ERIC ED366558: Teachers' Professional Development and Education Reform. CPRE Policy Briefs.

9 Pages·1993·0.35 MB·English

by  ERIC

DOCUMENT RESUME
ED 366 558
SP 034 955
TITLE
Teachers' Professional Development and Education
Reform. CPRE Policy Briefs.
INSTITUTION
Consortium for Policy Research in Education, New
Brunswick, NJ.
SPONS AGENCY
Office of Educational Research and Improvement (ED),
Washington, DC.
REPORT NO
CPRE-RB-11-10/93
PUB DATE
93
CONTRACT
R117G1007; R117G10039; RR91172005
NOTE
9p.
AVAILABLE FROM
CPRE, Carriage House at the Eagleton Institute of
Politics, Rutgers University, 86 Clifton Avenue, New
Brunswick, NJ 78901-1568.
PUB TYPE
Descriptive (141)
Reports
EDRS PRICE
MF01/PC01 Plus Postage.
DESCRIPTORS
College School Cooperation; Context Effect;
*Educational Innovation; Elementary School Teachers;
Elementary Secondary Education; *Faculty Development;
Higher Education; *Inservice Teacher Education;
*Policy Formation; Preservice Teacher Education;
Program Design; Program Development; Secondary School
Teachers
IDENTIFIERS
*Professionalization of Teaching; *Reform Efforts
ABSTRACT
This policy brief presents excerpts from an article
by Judith Warren Little that addresses the problem of the "fit"
between current state and local reforms and prevailing approaches to
professional development. The brief addresses first five major themes
of reform and their implications for teaching. These themes are:
reforms in subject matter teaching (standards, curriculum, and
pegagogy); reforms centered on problems of equity and the increasing
diversity of the student population; reforms in the nature, extent,
and uses of student assessment; reforms in the social organization of
schooling; and reforms in the professionalization of teaching. It is
claimed that policymakers and administrators confront major
challenges in matching existing resources for profeasional
development to such challenges. These challenges are summarized under
four headings: surmounting the limitations of packaged knowledge; the
spread of innovation; centering learning opportunities in the school
workplace; and deciding the locus of responsibility for professional
development policy. Alternatives to traditional models of
professional development are highlighted. These include teacher
collaboratives, subject matter associations, and school/university
collaborations. Each of the alternative professional develorment
approaches suggests principles to guide the design of professional
development opportunities such as contexts of teaching, experience of
teachers, support for informed dissent, and techniques and
perspectives of inquiry.
(LL)
REPORTING ON ISSUES AND RESEARCH IN
E 1.LICATION POLICY AND FINANCE
U.S. DEPARTMENT OF EDUCATION
Office at Educational Research and impforement
EDUCATIONAL RESOURCES INFORMATIOF
CENTER (ERIC)
O This document has been reproduced at
Teachers' Professional
received from the person or ofganizalior
Development and
originating it.
0 Minor changes have been marts to improvr
reproduction duality
Education Reform
Points of viw or opinions slated in this docu
mint do not necessarily represent of kis
OERI oomuoo or ootiov
New curriculum frameworks,
new standards for
Five Streams of Reform
and Their
instruction and assessment,
new school-level reform
Implications for Teaching
approachesall may hold promise for improving
education. But these and other reforms
pose tough
Most current initiatives fit into
challenges to teachers and how they teach. And,
one or more of five
steams of reform. Alone, and in
traditional professional development methods
are not
combination, the
reforms present intricate challenges
likely to equip teachers to be active and effective
to teachers as
individuals and as members of
participants in today's reform efforts, according
a wider professional
to a
community. The five streams of
report written for CPRE.
reform cannot be
done well piecemeal,
nor can they succeed if
attempted only in isolated classrooms.
The conventional model of professional
As Fine (1992)
development
puts it, present ventures
focusses on expanding a teacher's supply of skills
pursue the "big systemic
and
techniques for classroom teaching,
educational question" of transforming
says Judith
whole systems
into "educationally and emotionally
Warren Little.* This "training model" is inadequate,
rich communities
of learners" (p. 2). The five reform
given the ambitious vision of teaching
and student
streams are sum-
marized on the next
learning driving many reform efforts, she
page.
argues.
However, some emerging alternatives
to the training
model are more compatible with the
complex
demands of today's reforms.
*Judith Warren Little is associate
professor in the Graduate
School of Education at the University
of California-Berkeley.
This issue of CPRE Policy Briefs contains
Her research interests include professional
excerpts
development
from Little's article, "Teacher Professional Develop-
policy and practice, schools
as workplaces, and teacher
ment in a Climate of Educational Reform." The brief
careers.
addresses the problem of "fit" between
current state
and local reforms and prevailing approaches
'The article appears in Educational
to
Evaluation and Policy
professional development. The first section
Analysis 15 (No. 2, Summer
sum-
1993):129-151. Copyright
marizes the major themes of reform; the
1993, by the American Education
second
Research Association;
focuses on the policy dilemma these reforms
adapted by permission of the publisher.
present
Preparation of the
for professional development; the third describes
article and this brief was supported in
part by the Evaluating
emerging alternatives to traditional professional
Systemic Reform project of the Office
of Educational
development; and the final section suggests principles
Research and Improvement, U.S. Department
of Education,
to guide the design of professional development
grant #RR91172005.
opportunities.
CONSORTIUM FOR POLICY RESEARCH
PRE
IN EDUCATION
RB-1 1 -1 0/93
Rutgers, The State University of New
Jersey
University of Wisconsin-Madison
Harvard University
Stanford University
University of Michigan
2
BEST COPY MAZE
ambitious of these are based on
To address the institutional failure
IReforms in subject-matter
related to low achievement,
rather than specific
principles,
teaching (standards,
practices. They
. pose a deep
teachers must learn to identify
curriculum, & pedagogy)
dilemma for school leadership
and alter classroom practices that
Many of the current reforms
contribute to student failure and
and for professional development
aspire to "more ambitious student
undermine "equal opportunity to
programs because there are rarely
outcomes." Among them are the
any well-developed models of
learn" (Cochran-Smith & Lytle,
whole language and literature-
how these principles translate into
1992; Fecho, 1992).
based approach to language arts,
specific instructional strategies
the new National Council
and activities.
Reforms in the nature,
of Teachers of Mathematics
3
extent, and uses of
(NCTM) standards, and the like.
To provide opportunities for
student assessment
These reforms are incompatible
professional development in sup-
Some reform proposals seek more
with textbook-bound curricula or
port of the principled redesign of
widespread and rigorous use of
recitation-style teaching; they
schooling, then, is a much differ-
assessment that truly measures
demand that teachers be well-able
ent matter from organizing
what students are learning. Yet,
to integrate various content areas
training and support to implement
into coherent lessons, and to
the technical advances in assess-
a specific program or a set of
ment are lagging behind the
efficiently organize students'
readily transferable practices.
advances in curriculum design.
time. And these demands may
State and local policymakers
represent a substantial departure
5
Reforms in the
continue to judge the success of
from teachers' prior experience,
professionalization of
reform efforts on the basis of
established beliefs, and present
teaching
standardized test scores.
practice.
The "professionalization" reforms
at the state level focus on
Components of statewide tests
In addition, individual teachers
that strike teachers as mest "au-
teachers' demonstrated knowledge
may be pressed to move on many
fronts at once. For example,
thentic" (writing samples, open-
base (as reflected in standards for
ended math reasoning items) are
accreditation of teacher education
elementary school teachers must
also those that appear difficult
programs and candidate assess-
absorb the changes in content and
ment), on teacher licensure re-
and expensive to develop and to
method for an entire elementary
score. And at the local level,
quirements, and on the structure
curriculum. Meanwhile, reforms
interest in alternative
of career opportunities in teach-
teachers'
aimed at critical thinking may be
ing. Reforms to professionalize
forms of assessment far exceeds
in conflict with the basic skills
teaching mean that teachers will
their professed skill in construct-
reforms that began in the 1960s
increasingly serve as mentors to
ing, evaluating, or incorporating
and are still very much evident
new teachers, take on new re-
them into their practice. Further,
today.
teachers do not have adequate
sponsibilities over time, and exert
2
more leadership through site-
resources available to them from
Reforms centered on
based decision-making.
the research and test development
problems of equity and
the increasing diversity
communities.
of the student
The many arguments for profes-
population
sionalizing the teaching occupa-
Reforms in the social
4
tion will not be explored here.
These reforms address the per-
organization of
However two comments are
sistent achievement disparities
schooling
First,
pertinent.
policymakers
among students from differing
seem most willing to support
In recent years there has been a
family backgrounds and seek to
appeals for professionalization
remarkable convergence of inter-
improve both the demonstrated
est, activities, and funds around
when they believe it will sustain a
achievement and school comple-
the broad image of "school
well-prepared and
table teacher
tion rates of the lowest achieving
restructuring." State-supported
workforce and when they have
groups. Over past decades, such
received assurances of local
initiatives in "school restruct-
reforms have focused on reme-
uring,"
foundation-supported
accountability for student out-
dying individual student deficien-
special projects, and projects
comes. Second, these reforms
cies. Recent analyses have drawn
sponsored by teachers' associa-
often expand teachers' opportuni-
attention to the ways in which
ties and rewards in exchange for
tions in concert with local schools
school practices define and
and districts have appeared in
increased obligations.
contribute to student failure
nearly every state. The most
(Fine, 1991; Oakes, 1985).
2
t )
The Policy Dilemma
judgements miss the opportunity
to invite teachers to become
critics and producers of research,
Professional development using
participants in a more visible and
conventional training techniques
consequential manner.
may work reasonably well to
introduce those aspects of reforms
Spreading innovation
that are "technical," or involve
beyond the margins
mastering a repertoire of class-
room practices. However, current
The training paradigm dominates
reforms do not focus so much on
the world of teachers' profes-
teachers acquiring a "knowledge
sional development and most
base" of specific, transferable
training places teachers in passive
skills. Rather, they require that
roles as consumers of knowledge
school staff translate broad
produced elsewhere. The "work-
principles into day-to-day prac-
come foremost from their
shop menu" is fragmented in
tice.
responses to their students and the
content, form, and continuityat
circumstances in which they teach
precisely the time when teachers
Instead of skills training, these
them. Teachers' desires to protect
are confronted with the challenge
reforms call for expanding
their autonomy may be intensified
of redesigning schooling (Moore
teachers' opportunities to learn,
by their relations with each other
& Hyde, 1981; Little, 1989).
experiment, consult, and evalu-
anc: with administrators. Clearly,
ate. Such opportunities must be
transforming the workplace into a
On the whole, innovative ap-
embedded in the routine organiza-
site for more effective learning
proaches that depart from the
tion of the school day and year.
and sharing requires more than
training model remain small in
This requires the development of
shifting staff development
scale and number. Most have
structures and cultures compatible
resources and activities to the
been supported with private
with the image of "teacher as
school site.
dollars (foundation and corporate
intellectual" (Giroux 1988) rather
funding) and have had relatively
than teacher as technician. Policy-
Deciding the locus of
little impact on the configuration
makers and school officials
responsibility for
of public ly-supported professional
confront serious difficulties in
development. Risks associated
professional development
matching the existing resources
with moving from the margins to
policy
for professional development to
the center are well known; even
such challenges. Major challenges
The state and the district are the
teacher-centered programs risk
can be summarized under four
most prominent players in defin-
if they are
"bureaucratization"
headings:
ing and promoting reform, and in
absorbed within existing district
structures for professional
sponsoring formal occasions of
Surmounting the
professional development. Vari-
development.
limitations of packaged
ous professional associations are
knowledge
playing a less visible but poten-
Centering learning
influential role. In many
tially
opportunities in the
Given the option, district and
districts, school staff also are
school workplace
school administrators prefer
active participants, setting priori-
"well-packaged programs" of
content, and character of
Concentration on formal pro-.
ties,
staff development (Little et al.,
professional development.
grams of professional develop-
1987), which are readily de-
ment tends to obscure issues of
fended, managed and evaluated.
With multiple players and
obligation, incentive, and oppor-
But such programs are not likely
multiple levels of policy and
tunity in the salaried work day
to meet current needs. Alternative
practice in professional develop-
and work year. As the arena in
approaches, however, are less
which teaching traditions and
ment, several questions are relev-
structured, take more time and
First, what "fit" between
reform demands confront one
ant.
may be harder to defend to cost-
reform and professional develop-
another most sharply, the school
conscious school boards. But
workplace is both the most
ment is best achieved at each
packaged programs which use
level or niche in the policy
crucial and the most complex of
research as a warrant for recom-
system, and through what policy
settings for teachers' professional
mending specific practice rather
mechanism? To what extent does
development. Teachers' motiva-
than for informing teachers'
policymaking at each level rely
tions, incentives, and frustrations
3
narrowly to specific reform pro-
on regulation or persuasion'?
Teacher coHahoratives
posals, they prepare teachers to
and other networks
Second, in what ways and to what
make informed responses to re-
extent are the various policy
Subject-specific teacher col labora-
orientations congruent or in
forms in subject matter teaching
tives in mathematics, science, and
and student assessment.
conflict? For example, a district's
the humanities have grown in
interest in "comprehensive
size, visibility, and influence crier
Subject matter
restructuring" may operate to
the past decade. Brian Lord
displace small, vital pockets of
associations
(1991) says that these subject
initiative by teachers in individual
The work of teachers' profes-
collaboratives share the view that
schools.
teachers' professional develop-
sional associations is nearly invis-
ible in the mainstream profes-
ment encompasses: "(a) teachers'
In the absence of a good fit
sional development literature. We
knowledge of academic content,
between the nature of the reform
know little about the roles played
instruction, and student learning,
task and the nature of profes-
(b) teachers' access to a broader
by the largest and most prominent
sional development, the inclina-
subject matter associations (such
network of professional relation-
tion is nonetheless to do some-
ships, and (c) teacher leadership
as the National Council of Teach-
thing in the name of professional
ers of English, and National
in the reform of systemwide
development. That something is
structures " (p. 3).
Council of Teachers of Mathema-
likely to look very much like the
tics) in the professional lives of
existing menu of training options.
One example of such a collabora-
teachers or in shaping their dispo-
But such decisions tend to con-
tive, the Philadelphia Alliance for
sitions toward particular reforms.
sume all or most of the available
Teaching Humanities in the
Yet it is clear that the subject
resoucces, while the more
Schools (PATHS) emphasizes en-
associations are exerting increas-
ambiguous aspects of reform are
gaging teachers directly in the
ingly powerful influences in the
granted comparatively less atten-
modes of inquiry used by the
design of subject curriculum and
tion or neglected altogether.
various humanities disciplines.
assessment standards.
The project's goal of providing
urban students with the "real
The subject matter associations
Alternatives to
thing" a challenging and genu-
are professional communities that
Traditional Models
ine humanities curriculumre-
extend well beyond the school
quired a parallel experience for
walls, and are independent of the
Alternatives to traditional models
teachers.
employing organizations but posi-
rest on the assumption that the
tioned to exert strong influence
best forms of professional de-
PATHS teachers work directly
on teachers' dispositions toward
with the city's rich humanities
velopment engage teachers in the
reform proposals. To the extent
pursuit of learning in ways that
collections and with the curators
that an association's most active
and other experts who acquire,
leave a mark on their perspectives
members also occupy leadership
and their practice. These ap-
roles within their school, dis-
maintain, and interpret them. The
proaches .communicate a view of
teachers take advantage of mini-
tricts, or collective bargaining
teachers as classroom experts,
grants which give greater incen-
units, the association's effect may
tives for collaborative work.
and also as persons embark:A on
be multiplied.
They also participate in colloquia
an intellectually demanding career
that may span more than 30
on major topics, designed as
School-University
years. Examples of these ap-
"pure" intellectual experiences,
collaborations targeted at
"divorced from the practical con-
proaches are highlighted below.
school reform
siderations of [teachers'] jobs"
(Hodgson, 1986, p. 32); and in
Professional development is one
in lite:ature,
integral feature of some school-
summer institutes
history, and languages. All the
university collaborations designed
to support school reform. But
programs are conducted on site
these collaborations have had a
where the relevant collections are
rocky history. As instruments of
held.
reform, and as sites for profes-
The collaboratives underscore
sional development, they have
teachers' involvement in the
had difficulty overcoming long-
construction of subject matter
standing imbalances in status,
power, and resources. As these
knowledge. Without being linked
5
partnerships evolve, however,
they are moving toward greater
parity in obligations, opportun-
ities, and rewards.
The Coalition of Essential
Schools, for example, offers the
image of the school "friend," the
insider/outsider attached to the
school to provide support, expand
access to resources and to critique
school progress.
In one Philadelphia partnership,
university faculty, teachers, pro-
spective teachers, and secondary
school students are all partici-
hold promise as vehicles for more
Professional
pants in research into aspects of a
effective professional develop-
society (Cochran-
multicultural
Development Principles
ment.
Smith & Lytle, 1992; Fecho,
and Practices
1992). In this instance, teachers'
Special institutes and
professional development is intri-
Each of the alternative profes-
centers
cately interwoven with the daily
sional development approaches
life of the classroom.
Among the accounts that teachers
described above embrace (more
offer when they are asked to
or less) certain principles that
In another example, faculty from
describe favorable professional
may fit the complexity of current
National-Louis University are
development experiences, certain
reforms. Each principle repre-
partners with the Chicago Public
stories stand out. They describe
sents a challenge to some aspect
Schools in support of various
participation in special institutes
of present practice. Teachers'
subject matter reforms. The goal
or centers where teachers enjoy
professional development might
of this partnership is to promote
sustained work with ideas,
reasonably be tested against these
breakthroughs in conceptual
materials, and colleagues. Teach-
principles:
understanding for the teachers
ers say such institutes and centers
and to immerse them in mathema-
offer great depth and focus,
Professional development
tical experiences rather than
enough time to grapple with ideas
should offer meaningful intel-
focusing on mathematical skills or
and materials, the sense of doing
lectual, social, and emotional
methods. The program aims to
real work rather than being
engagement with ideas, with
provide professional development
materials, and with colleagues
"talked at," and an opportunity to
that is much broader than training
consult with colleagues and
both in and out of teaching.
and that engages local teachers in
experts.
This principle challenges training
a leadership role.
programs that contain shallow,
Compared to the volume of stud-
fragmented content and call on
On the whole, these partnerships
ies examining district-sponsored
teachers to passively implement
have formed between individual
training or school improvement
activists in universities and
reforms developed elsewhere. It
projects, research on the effec-
also acknowledges teachers'
schools or districts, or between
tiveness of institutes and centers
limited access to the intellectual
individual consultants and schools,
is rare. Anecdotal evidence points
or between departments of
resources of their communities
to two important policy issues:
and subject fields.
education and local schools. They
scale and scope. These organi-
have not routinely incorporated
zations concentrate resources,
faculty from subject matter
Professional development
meaning more cost per participant
departments. And in large
should take explicit account of
and less access than more modest
the contexts of teaching and
institutions, multiple "partner-
local ventures. Further, it is not
the experience of teachers.
ships" may operate in ignorance
clear how participation by rela-
of one another's efforts. Despite
This is a challenge to the "one
tively few teachers would affect
such difficulties,
collaborations
size fits
all" approach of staff
the larger education community.
development that offers standard-
.5
6
vacuum in the allocation of
ized content to teachers whose
To spur widespread improvement
professional development re-
of professional development, we
experience, expertise and work-
sources. Few states or districts
must be willing to search for and
places vary widely.
develop ambitious models that
have any mechanism for setting
reflect the principles of engage-
professional development priori-
Professional development
ment with ideas, context, and
ties and tracing how the entire
should offer support for
sustained inquiry discussed
configuration of professional
informed dissent.
development obligations and
above.
To permit or even foster dissent
opportunities aligns with their
(such as by creating structures for
views of schools, teachers,
Wha',ever the shortcomings of the
devil's advocate arguments)
teaching, and teacher develop-
knowledge base on which current
places importance on the evalua-
ment. Evaluation and research
reforms stand, there is enough
tion of alternatives and the close
tend to focus on individual
knowledge to move forward. We
scrutiny of underlying assump-
have the "knowledge, methods,
activities or projects rather than
tions. In such a system, dissenters
on the policy import of whole
assessment strategies to transform
may be less likely to be labelled
our classrooms into engaging,
patterns of resource allocation.
as "resisters."
critical and creative sites of
Conclusion
intellectual growth and personal
Professional development
development" (Fine 1992, p. 30).
should place classroom prac-
This brief does not suggest that
tice in the larger contexts of
However, the success of the trail-
the training model is without
school practice and the educa-
blazing individuals and institu-
merit. The training-coaching
tional careers of children.
tions will rest ultimately on a
strategy that dominates local
This is a challenge to a narrow,
crucial fund of political will.
professional development has
technological view of curriculum
Policymakers, administrators and
shown consistent results when
reform that emphasizes the
teachers themselves must make
training content can be repre-
accumulation of specific skills
professional development a
sented as a repertoire of discrete
and treats teachers at classroom
priority in the current reform
practices and where classroom
decision-makers independent of
climate.
performance is oriented toward
larger patterns of practice.
specified student outcomes. And
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Designing Coherent Education Policy: Improving
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the System
and their Costs in Three Urban School Districts. Chicago:
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Inequality. New Haven: Yale University Press.
$32.95).
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school reform. It shcws educators at the district,
The Consortium for
state, and federal levels how to coordinate various
Policy Research in Education
elements of the policy infrastru;ture around a new set
of ambitious, common goals for what students should
CPRE Policy Briefs are published occasionally by
know and be able to do.
the Consortium for Policy Research in Education.
The Consortium operates two separate, but inter-
connected research centers: The Policy Center
Policy and Finance Briefs available from CPRE
and The Finance Center.
Graduating from High School: New Standards in the
States
CPRE is funded by the U. S. Department of
Repeating Grades in School: Current Practice and
Education's Office of Educational Research. The
Research Evidence
Policy Center is supported by grant //OEM-
Decentralization and Policy Design
R117G1007; the Finance Center is supported by
Putting the Pieces Together: Systemic School Reform
grant #0ERI-R117G10039
Equality in Education: Progress, Problems and
Rutgers, The State
Members of CPRE an..:
Possibilities
Universi4 of New Jersey; the University of
Keeping College Affordable: A Proposal from Two
Wisconsin-Madison; Harvard University;
the
Economists
University of Michigan; and Stanford University.
Ten Lessons about Regulation and Schooling
Developing Content Standards: Creating a Process for
The views expressed in CPRE publications are
Change
those of individual authors and are not neces-
New Fiscal Realities in Higher Education
sarily shared by the Consortium, its institutional
School-Based Management: Strategies for Success
members, or the U. S. Department of Education.
School Finance Reform: The Role of the Courts
To order CPRE publications write (please include your check): CPRE Carriage House at the Eagleton
Rutgers University 86 Clifton Avenue New Brunswick, NJ 08901-1568. For
Institute of Politics
information call 908-932-1331.
8
CPRE Gets New Addresses, New Member Institution
The Finance Center of CPRE. formerly based at the University of Southern California
September 1993
(USC), is now headquartered at the University of Wisconsin-Madison (UW). Allan Odden, the Center's co-
director, has accepted a post at UW. The University of Michigan is CPRE's new institutional partner; David
Cohen has moved there from Michigan State University. Researchers at USC and Michigan State will
continue to work on CPRE projects. Finally, the Policy Center of CPRE has moved into a new building (and
has new phone and fax numbers).
Please update your records with the following information:
CPRE Management Committee
Allan Odden
Susan H Fuhrman
Director, The Finance Center of CPRE
Director, The Policy Center
Co-Director, The Finance Center
University of Wisconsin-Madison
Carriage House at the Eagleton Institute of Politics Wisconsin Center for Education Research
1025 West Johnson Street
Rutgeis University
Madison, WI 53706-1796
86 Clifton Avenue
New Brunswick, NJ 08901-1568
608-263-4260
Fax: [phone]
908-932-1331
Fax: [phone]
Richard F. Elmore
William H. Clune
David K. Cohen
Michael Kirst
Harvard University
University of Michigan
Univ. of Wisconsin-Madison
Stanford University
4109C School of Education
Grad. School of Education
School of Education
WCER
Monroe C. Gutman Library
Ann Arbor, MI 48109-1259
Mail Code 3096
1025 West Johnson Street
Appian Way
Madison, WI 53706-1796
Stanford, CA 94305
313-763-0226
Cambridge, MA 02138
608-263-4260
Fax: [phone]
415-723-2111
Fax: [phone]
617-496-4815
Fax: [phone]
Fax: [phone]
Are you receiving more than one copy of CPRE Briefs? Should we change any information on
thP label below? If so, please mail us a corrected copy of the label or fax the corrections to
90F. 332-1551.
Thank you.
Non-Profit Org.
CP14E4011111 BRIEFS
U.S. POSTAGE
PAID
Carriage House at the Eagleton Institute of Politics
New Brunsw ick. NJ
Rutgers, The State University of New Jersey
PennitNo. 157
86 Clifton Avenue
New Brunswick, New Jersey 08901-1568
Philip K. Fiele
Executive Secretr,..,1
Oreqon School Stud...,,I Councjl
Colleqe of Educ.,,Aioli
Euqene OR 97407
9