such notification, the Congress has 30 calendar days during which the sale may be prohibited bymeans of a concurrent resolution. The proVision stipulated that, in the Senate, the notification of proposed sales shall be sent to the chairman of the Foreign Re•-lations Committee.
In keeping with the committee's in•tention to see that such information is available to the full Senate, I ask to,have
printed in the RECORD the'two notifica•tions which have been received. The classified annex referred to in one of the covering letters is available to Senators in the omce of the Foreign Relations Committee, room 8-116 in the Capitol.
The notifications follow: DEFENSE SECURIT!' ASSISTANC1!: AGENCY. Washington, D.C.• September 8, 1980. Hon. FRANK CHUlIeH,
Chair17Utn, Committee on Foreign Relations. U;S. Senate, ,Washingt071'" D.C.
DEAR MR. CHAIRMAN: Purr,uant to the re•porting requirements ot Sect.lon 36(b) of the Arms Export Control Act, w~ are forwardinghereWith Transmittal No. 80-96, concerning the Department ot the Air Force's proposed Letter of Offer to Korea tor defense articles and services estimated to cost $88.0 mUllon . Shortly after this letter Is delivered to your Office. we plan to notify the news media.
Sincerely. ERNEST GRAVES,
Director.
[Transmittal No. 80-96) NOTICE OF PROPOSED ISSUANCE OF LETTER OF OFFER PURSUANT TO &:CTION 36(b) OF THE ~RMS EXPORT CONTROL ACT
(1)
Prospective purchaser, Korea.

(II)
Total estimated value.


FEDERALLY FUND~D TEACHER CENTERS

**ALABAMA**
MONTGOMERY TEACHER CENTER CHALRSCIA ELROD~ DIRECTOR 515 SOUTH UNION STREET MONTGOMERY~ AL 36104 (205) 264-1055 OR 269-5054
i -l **ALASKAn
NORTHWEST ARCTIC TEACHER CENTER WILL BOGER~ DIRECTOR P. O. Box 51 KOTZEBUE~ AK 99752 (907) 442-3175
**ARIZONA**
INDIAN OASIS TEACHER CENTER MARTY HAAS~ ASSISTANT FEDERAL . PROGRAMS COORDINATOR P. O. Box 248 SELLS~ AZ 85634 (602) 383-2601i EXT. 206
**ARKANSAS**
SOUTHWEST ARKANSAS TEACHER CENTER MARY HAMILTON~ DIRECTOR 3607 GRAND AVENUE TEXARKANA~ AR 75502 (501) 774-2534 .
**CALIFORNIA**
BERKELEY TEACHER CENTER MARIAN ALTMAN~ CO-DIRECTOR DIANE BERNARD~ CO-DIRECTOR
1720 OREGON STREET BERKELEY~ CA 94703(415) 644-6274
LAGUNA SALADA TEACHER CENTER MARILYN BECKSTROM~ CO-DIRECTOR PETER ZACHARIOU~ CO-DIRECTOR
375 REINA DEL MAR PACIFICA~ CA 94044 (415) 359-7854
MARIN TEACHERS'-LEARNING CO~OP KAREN KENT~ PROGRAM MANAGER 1111 LAS GALLINAS SAN RAFAEL~ CA 94903 (415) 499-5811
SAN FERNANDO VALLEY TEACHER CENTER LUIS HERNANDEZ~ PROJECT DIRECTOR BERNICE MEDINNIS~ DIRECTOR JANINE ROBERTS~ COORDINATOR 4241 LANAI ROAD ENCINO~ CA 91436
• (213) 990-4867/8
SAN FRANCISCO TEACHER CENTER ELAINE C. FONG~ DIRECTOR 2550 25TH AVENUE~ ROOM 14 SAN FRANCISCO~ CA 94116 (415) 665-9490
SANTA CLARA COUNTY EDUCATOR'S STAFF DEVELOPMENT CONSORTIUM JODI SERVATIUS~ PROGRAM DIRECTOR 100 SKYPORT DRIVE SAN JOSE~ CA 95115 (408) 299-4885

WEST ORANGE COUNTY TEACHER CENTER
MARGARET HERRON~ DIRECTOR
6582 LENNOX DRIVE
HUNTINGTON BEACH~ CA 92647
(714) 898-6711
**COLORADO**
DENVER TEACHERS' CENTER

CAROL REYNOLDS~ ADMINISTRATOR

DENVER PUBLIC SCHOOLS

38TH AND YORK STREETS

DENVER~ CO 80205
**CONNECTICUT**
HARTFORD TEACHERS' CENTER
DOROTHY BILLINGTON~ FACILITATOR
42 CHARTER OAK AVENUE
HARTFORD~ CT 06106
(203) 566-6715
R.I.S.E. TEACHER CENTER
PETER MARTIN~ DIRECTOR
HALLS HILL SCHOOL
HALLS HILL ROAD
COLCHESTER~.CT 06415
(203) 537-2117 WEST HARTFORD TEACHER CENTER
MIMI McKENNA~ DIRECTOR
BOARD OF EDUCATION
211 STEELE ROAD
WEST HARTFORD~ CT 06117
(203) 236-6081
:**DELAWARE**
,
KENT/SUSSEX TEACHER CENTER PROGRAM
ATWOOD BADMAN~ PROJECT DIRECTOR
WILLIAM C. JASON LIBRARy-LEARNING CENTER
DELAWARE STATE COLLEGE
DOVER~ DE 19901
**DISTRICT OF COLUMBIA**
DISTRICT OF COLUMBIA TEACHER CENTER

JIMMIE JACKSON, DIRECTOR

10TH AND F STREETS, N.E.

WASHINGTON~ DC 20036
,(202) 727-5362

'**FLOR IDA**
iHERNANDO TEACHER CENTER

ELAINE BEELER~ DIRECTOR

919 U.S. HIGHWAY 41 NORTH

BROOKSVILLE~ FL 33512
(904) 796-6761~ ExT. 262 OR
799-1070
**GEORGIA**
ATLANTA AREA CENTER FOR TEACHERS

HOWARD KNOPF~ DIRECTOR
3000 FLOWERS ROAD SOUTH
ATLANTA~ GA 30341
(404) 455-9108
NORTHEAST GEORGIA CESA TEACHER CENTER

MARILYN ATYEO~ DIRECTOR
375 WINTER STREET
WINTERVILLE, GA 30683
(404)742-8292
**HAWAII**
CENTRAL OAHU TEACHER CENTER
RONALD TOMA~ PROJECT DIRECTOR
1146 CALIFORNIA AVENUE
WAHIAWA~ HI 96786
SHARON MAHOE~ TEACHER PLANNER/

COORDINATOR
MOANALUA HIGH SCHOOL
2825 ALA ILIMA STREET
HONOLULUJ HI 96818
**IDAHO**
SOUTHEAST IDAHO TEACHER CENTER

CONSORTIUM
BEDFORD BOSTONJ DIRECTOR
COLLEGE OF EDUCATION
IDAHO STATE UNIVERSITY
POCATELLOJ ID 83209
(208) 232-9124
**ILLINOIS**
CHICAGO TEACHER CENTER
JERRY OLSON~ DIRECTOR
5500 NORTH ST. LOUIS AVENUE
CHICAGO~ IL 60625
(312) 478-2506 MACON COUNTY TEACHER EXCHANGE
MICHAEL WILLIAMSJ DIRECTOR
1100 WEST SUNSET~ ROOM 310
DECATURJ IL 62522
(217) 429-7591
**INDIANA** HAMMOND TEACHER CENTER
MONA SHERMAN~ DIRECTOR
6530 NEW HAMPSHIRE
HAMMOND~ IN 46323
(219) 844-0684
**IOWA**
AEA 7 TEACHER CENTER
DIANE GIBSONJ DIRECTOR
2201 EAST MITCHELL AVENUE
WATERLOOJ IA 50702
',(3-19! 234-2246
**K8NSAS*7'
CHEROKEE COUNTY TEACHER CENTER
ELAINE HERRONJ DIRECTOR
500 WEST MAPLE
COLUMBUSJ KS 66725
(316) 429-3022 'FLINT HILLS TEACHER CENTER
'JOYCE SCAMMAHORNI DIRECTOR
OGDENJ KS 66517
(913) 539-4668
**KENTUCKY**
GREATER FRANKLIN COUNTY TEACHER CENTER'

HERBERT FRANKLINJ DIRECTOR '

916 EAST MAIN STREET

FRANKFORTJ KY 40602-0636
(502) 695-2460
GREEN RIVER TEACHING CENTER
MARILYN MILLS~ DIRECTOR
1716 FREDERICA STREET
OWENSBORO~ KY 42301
(502) 683-0293
**LOUISIANA**
NEW ORLEANS TEACHER CENTER
BRENDA PICKETTJ DIRECTOR
5931 MILNE BOULEVARD
NEW ORLEANS~ LA 70124
(504) 486-9418
**MAINE**
MID-COAST TEACHERS' CENTER
KEVIN LAWLESS~ DIRECTOR
P. O. Box 860
CAMDEN~ ME 04843
(207) 594-5428
'**MARYLAND**
SOMERSET TEACHERS' CENTER
JOYCE BENSON~ COORDINATOR
WESTOVER ANNEX-BOARD OF EDUCATION
WESTOVER~ MD 21871
(3Ql) 651-1485
"
**MASSACHUSETTS**
DISTRICT VTEACHER CENTER
ELAINE BRIGMANJ DIRECTOR
'735 MORRISSEY BOULEVARD
DORCHESTER~ MA 02122
(617) 436-5845
EASTON TEACHER CENTER

JOANNE GALIPAULTJ DIRECTOR
MIDDLE SCHOOL
LI NCOLN STREET
, NORTH EASTONJ MA 02356
; (617) 238-4414
**MICHIGAN** ,DETROIT CENTER FOR PROFESSIONAL
GROWTH AND DEVELOPMENT
JESSIE KENNEDYJ DIRECTOR
THERESA LORIOJ ASSISTANT DIRECTOR
COLLEGE OF EDUCATION
WAYNE STATE UNIVERSITY
DETROIT~ MI 48202
(313) 577-1756
**MINNESOTA**
'OSSEO TEACHER CENTER
,JIMBAKULAI DIRECTOR
'317 SECOND AVENUEJ N.W.
OSSEO; MN 55369
,(612) 425-5013
SOUTHWEST AND WEST CENTRAL
TEACHER CENTER
'JUDY ZOBELJ DIRECTOR
SOUTHWEST CENTRAL UNIVERSITY
MARSHALL~ MN 56258
(507) 537-1481
STAPLES TEACHER CENTER

RICK KRUEGERJ DIRECTOR
526 NORTH THIRD STREET
STAPLES~ MN 56479
(218) 894-2430J EXT. 795
**MISSISSIPPI**
NORTHWEST MISSISSIPPI TEACHER CENTER
SANFORD POWELLJ DIRECTOR
136 NORTH FRONT STREET
SENATOBIAJ MS 38668
(601) 562-7003
**MISSOURI**
ST. LOUIS METROPOLITAN TEACHER CENTER

WAYNE MOSHERJ DIRECTOR

9137 OLD BON HOMME ROAD

ST. LOUIS, MO 63132

(314) 993-5858
**MONTANA**
TEACHER CENTER FOR MONTANA BOZEMAN BRANCH:
SALLY MOORE, PROGRAM COORDINATOR
615 SOUTH 16TH STREET
BOZEMAN, MT 59715
(406) 587-8181 MI SSOULA BRANCH: ,
ROBERT LUKES, DIRECTOR
1018 BURLINGTON, ROOM BIOI
MISSOULAJ MT 59801
(406) 721-2804
**NEBRASKA**
EAST NEBRASKA RURAL TEACHER CENTER

WILLIAM MINCHOW, DIRECTOR

2320 NORTH COLORADO AVENUE

FREMONTJ NE 68025

(402) 721-7710
**NEVADA**
CLARK COUNTY TEACHERS' CENTER

DAYLE FITZPATRICK, MANAGER

600 NORTH NINTH STREET

LAs VEGAS, NV 89101

(702) ,384-9552 ,
**NEw 'HAMPSHI RE** MANCHESTER TEACHER CENTER
KATHY DIGGS, DIRECTOR
266A MAMMOTH ROAD
MANCHESTER, NH 03103
(603) 624-6424
*-NEW JERSEY**
NEWARK TEACHER CENTER

JAMES LERMAN, DIRECTOR

131 THIRTEENTH AVENUE

NEWARK, NJ 07103

(201) 643-3451
**NEW MEXICO**
ALBUQUERQUE TEACHERS' LEARNING CENTER

RUTHE DUQUETTE, DIRECTOR

712 GIRARD, N.E.

ALBUQUERQUE, NM 87106

(505) 265-8863 '
**NEW YORK**
BUFFALO TEACHER CENTER
MARION IWINSKI, DIRECTOR
COLLEGE LEARNING LAB/CAMPUS WEST
ROOM B-210
1300 ELMWOOD AVENUE
BUFFALO, NY 14222
(716) 885-7149 NASSAU COUNTY REGIONAL TEACHER CENTER
MARK ROSENBAUM, DIRECTOR
III CANTIAGUE ROCK ROAD
WESTBURY, NY 11590
(516) 931-8121 'NORTHERN WESTCHESTER-PUTNAM
, TEACHER CENTER
JANE CHITTY, COORDINATOR
LAKEVIEW ELEMENTARY SCHOOL
LAKEVIEW DRIVE
MAHOPACJ NY 10541
(914) 628-5841
NYSUT/HOFSTRA UNIVERSITY

TEACHER CENTER
ANN FITZPATRICK, DIRECTOR
HOFSTRA UNIVERSITY
206 MASON HALL
,HEMPSTEAD, NY 11550
,(516) 560-3311 TEACHER CENTER OF ARDSLEY, GREENBURGH
AND ELMSFORD
ANN SPINDEL, COORDINATOR
475 WEST HARTSDALE AVENUE
HARTSDALE, NY 10530
,(914) 761-6000, EXT. 232
**NORTH CAROLINA**
MOUNTAIN AREA TEACHER EDUCATION
CENTER
JERRY RUSSELLJ DIRECTOR

391 HENDERSONVILLE ROAD

ASHEVILLE, NC 28803

,(704) 274-3355

**NORTH DAKOTA**
NORTH DAKOTA STATEWIDE TEACHER CENTER

CLARA PEDERSON, DIRECTOR

DEV ILS LAKE" ND 58301

,**OHIO** FRANKLIN COUNTY TEACHER CENTER
ALEX LOTAS, DIRECTOR
280 EAST BROAD STREET
COLUMBUS, OH 43215
,(614) 221-1033
TEACHER CENTER 271
ELIZABETH CUPP, DIRECTOR
4777 FARNHURST
LYNDHURST, OH 44124
(216) 291-5225
'**OKLAHOMA**
a
NORMAN TEACHER CENTER
LESSLEY PRICE, DIRECTOR
1734 HALLEY AVENUE
P. O. Box 1007
NORMAN, OK 73070
,(405) 364-4501
**OREGON**
BEST TEACHER CENTER

JACK TURNER~ DIRECTOR
200 SILVER LANE
EUGENE~ OR 97404
(503) 687-3578
**PENNSYLVANIA**
PHILADELPHIA TEACHER CENTER

DIETRA SHORTER~ COORDINATOR
427 MONROE STREET.. 2ND FLOOR
PHILADELPHIA .. PA 19123
(215) 351-7044 PITTSBURGH AREA CENTER FOR TEACHERS
CARNEGIE-MELLON UNIVERSITY
PORTER HALL 223
PITTSBURGH .. PA 15213
(412) 578-3586
**RHODE ISLAND**
CRANSTON TEACHER CENTER

JUDY GRILLI~ DIRECTOR
845 PARK AVENUE
CRANSTON.. RI 02910
(401) 785-0400
**smITH CAROLINA**
#1 TEACHER CENTER

JIM HOCKMAN .. COORDINATING TEACHER
2600 BARHAMVILLE ROAD
COLUMBIA~ SC 29204
(803) 254-5314
**SOUTH DAKOTA**
RAPID CITY TEACHER CENTER

EMI LI E ZACHER.. D I RECTOR
JEFFERSON SCHOOL St, JOE
E, BOULEVARD
RAPID CITY .. SD 57701
(605) 394-4054
··TENNESSEE"
COOPERATIVE TEACHERS' CENTER

PAT DONAHUE~ DIRECTOR
241 FORBES AVENUE
·CLARKSVILLE.. TN 37040
(615) 645-2610
**TEXAS*·
CENTRAL TEXAS TEACHER CENTER

JEFF BORMASTER.. DIRECTOR
7703 NORTH LAMAR
AUSTIN~ TX 78752
*·UTAH*·
MOAB TEACHER CENTER

BARBARA ING .. DIRECTOR
217 EAST CENTER.. Box 69
MOAB.. UT 84532
,(801) 259-8421
**VERMONT**
GODDARD TEACHER CENTER
CELIA HOUGHTEN~ DIRECTOR
GODDARD COLLEGE
PLAINFIELD .. VT 05667
(802) 454-8311~ EXT, 321
**VIRGINIA**
THE PRIDE HOUSE
JULIA SUMMEY~ DIRECTOR
p, 0, Box 7 .
DINWIDDIE .. VA 23841
(804) 469-3350
**WASHINGTON**
SPOKANE TEACHER CENTER

LARRY SKILLESTAD .. COORDINATOR

WEST 1636 FIRST-AVENUE

SPOKANE .. · WA 99204

(509) 455-3703 •
**WEST VIRGINIA**
BARBOUR, COUNTY TEACHER CENTER

KAREN LARRY~ DIRECTOR
ROUTE 250
PHILIPPI~ WV 26416
**WISCONSIN**
GREAT RIVERS TEACHER CENTER

VIRGINIA BELL~ DIRECTOR

807 EAST AVENUE SOUTH

HOGAN ADMINISTRATION CENTER

LACROSSE.. WI 56401

(608) 785-1176
**WYOMING*·
WYOMING TEACHERS' CENTER

IRENE CLARKE.. D I RECTOR '

2602 WEST E STREET

TORR I'NGTON.. WY 82240

(,307) 532-2171 OR 634-7991

, ""-""
...

~; :-":" '
. .
...
EVERY TEACHER' IN U.S. , IS SERVED BY A


~~ac~~O .~
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.'

The Reagan "revolution" sounds orderly in theory. but the wholesale reshufning of programs and the shift to more block grants is happening at a forced pace. The resuit is considerable confusion and disarray among federal and state officials alike. as they scramble to implement the changes. The fast changing budget and appropriations picture is adding to the problem. with many programs still facing an uncertain future. The following list of whom to contact at the state level was prepared by the National
Association of Counties and is reprinted from
County News. the association's weekly paper.
It is intended for local officials. but the listed
contact people are a good place to start trying
to find out what is happening in your state.
The Ad Hoc Coalition on Block Grants.
1000 Wisconsin Ave .. NW. Washington. DC
20007. is one ofa number of groups under
the ('enter for Community Change umbrella.
The Coalition is reorganizing for the long
haul. but Ronnie Kweller at the group's
Washington office can be contacted for
information on what community groups
may be doing. Call (202) 338-M84.

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