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Newly adopted objectives for improving Arizona graduate educational efforts for student teachers in remote, rural areas are presented, specifically regarding the increased use of current information technology resources, such as television and computer modem courses. Current options as well as future possibilities are considered, such as partnerships, cohort groups, and advanced technological delivery systems (ATDS). Successful implementation of new technologies for teaching and learning requires that even faculty who are not directly involved in such programs should be made aware of them, as many everyday, local challenges may be addressed with similar technological innovation. It is concluded that holistic assessment and formative evaluation are crucial to program accountability and the continued success of a university program dispersed to remote regions and foreign borders. Appended exhibits, which comprise half the document, include the actual plan of the system to be implemented; media articles that prompted the review; pilot program description; research findings on cohort programs; and an evaluation of a modem-conducted, graduate ATDS. (NAV)

In 1985, Arizona initiated a 5-year pilot test of the Career Ladder Teacher Incentive and Development Program. The program provided alternate avenues for teachers to advance other than by accumulating years of experience and college credits. Data were collected annually through the Career Ladder Perception Assessment Scale Survey, which evaluated the program in terms of recruiting, retaining and motivating high-quality teachers who impact positively on student achievement. Results of a series of factor analyses incorporated into nine tables present data as follows: (1) Summary Statistics: Principal Factor Method; (2) Factor 1: Program Reform and Accountability; (3) Factor 2: Communication and Emotional Health; (4) Factor 3: Evaluation and Placement; (5) Factor 4: Psychological Self-Actualization; (6) Factor 5: Peer Evaluation; (7) Factor 6: Program Support; (8) Factor 7: Teacher Input and Advancement Opportunities; and (9) Cronbach's Alpha Values for Seven Extracted Factors. Seventy references, a series of legislative reports and publications related to the project, and a copy of the Career Ladder Perception Assessment Scale Survey complete the document. (LL)

Tabular procedures for analyzing open-ended responses were used to study a school district's educational reform program. Responses of a rural Arizona Career Ladder (CL) school district's teachers and administrators to three pairs of open-ended questions contained in the 1989 Perception Assessment Scale survey comprised the data base for the present study. The survey questions asked subjects to identify the perceived strengths and indicators of insufficiency of the overall CL program, and perceived strengths and weaknesses of organizational climate by district and school. There were six subsets of specific responses. Responses were clustered and substratified in a qualitative matrix form according to the respondents' CL status and years of experience. Careful examination revealed several critical underlying items. Substantial teacher input and ownership were considered essential, and respondents indicated that the primary focus should be student achievement and teacher accountability. The biggest problem identified was lack of consistent application of rules. The analysis demonstrated the usefulness of structured qualitative analysis in the model validation process. Nine tables contain the cells of the qualitative data matrix and the ranking of the strengths and insufficiencies derived. (SLD)

The focus-group interview format was used to investigate the existence, interrelationship, perceived strengths, and indicators of insufficiency in the implementation of the Career Ladders (CL) teacher-incentive program in a rural Arizona school district. Two interviews were planned for each of the following groups: school board members; CL Steering Committee members; administrators; office staff; parents; CL teachers; and non-CL teachers. Although these subject groups were diverse, the first set of interviews yielded some common themes: (1) a perceived overall lack of district readiness for the CL program; (2) the expressed need for an agreed upon curriculum; (3) the need for teacher effectiveness and accountability; (4) improved administrative leadership; and (5) improved organizational climate. The second set of interviews concentrated on problem areas, and identified several areas of concern: administrative leadership; program requirements; the evaluation process; communication requirements; and need for long-range planning. The two sets of focus-group interviews revealed that the format is a powerful tool for the validation of theoretical models, such as this model of support and focus factors. (SLD)

An analysis of the Organizational Readiness Assessment Model, which was developed from research on the Arizona Pilot-Test Teacher Incentive Program: Career Ladders, a performance-based teacher reward system, is the purpose of this report. The model is composed of essential focus and support factors for educational improvement and success, which must be assessed by schools to determine their readiness to support the teacher incentive program. Data are collected through annual surveys of program participants, small group interviews, and a district profiling procedure. General findings indicate that diversity among school district organizations necessitates individual assessments and profiles, and that career ladder programs have generally had a positive effect on student achievement. Finally, the research points to the gap between theory and practical application. Diagrams illustrate the assessment model and profiles of district strengths and weaknesses. (LMI)

The cooperative efforts of researchers and practitioners in building a model of essential teaching and classroom management skills as part of a process of educational reform are illustrated in this study by a local school administrator and university program directors and professors. The reform effort was part of the Arizona Career Ladder pilot program. The district within which the study was completed achieved great gains in restructuring and identifying needs concerning teacher performance characteristics and how they relate to student achievement. A model for profiling teacher characteristics and their relationship to student achievement was developed. The reliability and validity of the specially developed instrument, the Self-Perception Characteristics Survey, were established in close collaboration among school district and university personnel through a study involving 1,080 responses to the teacher self-description profile. Factor analysis of the 12 subsections of the instrument--setting goals and objectives, planning, making decisions, student assessment, self-assessment, time effectiveness, communicating, building and maintaining relationships, developing other staff, demonstrating commitment, improving instruction, and school effectiveness--indicated that in all cases, over 75% of the variance was accounted for by five or fewer factors. The results highlight the advantages of the collaboration between researchers and practitioners in the assessment and rebuilding of schools and in building and validating the connection between teacher characteristics and student achievement. An appendix contains 11 tables of factor loadings. (SLD)

This paper presents research findings concerning the Career Ladder pilot test program in Arizona. The program is designed to reward and motivate teachers based on performance. One of the program's key features is the flexibility and innovation allowed to participating districts in their individual development of program designs and structures. An example of a district program is provided, followed by a theoretical model of program support and focus factors which influence district potential for successful implementation of an external educational reform program such as Career Ladders. An associated diagnostic profiling procedure for assessing the operational level of each of the focus and support factors as they currently exist within each district is then explained. Through a series of qualitative anecdotes, the viewpoints of career ladder program participants are presented, focusing on such areas as student achievement, teacher skills, administrator skills, professional input, funding, and organizational climate and communications. Exhibits include: (1) a matrix of initial legislative mandates, major research findings, and implications for future policy; (2) a summary of the anecdotal reports from participating districts; (3) a summary of recommendations to the Joint Legislative Committee on Career Ladders; and (4) an analysis of the impact of the Career Ladder program on student achievement. (JDD)

Presented is the fourth Summative Report developed by Northern Arizona University researchers for the Joint Legislative Committee on Career Ladders (JLCCL) concerning the implementation of the Arizona Career Ladder Program (ACLP). The ACLP has resulted in considerable developmental success toward meeting intended program goals. This report is divided into two sections. The first section contains final summative findings, reports, and recommendations for program modifications. Final assessment, analysis, and policy recommendations by the JLCCL and the Task Force are included. Task Force directives describe organizational environment and readiness levels as well as Task Force program goal priorities (student achievement; teacher evaluation and placement; job enlargement; and salary, finance, and budgetary considerations). The second section is an extension of the initial Task Force assignment and examines: (1) expanded evaluative response to legislative guidelines not previously reported; (2) specific legislative staff questions identified as needing attention; and (3) recommendations of additional policy that involves important elements not previously included in the legislation. Appended are five figures and two exhibits. (SI)

Arizona is approaching educational reform through the establishment of a teacher incentive program which completely restructures the way teachers are classified and rewarded. The Center for Excellence in Education at Northern Arizona University was mandated by the state legislature to evaluate district plans over a 5-year test period and to report summative findings on the Arizona Career Ladder Pilot Project. Although the research process, involving observation, data analysis, and evaluation, is not yet complete, some positive trends are becoming apparent. Major areas of strength reported by 1,935 educators include: (1) teacher input (program ownership); (2) salary; (3) mobility; (4) professionalism; (5) evaluation; (6) improved instruction; and (7) staff inservice. The trends and events in Arizona are also being watched by other states and the nation in general for implications and possible applications to other areas. (CB)

The Arizona Career Ladder Research and Evaluation Project was created to conduct research on the 5-year state pilot career ladder project (CLP), a teacher incentive program in which improved student achievement is one design criterion. This project's yearly research and evaluation cycle involves three basic steps: data collection, analysis, and reporting/feedback. Areas of data collection include: (1) individual career ladder program components; (2) teacher and administrator perceptions; (3) school climate; (4) teacher attraction, retention, and motivation; (5) district self-evaluation; and (6) student achievement. Data analysis includes noting changes and profiling effects of career ladder program components within each district. Reporting/feedback includes annually reporting findings to the appropriate state legislature committee and participating districts. Data collection began in spring 1986. Some of the unique features of Arizona's program include individualized and district-developed career ladder systems; extensive teacher input; no established quotas; a restructured salary schedule; and collaboration among government, business, universities, school districts and the teaching profession. This document, prepared for the legislative committee, provides a description of and data from the spring 1986 data collection, analysis of the data, and recommendations and conclusions. A good network of communication between CLP committees and teachers, a team approach to evaluation with emphasis on inter-rater reliability, and staff development/inservice are reported to have allowed for effective change. (ABL)

A description is given of a career ladder incentive program that is currently being implemented in nine school districts in Arizona. Advancement to higher career ladder levels is dependent on meeting various criteria established by the individual school district in this program, and salary compensation is based on performance competency. Competency is judged by "input criteria," which refers to the level of functioning of a teacher while engaged in the instructional process. This includes oral presentation and communication as well as teaching strategies and materials. "Output criteria," involves level of student response. Both teacher input and student output criteria are observed through various evaluation procedures, including the use of performance observation instruments, formal and informal tests, and other measurement procedures and scales. The teacher input evaluation criteria for maintenance and/or advancement requirements at the various levels of each career ladder plan are generalized into the following areas: (1) knowledge of subject matter, instructional techniques; (2) professional growth; (3) curriculum skills; (4) inservice/workshop participation; (5) evaluation abilities; (6) supporting experiences; and (7) community service. A description is provided of the implementation features of the program and of proposed program evaluation procedures. (JD)

The focus-group interview format was used to investigate the implementation of the Career Ladders teacher-incentive program in a rural school district in Arizona. Two interviews were planned for each of the following groups: (1) school board members; (2) Career Ladders steering committee; (3) administrators; (4) central office staff; (5) parents; (6) Career Ladder teachers; and (7) non-Career Ladder teachers. Despite the diversity of the seven focus groups, their comments yielded some common themes about the Career Ladder program. The most dominant was a perceived overall lack of district readiness to adopt a program of the scope and magnitude of the Career Ladder program and a lack of needed organization. Related to this finding was the expressed need for an agreed-on curriculum. A separate focus group for the Career Ladders Pilot District Network served as a check on the internal validity of the conceptual structure being piloted in the district, and it defined concerns about program implementation. This group was far more positive in its evaluation of the developing Career Ladders program than were the school district focus groups. Follow-up interviews were conducted with five of the seven focus groups (parents and central staff could not be rescheduled). The focus group format is a powerful tool for validation of the theoretical model for program development by giving all groups a chance to express themselves. (SLD)

This report summarizes the major activities and findings to date of the Career Ladders Research and Evaluation Project with respect to the five-year pilot-test currently underway in Arizona. Summary descriptions are given of each year's activities from 1985 to 1989: (1) development and planning for program evaluation; (2) application of research and evaluation instrumentation, methodology, reporting procedures and dissemination; (3) expansion and dissemination of data base information; (4) the emergence of a predictive model for effective career ladders program implementation; and (5) advancement in project focus, research design and methodology. Descriptive summaries of each year's progress are followed by bibliographic listings of related research reports, presentations and publications. Research and evaluation of the pilot-test program over a period of time has resulted in the following three major findings: (1) successful change and reform can be influenced by intervention programs such as career ladders, but it is primarily dependent upon well-developed and effective school systems; (2) the association between teacher performance and competency based on process and developmental evaluation can scientifically be related to reliable and valid student academic achievement measures; and (3) while the Career Ladders Pilot-Test Program does an excellent job of assuring teacher accountability, it has been far less successful with respect to assessing the corresponding accountability of other key factors of district operational effectiveness. (JD)

This report to the Arizona Joint Legislative Committee on Career Ladders Task Force outlines an evaluation system for assessing teacher and administrator performance in a career ladder program. Major goals for the program are: (1) to evaluate, place and reward teachers based on performance criteria, which include properly recognized expansion of job responsibilities related to the instructional program and accountability for enhanced student achievement; and (2) to evaluate administrative leaders based on their ability to support and influence teacher instructional competencies, performance and shared leadership skills. A list is presented of the emerging strengths and weaknesses of these two goals as they relate to conditions of legislative intent. Two figures illustrate salient points graphically. (JD)

The Summer Technical Institute project was funded by the Arizona Department of Education to encourage sex equity in vocational education in the state. The project was designed to (1) encourage young women to consider technical careers, (2) provide activities to promote success and self-confidence, (3) provide an opportunity for young women to interact with successful role models, (4) encourage them to plan nontraditional careers, and (5) give young women the opportunity to apply mathematical concepts in technology. Following a literature review, a pilot program was developed and two pilot Summer Technical Institutes were conducted at Northern Arizona University during June 1986. To achieve the objectives of the project, the instructional component was divided into three major elements: computer awareness, career decisions, and production processes. Applications of science and mathematics were incorporated in the production processes unit. Another aspect of the institute's design dealt with the need of the participants for socialization and belonging during their week away from home. Student participants and adult leaders rated the program highly. (This report represents the last phase of the project. It incorporates the evaluations and ideas of students, business participants, and advisory members, as well as the instructional staff. Intended to serve as a model, the guide describes the processes involved in creating and carrying out the Summer Institutes at Northern Arizona University. Documents used for the project as well as newspaper items and other publicity materials are provided in extensive appendixes to the report.) (KC)

This publication reports a study of business/education partnerships that have evolved in Arizona. Chapter 1 is a brief introduction. Chapter 2 discusses related literature concerning incentives and disincentives for business and educational involvement. Chapter 3 presents descriptions of model partnership projects--nine high school, seven community college, and two joint high school/community college. Each description provides this information: program area, partnership purpose, organizational structure, sponsors, contact, overview, implementation, success factors, and benefits. Chapter 4 describes the study design, which consisted of two elements: (1) an educator survey to identify partnerships between vocational education and the community and to provide insights into partnership formation and maintenance; and (2) a business survey to compare perceptions of the private sector with those of the public sector for factors contributing to the partnerships. Chapter 5 reports these findings: (1) informal organizations have been more often used; (2) another form of collaboration uses existing organizational structures; (3) important factors in initiating partnerships were an established rapport and communication between business and school and provision of mutual benefits; (4) five factors to maintain partnerships were identified; and (5) administrative support was required. Appendixes include a sample survey, contacts for technical assistance, and an annotated listing of practical guides to collaboration. (YLB)