Degree Name

Education Specialist (EdS)

Semester of Degree Completion

1978

Thesis Director

Robert V. Shuff

Abstract

This field study defines the role of a Unit Leader in a school using Individually Guided Education. Specifically, it defines the role of a unit leader at Roach School in Decatur, Illinois.

Individually Guided Education is a new form of elementary education. It uses multiunit organization and instructional programming for individual students. It uses an Instructional Improvement Committee made up of unit or team leaders and the principal. These persons coordinate the curriculum within the school. The writer defined each of these areas - Individually Guided Education, Unit Leader, and the Instructional Improvement Committee in two ways. One definition looked at the terms as they are seen by those who authored the program. The other definition examined how they functioned at Roach School in Decatur, Illinois. Several major differences were noted:

  1. In most areas using Individually Guided Education there is more than one school in each district participating. In Decatur, there was only one at the time the study was done.
  2. Unit Leaders in most systems using Individually Guided Education are given monetary compensation for their work. At Roach School there was no compensation given.
  3. Unit Leaders in most systems using Individually Guided Education are given released time to perform their duties. At Roach School, this was not the case.
  4. In most schools using Individually Guided Education there were aides hired for each team. At Roach School, the majority of our aides are there due to the Special Education classrooms.
  5. Unit Leaders meet certain qualifications and were then appointed by the principal in most Individually Guided Education schools. This was not the case at Roach School. The unit leaders were elected by the unit members.

There are several conclusions to be drawn. Individually Guided Education at Roach School could be administered more efficiently. Persons who are paid to do a job and given the time to do it are more apt to be efficient and do their best. Persons who are asked to give up their own time for no compensation are not apt to do their best. Furthermore, many do not want any part of that job. The qualifications are important. The job requires someone who can lead people as well as have ideas to improve the curriculum. So, the one who is just willing to say, “I’ll do the job for a year.” is not always the one who will be the best for the school.

Also included in the field study, are minutes of the Instructional Improvement Committee throughout the year. Related materials, such as evaluations, printed materials, and budgets are found in the appendixes.

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