In an age that dictates accountability and verifiability of educational programs, institutions of higher education are called on to justify their programs. To meet these demands, there is a need for improved methods for the evaluation of teacher education programs. More importantly, there is a need for the development of methods and procedures to conduct continuous and on-going evaluation that can aid the process of program improvement. Many institutions have had difficulties in developing and implementing satisfactory systems for conducting needed evaluation. In recent years the standards for the approval of teacher education programs in all of the states were strengthened as were the standards for approval by the National Council for the Accreditation of Teacher Education (NCATE). These revised standards put even more emphasis on accountability and the need for both summative and formative evaluation in a teacher education program. Tennessee Technological University has long been recognized as an institution with an exemplary project in program evaluation. As a result, in 1986, the state of Tennessee established at Tennessee Technological University, a Center for Teacher Education Evaluation. The Center began work in July 1986, on the development of models and systems for conducting teacher education program evaluation. To most, teacher education program evaluation is simple and straightforward. Evaluation includes a set of options, a set of criteria, data collection and interpretation, x and then use in meeting accountability needs.

This monograph grew out of an effort to develop a new and comprehensive system for evaluation of teacher education programs at Ohio State University (OSU). The need for a more sophisticated evaluation system became apparent as it was noted that follow-up studies revealed that many graduates of the College of Education took their first jobs unequipped with many skills the curriculum was supposedly providing. Also, the system had no feedback loop which would enable the College to identify and correct student and program deficiencies. The monograph provides an overview of the literature on teacher education evaluation systems, and describes issues at OSU that can be generalized to other institutions. Descriptions are provided of the student and program evaluation system that has emerged at OSU, including its conceptual base, the components of the system, and its implementation process. The instrumentation used in the program is presented, as well as analyses of data produced from the system. Discussions are included on the implications drawn from the findings of the system, the proposed next steps in the system's development, and the significance of such a system to the improved effectiveness of the teacher education enterprise. It is believed that this system is replicable in whole or in part in many other settings, and special care is taken to explain the rationale, to provide many examples of forms and materials used, and to document the implementation process at each step of the way. Appendixes present: a hypothetical individual profile; the Freshman Early Experiencing Program (FEEP) exploration profile, 1982-83; an analysis of teacher candidate profile ratings, 1982-83; a summary of findings from a follow-up questionnaire, 1982-83; and elements, activities, and strategies for implementing an evaluation system. (JD)

This study evaluated psychological counseling and guidance services based on elementary and secondary education teachers' views. Participants were 204 teachers. "School Guidance Services Scale" and "Teacher Personal Information Form" were used for gathering the necessary information. Percentage calculations and multiple regression analysis were used for data analysis. The results showed that teachers listed the guidance services from the most utilized to the least as follows: consultation, counseling, information gathering and outreach, appraisal, orientation, placement, research and evaluation public and family relations and follow-up services. Results of this study showed that overall an approximately 46% of all counseling and guidance services were offered. Moreover, according to the results of the study, the grade being taught and holding the view that schools should definitely have a school counselor were significant predictors of teachers' evaluation of counseling and guidance services. However, taking counseling and guidance lessons during undergraduate studies, the length of service and gender were not significant predictors of teachers' evaluation of counseling and guidance services. (Contains 2 tables.).

The Texas Model for Comprehensive School Counseling Programs is a resource to develop effective and high quality comprehensive school counseling programs that align with Texas statutes and rules governing the work of school counselors. It outlines a process for tailoring school counseling programs to meet the varying needs of students across an array of school districts through implementation of the four components of school counseling programs, Guidance Curriculum, Responsive Services, Individual Planning, and System Support. With this resource, a school counselor will learn to use campus-specific data to identify the unique needs of a campus and design a comprehensive school counseling program to meet those needs. Recognizing the important roles of the entire educational community, the Texas Model for Comprehensive School Counseling Programs provides examples of how parents, teachers, administrators, principals and school counselors can best contribute to implementation of each of the four components of comprehensive school counseling programs. It provides a developmental framework for a school counseling program curriculum that includes activities at each grade level to enhance students¿ educational, career, personal and social development.