Statement of Permission to Copy In presenting this professional paper in partial fulfillment of the requirements for an advanced degree at Montana State University, I agree that the Library shall make it freely available for inspection. I further agree that permission for extensive copying of this professional paper for scholarly purposes may be granted by my major professor, or, in his absence, by the Director of Libraries. It is understood that any copying of publication of this professional paper for financial gain shall not be allowed without my written Date Signatu permission. EFFECTIVENESS OF THE TEACHER-AIDE PROGRAM IN THE ELEMENTARY PUBLIC SCHOOLS GREAT FALLS, MONTANA by KATHERINE BITZ FORSMAN A professional paper submitted to the Graduate Faculty in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION with concentration in Elementary Administration Approved: Head, Major Department Chairman, Examining Committee — Gradba^e'Dean MONTANA STATE UNIVERSITY Bozeman, Montana August, 1971 iii ACKNOWLEDGEMENT The investigator wishes to express heartfelt gratefulness for assistance from others in making possible the accomplishment of this professional paper: 1. To Dr. Harold A. Wenaas, Great Falls Superintendent of Schools, in granting permission for the survey to be taken and for use of the data processing service, as well as for his personal encouragement 2. To District Administrative Assistant, Jacob Block, for his information on related literature and his arrangement for duplicating and distributing the survey forms 3. To Nick Cetto for the tremendous time-saving assistance with data processing very graciously provided 4. To Owen H. Nelson, Director for Member Special Services of the Montana Education Association, for informative results of his research 5. To Herman Tushaus for providing most pertinent related literature from his State Department of Instruction office which disperses federal funds, as for pre-service training of aides under the Education Professions Development Act 6. To the investigator's building principal, R. Keith Thomas, for his willing cooperation and continuous moral support iv Acknowledgement (continued) 7. To all aides, principals, and teachers in the local elementary schools who willingly gave of their time to respond to the survey requests 8. To friends and family for their encouragement 9. And especially to Montana State University advisor, Dr. Willis S. Vandiver, for his superior instruction, guidance and patient understanding. V TABLE OF CONTENTS Page LIST OF TABLES viii ABSTRACT . . ix Chapter I. INTRODUCTION 1 Statement of the Problem 2 Need for the Study 2 General Questions to be Answered 3 General Procedures 4 Assumptions and Limitations 4 ' Definition of Terms 5 Summary ..... 6 II. REVIEW OF RELATED RESEARCH 8 Need for Definition of Tasks 9 Training and Qualifications of Aides 11 Classification and Supervision of Aides 12 Duties Most Frequently Performed 14 General Conclusions as to Values of the Teacher-Aide Program . 15 Summary 16 III. PROCEDURES 18 (Continued on Following Page) vi Chapter Page III. PROCEDURES CONTINUED Population Description 18 Data Collection and Analysis 19 Accuracy Precautions and Organization of Data . 19 Summary 20 IV. RESULTS OF INVESTIGATION 21 Survey Population and Percentage of Response ... 21 General Benefit Derived and Improvement in Instruction Noted 21 Increase in Administrative Duties 23 Reaction of Students and Rise in Teacher Morale 23 Time Saved for Teachers and How It Was Used .... 24 Teacher Expectation from Aide Assistance ..... 25 Most Helpful and Most Frequently Performed Aide Tasks 26 Training of Aides 28 Instructionally-Related Tasks Which Should not be Performed by Aides as Non-Certi- fied Personnel 29 Individual Building Programs 31 Organization of Building Programs 32 Supervision of Aides 32 Building Orientation and In-Service Training . . 33 vii Chapter Page IV. RESULTS OF INVESTIGATION CONTINUED Directions for Discipline of Children 33 V. CONCLUSIONS AND RECOMMENDATIONS 35 Conclusions 35 Recommendations to the District . . 37 SELECTED BIBLIOGRAPHY 40 APPENDIXES 41 A. Cover Letter for Questionnaires 43 B. Questionnaire Forms 45 C. Teacher Aides Employed in Montana School Districts for 1970-1971 by Montana Education Association 61 D. MEA's Report of State Department Guidelines 64 viii LIST OF TABLES Table Page 1. Estimates of Improvement in Instruction by Returning Principals and Teachers 22 2. Teacher Ratings of Quality and Amount of Aide Assistance 25 3. Aide Tasks Which Are Most Frequently Performed and Most Helpful 26 4. Instructionally-Related Tasks Which Should not be Performed by Aides as Non-Certi- fied Personnel 30 ix ABSTRACT This investigation evaluated the effectiveness of the teacher- aide program which has been in operation slightly more than one school term in the elementary schools in Great Falls, Montana. Over 86% of the returning teachers, aides and principals responded to the opinion surveys which were presented to them. The results show that over three-fourths of the responding personnel felt that the program was very beneficial. There was a +.87 coefficient correlation of agreement between teachers and principals that instruction was at least somewhat improved due to the use of aides. Over 65 percent of the teachers and aides felt that students reacted quite favorably to the aide service. Although there was much variability among buildings, time was saved weekly for the teachers due to the use of aides. In addition to a 30-minute duty-free lunch period, teachers were using the extra time for preparation for classes and to give more individual help to children. For the most part, teachers' expectations of the aide program were met and aides performing those non-instructional duties which teachers considered most helpful. A high co-efficient correlation of +.93 existed in agreement between teachers and principals as to which instructionally- related tasks aides should not be permitted to perform. A special summer session training program for the aides was held along with building orientation and in-service in all except two of the buildings This training appeared adequate for services rendered by the aides. The investigator therefore concluded that the teacher-aide program was beneficial and effective insofar as it could be measured by opinions of involved personnel. Since teachers' expectations were met, the training must have been appropriate for demands. However, expanded use of aides to perform instructionally-related tasks would likely require a comprehensive and continuous training program which the district would have to develop through its adult education or vocational program. Chapter I INTRODUCTION An investigation concerning the effectiveness of the teacher- aide program in the elementary schools in the Great Falls Public School System, District Number One, Great Falls, Montana, is very timely. The program has been in effect since September, 1969. Background as to how th;-. program was initiated will likely prove helpful to the reader in understanding procedures and limitations determined by the investigator of this study. Funds to cover salaries of the aides were obtained as a result of negotiations between the Great Falls Education Association and the Board of Trustees of School District Number One. Teachers' objectives in this portion of their negotiations in¬ cluded the provision for a thirty-minute, duty free lunch period for all elementary teachers as well as release time from non-professional duties to whatever extent could be additionally provided with the available funds. This auxiliary help was to enable the teacher to gain more time for preparation which, hopefully, would result in improved instruction. Qualifications for screening applicants were mutually determined by three elementary principals who had been designated to employ the needed personnel and to direct the training sessions. Arrangements for the distribution of aide-hours of service to 2 the individual buildings and organizational plans were made by a city¬ wide committee composed of elementary principals and teachers appointed by Superintendent Dr. Harold Wenaas. No specific list of tasks which aides should, or should not perform was outlined by the committee, but the suggestions for instructional and non-instructional duties, which were distirbuted by State Department of Instruction, were recommended for use as guidelines in the individual buildings. Statement of the Problem The purpose of this study was to investigate the believed worthiness of the teacher-aide program in the elementary schools of Great Falls, Montana, as viewed by the teachers and principals A secondary purpose was to determine how the aides should be used. Need for the Study This study was important for determining how the building pro¬ grams were organized, what tasks the aides performed, how much time the principals and, possibly the office secretaries, were spending admin¬ istering and supervising the program, and how much additional prepar¬ ation time the teachers were receiving. The investigation, then, was important for detecting the strengths and weaknesses of the aide program. Also, the School Board was one of the first in the state to acknowledge, by allocating funds for an aide program, that additional 3 preparation and teaching time was badly needed by the local elementary teachers. Therefore, according to the investigator’s opinion, they have earned the right to know how effective the aide program was and whether the funds put into it were well spent. The NEA Research Bulletin (March, 1970:12) states the purpose for an aide program and, therefore, its importance for study: ....Aides are providing services in many non-instructional activities--activities which are relieving the classroom teacher to do the job for which he is trained, that of teaching the nation's children. General Questions to be Answered 1. Are these teachers’ objectives in using teacher aides being realized: relief from bus, playground and lunchroom duties, relief from clerical tasks such as duplicating seatwork, class lists, record¬ ing heights, weights and Snellen Eye Chart readings, collecting and counting money? 2. Do teacher aides meet the expectations of teachers as the teacher sees it? 3. Do teachers feel the amount of aide help is sufficient? 4. How well do the pupils or students that aides supervise, in place of the teacher, accept the aides? 5. Is there some agreement between teachers and principals as to which tasks aides can perform more successfully than others? 6. How is the aide program organized in the building in 4 reference to their duty and time schedule, building orientation, whether they are supervised directly by the principal, principal and teachers, or whether the office secretary has been delegated to supervise the aides? General Procedure Questionnaires were designed to collect information on opinions from principals, teachers and aides experienced in, and directly associated with, the aide-program. Results of the opinion survey were evaluated to determine which recommendations for School District Number One could be made. Assumptions and Limitations The scope of the study included consideration of information collected regarding worthy use of those aides trained and employed for elementary-teacher assistance in the elementary schools in School District Number One during or since the summer of 1969. Personnel invited to express their opinions were experienced aides, teachers and principals. The following personnel were excluded from the survey: (1) in¬ experienced teachers and aides (except for commenting on the program in general), (2) past and present lay volunteer aides and lay volunteer resource persons, (3) library aides provided under the library budget, (4) teacher assistants serving as tutors in the remedial reading program 5 of the junior high schools, and (5) full-time aides or teacher assist¬ ants in the Head-Start and Follow-Through programs who are also paid from a separate budget. Due to the appreciably larger amounts of money which would have had to be taken into consideration and, therefore, due to the economic impracticability at the present time, no comparisons were made (1) between the desirability of the use of additional specialized instructors in physical education, music and art in contrast to the use of the teacher aides nor (2) of the preference of teachers having smaller classes in contrast to their preference of larger classes with part- time aides. Training of experienced aides was taken into account to determine how much training they have had and whether they feel more training or orientation is needed. Definition of Terms For the purposes of this paper, the following terms have been identified as described in this section: Teacher aides. They are the auxiliary personnel hired to per¬ form various tasks which, in essence, are meant to be of assistance to the teachers in educating children (National Elem. Principal, May, 1967) The terms "auxiliary help", "auxiliary personnel", and "teacher aides" were used interchangeably. Any additional terms are defined if and when used. 6 Effectiveness, This term is defined as the worthwhileness attached to the aide services according to the opinions of the teachers, principals, and aides experienced in the program. Instructionally-related tasks. These tasks of aides include such duties as working with an individual child or small groups of children who are in need of extra help, as in the case of the child who has been absent. Direction and guidance must be planned by a certified teacher. Definitely to be excluded, for example, would be the pre¬ sentation of a new concept to an entire class. Non-instructional tasks. Duties pertaining to non-instruction may include housekeeping chores, supervision of halls, lunchrooms and playgrounds, bus duty, clerical assistance, preparing and removing ordered visual-aid equipment, and locating definitely assigned resource and library materials or art supplies. "Any hard and fast list of auxiliary duties could create a wrong impression because such assignments should be conditioned by the needs of a given teaching situation" (Nat'l. Elem. Principal, May, 1967:8). Summary The investigation into the effectiveness of the elementary school teacher-aide program planned for this paper was aimed to become an instrument of potential usefulness for School District Number One, Great Falls, Montana. Principals, teachers and aides experienced in the 7 relatively new program for teacher assistance were contacted to survey their opinions regarding several aspects of the program: how well students accept the aides in place of their regular teachers, whether teachers feel aide services are of satisfactory quality and adequate to them in amounts of time provided,’ whether aides have received adequate training and orientation, which tasks can, or cannot, be successfully performed by aides and which they have been doing, how the building supervision of the program is handled, and suggestions for future changes in the program. Chapter II REVIEW OF RELATED RESEARCH Most of the related literature on teacher-aide programs which is pertinent to this study is dated since 1965. However, Clearing House (Dec., 1967) contains the statement that school systems have been experimenting with the uses of auxiliary personnel since results of the Bay City Study (1948) have been made known. The investigator noted in studies reviewed that about the time of the Ball State University Study (1966-1967) in Indiana, studies began to show more sophistication, detail and control in research performed, as well as being available in increased numbers. Size of studies has also increased until the most recent, PREP-12, (1969), which was prepared through the U.S. Office of Education, is a nation-wide compilation of studies regarding teacher aides. All of the more recent studies reviewed were financed with federal funds with the exception of Ruth DeHart's Gulf Coast Study, Houston, Texas (1968). The Sears-Roebuck Foundation was her sponsor¬ ing agency. The marked increase in the number of teacher-aide programs in operation within the last few years has been due, to a large extent, to the support in federal funds made available from the Elementary and Secondary Education Act, the Manpower Development and Training Act, the Education Professions Development Act, the Economic Opportunity act, and others (PREP-12, 1969). Increases in the use of aides are 9 illustrated in the New England Education Assessment Project (1967) for the period between 1961 and 1967: Connecticut's school systems with teacher aides grew from 2 in 1961 to 58 in 1967, Maine: from 1 to 73, Massachusetts: from 0 to 52, New Hampshire: from 5 to 19, Vermont: from 4 to 23, and Rhode Island: from 0 to 5. Attention in this review of research was given to the following areas : 1. Need for Definition of Tasks, 2. Training and Qualifications of Aides, 3. Classification and Supervision of Aides, 4. Duties Most Helpful and Those Most Frequently Performed, and 5. General Conclusions as to Values of the Teacher-Aide Program. Need for Definition of Tasks Studies dated within the last five years, and reviewed by the investigator, presented a very wide range of lists of duties which the aides in their groups were permitted to perform. The numbers of duties ranged from 27 up into the hundreds. (A sample list is, therefore, not reproduced here. Tasks pertinent to this study are handled in a more concise manner on page H.) Lack of guidelines to define tasks and personnel names was bitterly criticized by Laura and Daniel Tanner (May, 1969). They urged state legislatures to establish guidelines for limitations regarding 10 aide functions and employment to aides. Ten states had such laws in 1969. The Office of Education, through PREP-12, later in 1969, attempted to respond to the criticisms by presenting some general guidelines as to the basic types of aides: the instructionally- related, administrative and clerical, and community-social service. Of concern to this study are those relating to instruction, clerical and to the monitoring and supervising portions of the administrative. With the exception of questioning whether aides should have access to confidential records (Instructor: Feb., 1969) all studies reviewed, including the PREP-12 (1969) report, agree that tasks relating to clerical work, supervision of halls, lunchrooms, playgrounds, or bus¬ loading, and overseeing and storing supplies may be performed. Disagreement exists as to what extent aides should be per¬ mitted to perform professional functions and whether they should carry out disciplinary measures. According to the PREP-12 Study (1969), both teachers and aide: in the Los Angeles area felt that aide assist¬ ance with discipline was very helpful. This same study also recom¬ mends that careful and crucial consideration be given as to the amount and kind of professional supervision, including discipline, and, also, that "the diagnosis of educational needs and the planning and design of programs and procedures to meet those needs is a professional function," (PREP-12, 1969:4). 11 Training and Qualifications of Aides Since sophisticated training programs have been successfully developed and are available to the reader, this area of teacher-aides was given only minor attention in this study. As stated above, should the Great Falls aides feel that the training program is inadequate, a related study could be made on this phase at a later date. A summary of the literature on this area of the aide program is included here for the benefit of the reader. Formal training of career progression is being developed by several educational institutions in the nation, usually in junior colleges, with programs designed toward fulfilling specific needs of the aides. Some areas provide special summer training. In federally New Careers programs, aides spend part of their time in formal educa¬ tion courses and part on the job. They are paid for both. (PREP-12, 1969). The Bank Street College Study (Bowman and Klopf, 1968) suggests several steps in career development according to qualifications and responsibilities involved: Aides--concerned with all school activities both in and out of the classroom, but performing routine functions such as clerical, monitorial and custodial duties. For such aides, no specified education would be required, and training would be a brief orientation. Assistants--concerned with all school activities, but 12 having a closer relationship to the instructional process, making home visits, and the like. A high school education or equivalent is suggested, with in-service training on a work-study basis while functioning as an aide. Associates--having more responsibility with less supervision. An A.A. degree or 2 years of equivalent college work is suggested, with the possibility of acquiring the required education while employed as an assistant in a work-study program. Teacher-intern--more involvement in diagnosis and planning than in the previous cases. A bachelor's degree and enrollment in a teacher education course leading to certification are suggested. Minneapolis, Minnesota, Public School System has a similar plan of formal training development in three levels (PREP-12, 1969). The MacMillan Co., in its letter to administrators (March, 1969) promotes its "Teacher Aide Training System" with the claim, "training is the key". Classification and Supervision of Aides Classification of aides lends itself most closely to the definition of tasks in the studies reviewed. It also overlaps with training and qualifications. Minneapolis (PREP-12, 1969) placed their aides on three levels "Aide I" level allows for limited talents and aide skills which re¬ quire supervision. Levels II and III each accept increased respon¬ sibilities, respectively, up to and including, substitute teaching for 13 certified aides. Tasks are performed according to qualifications and aide skills. , Bowman and Klopf (Dec., 1968) in New York classified duties of aides into three '’clusters". The first group is tasks related to and supporting instruction, the second is general routine and task- oriented, rather than pupil-oriented, clerical, monitorial and escorting, and the third consists of items, as disciplinary tasks, which may be inappropriate or of doubtful value. In the earlier Bay City Study (Briggs, 1948) in Michigan special skills of individual aides and skills desired by teachers were being taken into consideration when placing these persons in class¬ rooms. Their findings indicated that careless administration could be a very possible danger. The project at Wilmington, Delaware (Instructor, Feb., 1969) provided special guidelines for its teachers which included such items as handling confidential records, encouraging aides to have direct contact with the children, and allowing aides to correct only objective tests for which directions and keys were provided. This report also stressed the value of pre-planning with teachers providing definite classroom schedules for the aides. Except for the Tanners (Educ. Leadership, May, 1969), other investigators agree with DeHart (1968) in her recommendation that definitions which outline specifics must not be overemphasized or 14 rigidity results. Flexibility is necessary to provide for the needs of the individual school system, she concluded. This is what the trend appears to be but the investigator believes that more re¬ search is necessary to verify the above recommendations. Duties Most Frequently Performed Duties which were listed in several studies as those most frequently performed are given below for the purpose of comparison. Much similarity is noted. The five most frequently performed task's in the Six-Statu New England Study (1967) cle ical and duplicating tasks, helping to supervice the playground, housekeeping chores and bulletin board arrangements, helping with supervision of the lunchroom, and helping the individual child. The PREP-12 Study (1969) presents the following information from the State of California: duplicating was the most frequently per¬ formed duty in 68 percent of the elementary schools; supervising lunchrooms was next frequent in 62 percent of these schools; typing class materials 61 percent; helping with all-purpose room activities 58 percent; correcting tests (types not specified), workbooks and homework, 55 percent; reading aloud, 55 percent; field trips, 52 per¬ cent; and helping with clothing, 51 percent. In Los Angeles, specifically, instructional duties, materials 15 and supplies, and record-keeping were activities which the aides in¬ dicated they had performed most frequently. These, together with types of supervision, were listed by both teachers and aides as the most helpful functions, (PREP-12, 1969). Bowman and Klopf (Dec., 1968) showed that teachers in New York City responded similarly to Los Angeles teachers as to which tasks are most helpful. Of particular interest are the facts that, although instruct- ionally-related functions are not exactly defined, wherever they are performed, they are considered to rank high as to helpfulness. From studies noted it would appear that aides are performing most frequently the tasks which are indicated by teachers as being the most helpful. Lists of recommended duties by teachers made for the Six- State New England Study (1967) are also similar to those above. General Conclusions as to Values of t)>e Teacher-Aide Progra! • Studies reviewed, with the exception of the one at Ball State Univ. (1967), rated the aide programs in general evaluation as very effective. Responses were divided as to whether or not their program was valuable at Ball State. For example, Los Angeles (PREP-12, 1969), received the following as the highest ratings in its responses from elementary schools: added instructional time for teachers, reduction of discipline problems, and improvement of pupil-learning skills. Gartner (June, 1969:19), in a document prepared for the New 16 Careers Development Center in New York City, reported: A study of 4,904 paraprofessional teacher aides working in Wayne County, Michigan, under Title III ESEA funds shows that the paraprofessional is viewed by school administrators and teachers as effective in improving student education, this despite the fact that of the 250 tasks performed by aides, most are monitorial and clerical in nature rather than instructional. The Montana Education Association Special Services Department included in its August, 1970, information bulletin on "Personnel Policies" a brief list of guidelines which the State Department of Instruction distributed to local administrators.in 1968. The MEA Special Services Department also included a compilation of total numbers of aides employed in all Montana school districts for 1970- 1971. (For both the guidelines and list of employed aides see Appendixes, C and D Pages 61-64.) Summary Reviews of related research point to the fact that problems do exist in the rapidly spreading use of auxiliary personnel, especially in regard to the specification of tasks. A few more years of intense investigation may help to solve more of the problems. Setting up formal educational programs designed specifically for aides in local areas is one step in the right direction. Reviews indicate that in general evaluation, the programs are proving to be effective, especially in the areas of improvement of 17 learning skills and in providing added preparation and instructional time for teacher. Emphasis of this review was placed on information regarding aspects of the teacher-aide functions and performance. Chapter III PROCEDURES Information has been collected regarding the worthiness of the teacher-aide program of the Great Falls Elementary Schools. An attempt has been made to determine which instructionally-related tasks can be successfully performed by the aides. The information was collected by presenting questionnaires in an opinion Survey to elementary teachers, principals and aides who are experienced in the program and who are currently employed in the school system. This chapter explains the population description, data collection and analysis, and procedures for organization of data. Population Description Sixty aides, 325 elementary teachers and 19 elementary princi¬ pals, currently employed in the Great Falls School System, who have also had experience with the aide program for part or all of the 1969- 1970 school term, composed the population, which was used in the study (The reason for this was so that each principal may have access to complete information from his own personnel as well as to results of the entire study.) Two first-year principals were included in answering the items pertaining to which instructionally-related tasks should be performed by aides, for supervision descriptions, and comments and recommenda¬ tions . 19 Data Collection and Analysis The reader is referred to the Appendix to view the separate forms of the written questionnaires which the investigator prepared and distributed. The investigation was co-sponsored by the Elementary Education Department of Montana State University and the Great Falls Public School System. Use of the entire population, those experienced in the aide program, was helpful in controlling variables and being confident of validity. Also, the questions were phrased in such a manner as to minimize unexpected variability in responses. Accuracy Precautions and Organization of Data To insure accuracy the data was processed by computer at the Great Falls High School. Statistical correlations were computed there to show the coefficient correlation of: (1) the agreement between principals and teachers on the amount of improvement noted in instruct ion and (2) the amount of agreement on which tasks aides should not be permitted to perform. Tables or summaries show the percentages of opinions regarding general benefit derived from the aide program, the increase in administrative duties, reaction of students to the use of aides, time saved for teachers and how it was used, teacher expecta¬ tions from aide assistance, the most helpful and most frequently per¬ formed aide tasks, and the training of aides. 20 Summary To evaluate the teacher-aide program in Great Falls, Montana, separate forms of written questionnaires were distributed to 60 aides, 325 elementary teachers and 19 principals, each of whom is experienced with the aide program. These persons made up the population in addition to two first-year principals who were asked to respond to the items pertaining to which instructionally-related tasks aides should not perform, to organization and supervision descriptions, comments and recommendations. The investigation was made primarily to determine whether the aide program was beneficial and effective. Data was organized in table and summary forms to relate find¬ ings and comparisons of results. « Chapter IV RESULTS OF INVESTIGATION Findings of the opinion survey, which was conducted in the Great Falls Elementary Schools in September, 1970, regarding the effectiveness of the teacher-aide program, are reported in this chapter. Survey Population and Percentages of Responses The instrument was presented to the returning personnel population which included 60 aides, 325 elementary teachers and 19 elementary principals. In addition, two first-year principals were invited to respond to just the items pertaining to the tasks they felt aides may or may not perform, their building organizations and super¬ vision descriptions, and comments. The percentage of response from each group is indicated below: Number Number Percentage contacted responding of return Aides 60 55 92% Principals 21 21 100% Teachers 325 282 87% General Benefit Derived and Improvement in Instruction Noted Seventy-four percent of the principals, 75 percent of the responding teachers and 93 percent of those aides who responded rated the program as "very beneficial". Complete percentage tabulations 22 follow: Aides Principals (55) (19) Teachers (282) 75 21 Rating Very beneficial 93 74 Somewhat beneficial 5 26 Slightly beneficial - - 2^ Of no benefit - No response 2 1% Seventy-eight percent of the teachers and 79 percent of the returning principals estimated improvement in instruction due to the ufee of aides was more than a slight improvement. 26 percent of the teachers felt their instruction was "greatly improved" due to this use. The correlation coefficient of agreement between teachers and returning principals is +.87. Table 1 Estimates of Improvement in Instruction by Returning Principals and Teachers Percentages Amount of Improvement Teachers Principals Greatly improved 26 - Somewhat improved 52 79 Slightly improved 12 16 23 Table 1 (continued) No improvement noted 8 5 No response 2 - ci The correlation of agreement on improvement is +.87. Increase in Administrative Duties The 19 returning principals estimated the extent of increase in their administrative duties due to the use of aides to be: Estimated Increase Percentage of Principals 0 - 5 percent 42 6-10 percent * 42 11 - 15 percent 16 - 20 percent 10 More than 20 percent 5 Reactions of Students and Rise in Teacher Morals Teachers and aides observed how the students reacted to the aide services which had previously been performed by their teachers. Approximately two-thirds of both the aides and teachers felt students reacted "mostly positively" while the other third felt reactions were "Partly positive and partly negative", as is shown here: 24 React ion Percentages of aides Percentages of teachers Mostly positive 69 66 Partly positive and partly negative 29 33 Mostly negative - - No response 2 1 Seventy-four percent of the principals noted "very much" of a rise in teacher morale due to the use of aides. The other 26 percent noted it as "somewhat". Time Saved for Teachers and How It was Used Percentages of teachers, as listed to show the estimated amount of time saved weekly due to the use of aides, reveal a wide range of variability: Time Saved Weekly Percentages of Teachers 0 - 24 minutes 6 25 - 49 minutes 15 50 - 74 minutes 20 75 - 99 minutes 18 100 - 120 minutes 21 121 - 300 minutes 15 Other and no response 5 The 30-minute duty-free lunch period was prescribed by the School Board to have first priority for use of time saved. Two other 25 principal uses made of this time were in preparation for classes and in giving individual help to students. Teacher Expectations from Aide Assistance The quality of aide services performed for teachers was rated by 97 percent of them as "fair" or "high", while the amount of assistance was considered "just adequate" or "very adequate" by a total of 84 percent (42 percent to each rating) of the teachers.ratings. Table 2 contains these tabulations. Table 2 Teacher/Ratings of Quality and Amount of Aide Assistance Rating Percentages of teachers Quality: High 62 Fair 35 Poor 1 No response 2 Amount: Very adequate 42 Just adequate 42 Inadequate 14 No response 2 26 Most Helpful and Most Frequently Performed Aide Tasks A list of aide tasks or duties were ranked in order by the aides to show the five tasks most frequently performed. The five most helpful tasks to teachers were ranked by them and determined from an identical list. Results show, as can be noted in studying Table 3, that aides in the Great Falls Elementary Schools are most frequently performing the duties which teachers consider to be most helpful. Three duties were rated outstandingly high by both teachers and aides. These are playground supervision, lunchroom supervision, and clerical, which In¬ cludes such tasks as duplicating and recording. . (Some aides perform less than five types of tasks.) Table 3 Aide Tasks Which are Most Frequently Performed and Most Helpful Aide Task or Duty Percentages rating task among 5 most frequently perform¬ ed (aides) Percentages rating task among 5 most helpful (teachers) Supervision of lunchroom 96 94 Supervision of playground 98 94 27 Table 3 (continued) Aide Tasks which are Most Frequently Performed and Most Helpful Aide Task or Duty Percentages rating Percentages rating task among 5 most task among 5 most frequently perform- helpful (teachers) ed (aides) Clerical, including duplicating (and registers) 92 (and 1) 94 Collecting and counting money 24 28 Bulletin boards and housekeeping chores 36 27 Preparing visual and resource materials 35 41 Individual child help directed by teacher 6 12 Small group drill or supervision directed by teacher 22 16 Correction of ob¬ jective tests under direction of teacher 22 32 Correcting workbook materials 15 13 28 Table 3 (Continued) Aide Tasks which are Most Frequently Performed and Most Helpful Aide Task or Duty Percentages rating Percentages rating task among 5 most task among 5 most frequently perform- helpful (teachers) ed (aides) Other: Bus duty 3 2 Preparation of art materials 9 3 Supply room, 3 Weights, Measures, visions Training of Aides Seventy-eight percent of the 55 aides responding had partici¬ pated in the 1969 special summer training session which was provided by the School District prior to the initiation of the aide program. Fifty-three percent recognized having had some type of building orientation. (According to comments received from the principals, building orientation had been conducted in all except two of the buildings. If the orientation was of an informal nature, it is possible that some of the aides did not recognize the orientation as such.) Thirteen percent had received specific aide training in places other than Great Falls and 7 percent were formerly certified to' teach in elementary schools. Thirteen percent felt additional training was 29 necessary and 84 percent did not. (Three percent did not answer the question.) Instructionally-Related Tasks Which Should not Be Performed by Aides as Non-Certified Personnel Responses of teachers and Principals, which include the 2 first year principals, appear to show some agreement as to which tasks aides should not perform. A +.93 coefficient correlation of agreement was determined to exist between these two groups. More than 50 percent of both teachers and principals felt that the aides, as non-certified personnel, should not perform these tasks: substitution in the teacher's absence from the building for as much as one-fourth school day, correction of students' original writing or answers to essay questions, and independent correction of objective tests. Others listed by respondents included initial instruction and administration, as of intelligence or standardized tests. See Table 4 on the next page. 30 Table 4 Instructionally-Related Tasks Which Should Not be Performed by Aides as Non-Certified Personnel Instructionally-related task not to be performed3 Percentages of teachers3 Percentage: Principals Substituting in teacher's ab¬ sence from building for not more than one-fourth day 55 52 Supervision of whole-room acti¬ vities while teacher is in building but out of class¬ room for short periods when so directed by principal 28 43 Supervision of whole-room acti¬ vities under direction of teacher and in his presence 43 38 Small group drill or supervision directed by teacher and in his presence 7 14 Correcting students' original writings of themes, essays, and similar work 82 95 Correcting tests with essay questions 82 95 Correcting objective tests independently 31 62 Reading aloud 8 14 31 Table 4 (continued) Instructionally-Related Tasks Which Should Not be Performed by Aides as Non-Certified Personnel Instructionally-related task not to be performed3 Percentages of teachers3 Percentages of Principals3 Correcting objective tests under direction of teacher, with keys provided 5 19 Correcting workbook materials 12 33 Working with individual students (As following absenses or when new to class) 11 14 Recording information on permanent records 22 38 Others: included no initial instruction, no adminis¬ tration, and no handling of confidential material - - Correlation of agreement was high: +.93. Individual Building Programs Open-ended questions relating to organization and supervision of individual building programs, orientation and in-service training pro¬ vided by individual buildings, and directions concerning disciplining of children by aides were directed to the principals. Information 32 collected from their responses are summarized below by the investigator. Organization of Building Programs. Either entire staff or grade-level representatives were involved in most of the buildings. In the two buildings in which the original plan was set up by the principal, each followed suggestions and requests made by his teachers and involved them in later changes. One building's plan was arranged by a committee of teachers and the principal and was then approved, following recommended changes, by the entire faculty. The aide pro¬ gram in this building has been evaluated twice since it was initially put into effect in an effort to increase utilization of the aides in classrooms. Altogether, three building reports mentioned having evaulated their building programs. Supervision of Aides. In five buildings the teachers, either directly or through grade-level decisions, assign tasks to the aides. This applies especially to room or grade-level tasks. In a majority of the buildings the assigning of tasks is a cooperative effort of teachers and principal, with the principal acting as a "clearing agent" and sometimes drawing final conclusions on vital matters affecting the entire building. The extent to which the office secretary is involved is giving assignments to aides, for the most part, covers delivery of the principal's directives, assignment of clerical duties, or assisting in 33 the procedures for accomplishing the clerical assignment (as in operation of ditto machines). Seven principals reported no involve¬ ment of the office secretary with aide supervision. Building Orientation and In-Service Training. With the exception of two schools, building principals reported that they held pre-service training for the aides in their respective buildings. One principal stated this omission was due to the inability to schedule time for the training and the other felt that the city-wide training program (summer, 1969) had covered all areas pertinent to that building's situation. However, all principals reported that they had in-service training, meetings, or guidance. Just one reported he had pre-service meetings together with both sides and faculty represen¬ tatives . Topics usually covered in building training sessions and reviewed in in-service meetings include: the duty and time schedule itself, building philosophy and procedures, discipline and handling of children, demonstrations for use of office machines and projectors, acquaintance with personnel, professional ethics and behavior, and assurance of conferences with the principal for obtaining necessary assistance throughout the yeai. Directions for Discipline of Children. Principals were con¬ sistent in directions which were given teacher aides regarding the handling of children. Generally, aides were asked to be firm, fair,to 34 limit themselves to verbal correction, to be observant in anticipating and preventing problems, to refer difficult problems to the teacher or principal, and to ask for advice when needed for particular situations Chapter V CONCLUSIONS AND RECOMMENDATIONS This chapter contains the investigator's conclusions and interpretations which were drawn from the findings of the study to determine the effectiveness of the teacher-aide program in the elemen¬ tary schools in Great Falls, Montana, based on opinions of the personnel who were experienced in the program. Percentages of the opinion survey forms returned were sufficient for investigation purposes: aides returned 92 percent of the forms, principals, 100 percent, and teachers returned 87 percent. The study, based upon responses to the questions, determined that the aide program was believed to be effective and beneficial to the total elementary education program. Conclusions Considering that personnel who were contacted viewed the aide program as beneficial and that principals stated their administrative duties were definitely increased due to the operation of the aide program, the investigator concluded that responses, as to how beneficial they rated the program, were reliable. In addition, aides and teachers felt that student reactions to aide services were, for the most part, positive. That almost three-fourths of the principals observed very much of a rise in the morale of their teachers indirectly showed effectiveness of the program. 36 This study also established that, although the amount of time saved for teachers covered a wide range of variability, the aide program was effective in saving valuable time for teachers. They and their principals agreed that they believed instruction had improved, due to the use of aides, after there was more time for preparation-- an important objective realized. Relief shown from non-instructional duties such as bus, playground, and lunchroom supervision, as well as from clerical tasks, confirmed this belief. Teachers also felt the aide assistance received was of high quality and that the amount of help was adequate. The fact that teachers used the time saved for them, additional to the duty-free lunch period prescribed by the Board of Trustees, for preparation and for giving additional individual help to children added merit to the effectiveness of the program. So did the trend in individual buildings toward seeking fuller utilization of aides by using them for classroom assistance as much as time allowed. If the aide program was considered to be effective and bene¬ ficial, as above findings indicate, the summer training session in 1969, together with building orientation and the provision of continued build¬ ing in-service, must have been appropriate for most of the tasks which aides performed. (Some classroom training and practice were built into the pre-service session.) Although principals were slightly more cautious in assigning instructionally-related tasks than were teachers, they generally agreed 37 that an aide must be appropriately qualified before being permitted to perform these tasks. The conclusion may be drawn that the higher the degree of professional training required to successfully perform a task, the less likely that either principals or teachers would have assigned that task to non-certified personnel. The investigator further concluded that principals' responses indicated widespread involvement of staff members in the individual building programs and the need for more.definitely placed and coordinated responsibility for the aide program. Recommendations to the District The investigator concluded that the teacher-aide program was effective and beneficial, but that wise decisions made by the school district would assist in improving the program. Recommendations for School District One, relative to changes, are as follows: 1. That the aide program be continued and expanded to cover the performance of all outside duties, lunch-time duties, and as many clerical tasks as possible. 2. That the district make the decision of whether to provide training for various levels of instructional aides and to increase their use in classrooms or whether to expand the use of specialized teachers in physical education, music and art. 3. That the district provide annual and continuous appropriate in-service and post-service training, either through its vocational or 38 adult education program. 4. That the district consider whether the responsibility for supervision of the aide program in each building should be more specifically determined. 5. That the decision be made as to whether a district hand¬ book of general guidelines for the use of aides be prepared for all buildings. 6. That the district consider whether a city-wide coordinator of building programs and supervisor of aides is needed or whether the program should continue to be determined individually by each building's personnel. SELECTED BIBLIOGRAPHY 40 SELECTED BIBLIOGRAPHY Ball State University Study, 1966-67. Described in Utilizing teacher aides. Clearing House, Dec., 1967:229. Fairleigh Dickinson University Press, Teaneck, N.J. Bowman, Garda W. and Klopf, G.J. Dec., 1968. New careers in the American school. 256 pp. Bank St. Col. of Educ., Washington D.C. Briggs, Paul W., 1948. Report on the Bay City, Mich, teacher aide experiment. Educ. Encyclopedia, 1961:406-408. Prentice-Hall, Inc., Englewood Cliffs, N.J. DeHart, Ruth, 1968. Parometers of the teacher aide role: a study of teacher aides in selected gulf coast school districts. 47 pp. Supported by Sears-Roebuck Foundation. Gulf School Research Development Ass'n., Houston, Texas. Gartner, Alan, June, 1969. Do paraprofessionals improve human services: a first critical appraisal of data. 44 pp. For U.S. Office of Educ., by New Careers Dev. Center, New York Univ., New York, New York. Instructor, Feb., 1969. Plans from Wilmington, Delaware, for using teacher aides. 78 (6):60-62. National Elementary Principal, May, 1967. Auxiliary personnel in the elementary school. 46 (6):6-52. Dept, of Elem. Principals, Nat'l. Educ. Ass’n., Washington, D.C. NEA Research Bulletin, March, 1970. Teacher aides in the public schools. 48 (1):11-12. Research Division, Nat'l. Education Association, Washington. D.C. Nelson, Owen, 1970. Teacher aides employed in Montana School districts 1970-1971. Mont. Educ. Ass'n., Helena, Montana. New England Education Assessment Project, 1967. Teacher aides in the classroom. 1-12. (Funded under Title V, Sec. 505, Elem. & Sec. Act of 1965) Providence, R.I. 41 Prep-12, 1969. Putting research into educational practice. Compiled by Dr. Carl H. Rittenhouse, Stanford Research Institute, Menlo Park, Calif. For U.S. Office of Educ., Washington, D.C. Tanner, Laura and Daniel, May, 1969. Educational Leadership. 26 (8) 765. Assoc. Supervision and Curriculum Dev., National Education Association, Washington, D.C. APPENDIXES 43 Appendix A: Cover Letter for Questionnaires Great Falls Public Schools Great Falls, Montana September, 1970 Dear Aides, Elementary Teachers and Principals: The teacher-aide program in our elementary schools has now been in effect for more than a year. A study is being sponsored in cooperation with the Elementary Education Department of Montana State University to evaluate this program. The enclosed instruments have been prepared by Mrs. Kay Forsman in partial fulfillment of a graduate professional paper and to present the School System with pertinent data for the evaluation and for possible improvements of the teacher-aide program. Your cooperation in spending from 10 to 20 minutes in answering the items on the form designated for your particular position will be much appreciated. Your personal views will be held in confidence. Do not sign the form. Aides and teachers currently working with our teacher-aide program for the first year are not to complete the form, but any comments or recommendations presented will be most welcome. Just identify as to building and position held. 44 Compiled information will be made available for each building after tabulations are complete. Please turn your answer sheets into the building office by Three o 'clock on Friday, October 2nd. Thank you. Dr. Harold Wenaas Superintendent of Schools 45 Appendix B: Questionnaire Forms Answer Sheet for Returning Aides (Name of Building) Complete this form by matching the questions on the Questionnaire and circling the one chosen code letter below or inserting numerals where requested. Please answer all of the questions to the best of your ability. Do not sign your name. Turn the answer sheet into the building office by 3 o'clock on October 2. 1. Code number for assigned building 2. Code letter for rating of teacher-aide program 3. 4. 5. a. b. c. d. Code letter for reaction of students to aides a. b. c. Five tasks most frequently performed (Label in priority order from 1 through 2*) If other, specify. a. b. c. d. e. f. g. h. i. j. k. 1. m. Code letter for pre-service training a. b. c. d. Code letter for training elsewhere a. b. If _a is circled, specify: 6. 46 7. Code letter for ever being certified to teach a. b. 8. Code letter for need of additional training a. b. 9. Answer only if a is circled in item #8. List areas in which you feel additional training is needed. 10. Comments or suggestions may be written on the back of this sheet. Thank you for completing it. 47 Questionnaire for Returning Aides Page 1 Circle the code letter or insert the numerals which correspond with your desired response according to the directions given for each question below. Place all responses on the answer sheet attached above. 1. Insert code number for assigned building on answer sheet. Code Code 11 Chief Joseph 22 Meadow Lark 12 Collins 23 Morningside 13 Emerson 24 Mountain View 14 Franklin 25 Riverview 15 Largent 26 Roosevelt 16 Lewis & Clark 27 Rus sell 17 Lincoln 28 Sacajawea 18 Longfellow 29 Skyline 19 Lowell 30 Sunnyside 20 Loy 31 Valley View 21 McKinley 32 Whittier How beneficial would you rate the teacher-aide program? Circle desired code letter on the answer sheet. a. Very beneficial b. Somewhat beneficial c. Slightly beneficial d. Of no benefit (Turn to next page.) 48 Questionnaire for Returning Aides Continued Page 2 3. What is the reaction of the students to the aides? Circle desired code letter on the answer sheet. a. Mostly positive b. Partly positive and partly negative c. Mostly negative 4. In priority order from to j>, rate the five tasks you believe to be performed most frequently. Insert the five number ratings on the corresponding blanks on the answer sheet. a. Supervision of lunchroom b. Supervision of playground c. Clerical, including duplicating d. Collecting and counting money e. Bulletin boards and housekeeping chores f. Preparing visual and resource material as determined by the teacher g. Helping an individual child who has been absent or is new to the class h. Drill or supervision of a small group of children as directed by the teacher. i. Correcting objective tests under the direction of the teacher (Turn to next page.) 49 Questionnaire for Returning Aides Continued Page 3 j. Correcting workbook materials k. Other (If other, specify on answer sheet in space provided) l. Other m. Other 5. What pre-service training have you had? Circle only one code letter on the answer sheet. a. The city-wide 1969 special summer training b. Only the orientation in own building c. Both of the above d. No pre-service training 6. Have you ever had any specific aide training elsewhere? Circle desired code letter on answer sheet. a. Yes b. No 7. Have you ever been certified to teach in elementary schools? Circle the desired code letter on the answer sheet. a. Yes b. No 8. Do you feel that additional training is needed? a. Yes b. No 9. and 10. See items 9 and 1_0 on the answer sheet and respond as requested there. Thank you. 50 Answer Shet #1 for Questionnaire to Principals Please complete this form by matching the questions on the Questionnaire and circling the code letter or letters for the response on this answer sheet. Responses are to be written in the spaces provided on Answer Sheet #2. Returning principals please complete all items. First-year principals begin with item #5 and complete the balance of the questionnaire. Do not sign your name. 1. Code letter for rating of teacher-aide program a. b. c. d. 2. Extent of improvement in instruction noted due to use of aides a. b. c. d. 3. Extent to which morale of professional staff has risen a. b. c. d. 4. Estimate of increase in administrative duties a. b. c. d. e. Estimate percent 5. Instructionally-related tasks which aides should not perform a. b. c. d. e. f. g. h. i. j- k. 1. If others, specify: m. n. o. (Turn directly to next page: answer sheet #2 to complete this form.) 51 Sheet 2 Answer Sheet Continued for Questionnaire to Principals 6. Briefly state how the aide program is supervised in your building as indicated by the questions below. Write your responses on this sheet. a. To what extent was your staff involved in setting up the aide duty and time schedule? b. Who assigns tasks to the aides? c. Is any building pre-service or in-service orientation offered aides who have been assigned to your building? If so, explain. d. Are any directions given aides concerning discipline of children and, if so, what are the directions? e. What proportion, if any, of the supervision of the aides is delegated to the office secretary? f. Any other pertinent information regarding organization and supervision of the aide program in your building? 7. Comments, suggestions and recommendations may be added on the back of this sheet. Thank you for completing this instrument. 52 Questionnaire for Elementary Principals Page 1 Returning principals please complete all items. First-year principals please begin with item #5 and complete the balance of the questionnaire. Place all responses on the answer sheets attached above. For the responses on this page, circle the desired code letter on the answer sheet. 1. How beneficial would you rate the teacher-aide program? a. Very beneficial b. Somewhat beneficial c. Slightly beneficial d. Of no benefit 2. To what extent do you estimate instruction has improved due to the use of aides? a. Greatly improved b. Somewhat improved c. Slightly improved d. No improvement due to this reason noted. 3. To what extent do you estimate the aide program has helped to raise the morale of your professional staff? a. Very much b. Somewhat c. Slightly d. No rise in morale noted. 4. To what extent do you estimate your administrative duties to be increased with the aide program in effect? a. 0 - 5% b. 6 - 10% c. 11 - 15% d. 16 - 20% e. More than (Turn to next page.) 52 Questionnaire for Principals Continued Page 2 5. All principals please answer this item. Circle code letters on the answer sheet corresponding to those instructionally-related tasks below which you feel should not be performed by aides as non-certified personnel. (Presume that the personal abilities and educational pre¬ paration of aides are taken into account before any assignment is made.) a. Substituting in teachers' absence from building (as to attend workshop or demonstration) for not more than one-fourth school day b. Supervision of whole-room activities while teacher is in building but out of classroom when so directed by the principal for brief periods. c. Supervision of whole-room activities under the direction of the teacher and in his presence d. Drill or supervision of a small group of children as directed by the teacher and in his presence e. Correcting students' original writings of themes, essays, and similar work f. Correcting tests with essay questions g. Correcting objective tests independently h. Correcting objective tests under direction of the teacher, vjith keys .. provided i. Reading aloud j. Correcting workbook materials k. Working with individual students (as following absences or when new to class) 1. Recording information on permanent records 53 Questionnaire for Principals Continued Page 3 m., n., o. Others All Principals 6. and 7. Please answer items j6 and _7 directly below questions on answer sheet #2. Thank you. 54 Answer Sheet #1 for Questionnaire to Returning Teachers Name of Building Complete this form by matching the questions on the Questionnaire and circling the chosen code letter or letters below or inserting numerals where requested. Place all answers on these answer sheets. Do not sign your name. Turn the answer sheets into the building office by 3 o'clock on . 1. Code number for assigned building 2. Code letter for rating of teacher-aide program a. b. c. d. 3. Code letter for reaction of students to aides a. b. c. 4. Five most helpful tasks performed by aides (Label in priority order from JL through .) If others, specify. a. b. c. d. e. f. g. h. i. j. k. 1. m. 5. Estimate of improvement in instruction due to use of aides (Circle code letter.) a. b. c. d. 6. Code letter for quality of aide service a. b. c. 55 Answer Sheet #2 for Returning Teachers Page 2 7. Code letter for adequacy of araount of aide service for non- instructional duties a. b. c. 8. Code letter for estimate of time saved weekly due to use of aides a. b. c. d. e. f. If f is circled, specify amount of time Instructionally-related tasks which aides should not perform a. b. c. d. e. f. g. h. i. j. k. 1. If others, specify: m. n. o. 10. The two main uses made of time saved through the use of aides a. b. c. d. If others, .specify: e. 11. Comments and suggestions (To be written below) 56 Questionnaire for Returning Teachers Page 1 Place all responses on the answer sheets attached above. Circle the code letter or insert the numerals which correspond with the desired response, as directed below. 1. Insert code number for assigned building on answer sheet #1. Code Code 11 Chief Joseph 22 Meadow Lark *12 Collins 23 Morningside 13 Emerson 24 Mountain View 14 Franklin 25 Riverview 15 Largent 26 Roosevelt 16 Lewis & Clark 27 Russell 17 Lincoln 28 Sacajawea 18 Longfellow 29 Skyline 19 Lowell 30 Sunnyside 20 Loy 31 Valley View 21 McKinley *-32 Whittier 2. How beneficial would you rate the teacher-aide program? Circle desired code letter on answer sheet #1. a. Very beneficial b. Somewhat beneficial c. Slightly beneficial d. Of no benefit 3. What is the reaction of the students to the aides? Circle desired code letter on answer sheet #1. a. Mostly positive b. Partly positive and partly negative c. Mostly negative (Turn to next page.) *One principal is administrator at both small buildings. 57 Questionnaire for Returning Teachers Continued Page 2 4. In priority order, from to 5, rate the five tasks performed by aides which you believe to be most helpful. Insert the five number ratings on the corresponding blanks on answer sheet #1. a. Supervision of lunchroom b. Supervision of playground c. Clerical, including duplicating d. Collecting and counting money e. Bulletin boards and housekeeping chores f. Preparing visual and resource materials as determined by the teacher g. Helping an individual child who has been absent or is new to the class h. Drill or supervision of a small group of children as directed by the teacher i. Correcting objective tests under the direction of the teacher j. Correcting workbook materials k. , 1., and m. Others (Please identify on answer sheet.) 5. To what extent do you estimate your instruction has improved due to the use of aides? Circle one code letter on answer sheet #1. a. Greatly improved b. Somewhat improved c. Slightly improved d. No improvement noted 6. Is the over-all aide assistance of a quality that accomplishes worthwhile services for teachers? Circle code letter on answer sheet #1. a. High quality b. Fair quality c. Poor quality (Turn to next page.) 58 Questionnaire for Returning Teachers Continued Page 3 7. How adequate is the amount of aide assistance for relief from non¬ ins tructional duties for your needs? Circle the desired code letter on answer sheet #1. a. Very adequate b. Just adequate c. Inadequate 8. Estimate how much less time, weekly, you spend performing lunch¬ room, playground, bus, and other non-instructional duties since the aide program has been in effect. In other words, how much time, weekly, does the use of aides save for you? Circle the desired code letter on answer sheet #1. a. 0-24 minutes b. 25-49 minutes c. 50-74 minutes d. 75-99 minutes e. 100 -120 minutes f. More than 2 hours 9. Circle code letters on answer sheet #2 corresponding with those instructionally-related tasks below which you feel should nor be performed by aides as non-certified personnel. (Presume that the personal abilities and educational preparation of aides are taken into account before any assignment is made.) a. Substituting in teacher’s absence from building (as to attend workshop or demonstration) for not more than one- fourth school day (This item continues on next page.) 59 Questionnaire for Returning Teachers Continued Page 4 b. Supervision of i^hole-room activities V7hile teacher is in building but out of classroom when so directed by the principal for brief periods c. Supervision of whole-room activities under the direction of the teacher and in his presence d. Drill or supervision of a small group of children as directed by the teacher and in his presence e. Correcting students' original writing of themes, essays, and similar work f. Correcting tests with essay questions g. Correcting objective tests independently h. Correcting objective tests under direction of the teacher, with keys provided i. Reading aloud j. Correcting workbook materials k. Working with individual students (as following absences or when new to class) l. Recording information on permanent records m. , n., and o. Others 10. How do you use the amount of time (if any) which aides save for you? Circle the letters on the answer sheet corresponding with the two main principle uses made of time saved. (If you feel no time is s.ved, leave blank.) a. Preparation for classes . b. Giving individual help to students c. Duty-free lunch period d. Other 60 Questionnaire for Returning Teachers Continued P^ge 5 11. Please write comments and suggestions under item #11 on answer sheet #2. Thank you for completing this instrument. 61 Appendix C: Teacher Aides Employed in Montana School Districts for Districts for 1970 - 3 971 by Montana Education Ass1n. First Class Districts Number of Persons Full time Part \ Anaconda 1 Billings 50 = over \ time 50 Glendive High School 9 Great Falls Elementary 79 Helena 23 Kalispell 8 Libby 4 Livingston 2 Miles City Elementary 3 Missoula Co. H. S. 13 Second Class Districts Arlee 1 Augusta 1 Belgrade 1 Big Timber Elementary 1 Browning 13 Cascade 3 Chester 2 2 Choteau 2 Columbia Falls 3 Conrad 3 Culbertson 1 Cut Bank 2 Deer Lodge Elementary 3 Dutton 1 Eureka 4 Evergreen 2 Fairfield 2 Florence 1 1 Fort Benton 4 Frenchtown 1 1 Geraldine 1 Hardin 6 Hysham 1 Lame Deer 8 Lockwood 6 Lodge Grass 4 62 Teacher Ai-des Employed in Montana School Districts Continued (by MEA) Second Class Districts (continued) Manhattan Medicine Lake Opheim Philipsburg Plentywood Poplar Ronan Roundup Scoby Sidney Somers Stanford Sunburst Superior Terry Thompson Falls Victor Whitefish White Sulphur Springs Wibaux Wolf Point Third Class Districts Antelope Box Elder Broadview Brockton Dixon Fort Shaw Geyser Grass Range Inverness Joliet Joplin Kremlin Lima Moore Noxon Number of Persons Full time Part time 1 1 2 1 1 1 1 1 1 2 1 1 2 1 1 2 4 2 9 63 Teacher-Aides Employed in Montana School Districts Continued (by MEA) Third Class Districts Number of Persons (continued) Full Time Part Time Outlook 1 1 Rapelje 1 Roberts 3 Rudyard 1 Ryegate 1 1 Savage 3 Vaughn 2 1 Westby 1 Whitewater 1 1 Willow Creek 1 Winnett 2 Wyola 1 64 APPENDIX D: MEA's Report of State Department Guidelines (Taken from the Montana Department of Public Instruction bulletin, April, 1968) Teacher Aides Definitions -- Qualifications -- Responsibilities Definitions 1. The Instructional Aide is usually non-certificated and is employed by a school district to assist in instructional areas under the supervision of certificated personnel. 2. The Service Aide is employed by a school district to carry out tasks which are entirely routine and non-instructional in nature. Minimum qualifications 1 1. Age 18 2. High school graduate or high school equivalency (GED) certificate. 3. Good health -- evidenced by same health examination required of teachers 4. Interest in children and general understanding of the educational program Specific assignments may requ?lre additional skills and/or qualifications as determined by the school district. Training 1. Aides should be given training in their assignment(s). 2. Specialized competencies should be developed through pre-service and in-service training. 1 Does not apply to organized programs which provide special opportunities for high school students to obtain experience assisting teachers. However, the school district may, in selecting students to serve as aides, wish to follow some of the guidelines outlined. 65 State Department Guidelines Continued Responsibilities Aides shall not be used to relieve classroom overload, to replace teachers on leave or to act as substitute teachers unless they meet requirements for substitute teachers as established by the state^ and school district. Work assignments given to aides should be clearly defined. The following are examples and are not intended to limit the duties assigned to aides. A. Service Aides Assist certificated teachers in securing and setting up of audiovisual equipment and materials; room housekeeping -- getting out and putting away demonstration equipment and materials, and watering plants; shelving and checking out books, filing, typing, book- mending in library; supervising of students on field trips; keeping records -- grades, health, attendance, register; collecting money for drives, milk, lunch and keeping record of moneys collected; typing, duplicating and mimeographing materials; preparing bulletin boards, chalkboards, resource materials and charts; correcting papers which do not require subjective evaluation and for which a key is provided; ordering and obtaining supplies and materials. Help children with coats and overshoes and in use of independent study materials -- headset, tape recorder, etc Supervise playgrounds, lunchrooms, bus loading and unloading lavatories, halls and student parking. Play piano accompaniment for physical education, rhythms, music. (Continued on Following Page) 2 See Certification of Teachers and School Administrators in Montana, February, 1966. 66 State Department Guideli.nes Continued Monitor stv.dy halls. Run errands. B. Instructional Aides In addition to any of the foregoing responsibilities and depending on his ability and educational background, the Instructional Aide may, under the supervision of a certificated teacher, read and/or tell stories; conduct small group drills; tutor students individually; assist in specialized skill subjects such as sewing, industrial arts, music; serve as a "reader" for written work -- themes, essays, compositions, research papers; assist school librarian in all aspects of her work; correct work books; and monitor written lessons and examinations.