Mabel Hoggard: teaching materials

CLARK COUNTY SCHOOL DISTRICT
Las Vegas Area
1. Bertha B. Ronzone D-2
2. Bonanza (K-6) E-5
3. C. P. Squires (K-6) D-8
4. Crestwood (K-6) G-8
5. Doris V. Hancock (K-6) H-2
6. E. W. Griffith (K-6) F-3
7. Fay Herron (K-6) C-10
8- Fifth Street (K-6) G-6
9. Halle Hewetson (K-6) F-8
10. Helen J. Stewart (K-6) E-7
11. Highland (K-6) C-5
12. Ira J. Earl (K-6) E-ll
13. Jefferson (K-6) D-8
14. J. E. Manch (K-6) A-12
15. J. M. Ullom (K-6) M-12
16. John F. Miller (K-6) H-9
17. John S. Park (K-6) H-7
18. Jo Mackey (K-6) C-6
19. J. T. McWilliams (K-6) E-2
20. Kit Carson (K-6) D-6
21. Laura Lide Dearing (K-6) J-12
22. Lewis E. Rowe (K-6) L-8
23. Lincoln (K-6) B-9
24. Lois Craig (K-6) B-8
25. Madison (K-6) E-6
26. Marion E. Cahlan (K-6) C-8
27. Matt Kelly (K-6) D-6
28. Mayfair (K-6) G-7
29. Mountain View (K-6) D-12
30. Nellis (K-6) A-12
31. North Ninth (K-6) F-7
32. 0. K. Adcock (K-6) F-l
33. Paradise (K-6) M-7
34. Paul E. Culley (K-6) E-2
“35. Quannah McCall (K-6) C-7
36. Red Rock (K-6) F-2
37. Rex Bell (K-6) 1-4
38. Robert E. Lake (K-6) 1-8
39. Rose Warren (K-6) G-l
40. Ruby S. Thomas (K-6) K-8
41. Ruth Fyfe (K-6) F-4
42. Sunrise Acres (K-6) G-9
43. Tom Williams (K-6) D-9
44. Twin Lakes (K-6) E-4
45. Vail Pittman (K-6) E-l
46. Variety (K-6) G-9
47. Vegas Verdes (K-6) H-4
48- Walter Bracken (K-6) E-9
*49. Washington (K-6) D-7
50. West Charleston (K-6) G-4
51. Westside (K-6) E-6
52. Ed Von Tobel Jr. High (7-9) C-10
53. Frank F. Garside Jr. High (7-9) F-l
54. Hyde Park Jr. High (7-9) G-4
55. James Cashman Jr. High (7-9) J-3
56. J. D. Smith Jr. High (7-9) D-8
57. Jim Bridger Jr. High (7-9) C-8
58. John C. Fremont Jr. High (7-9) H-7
59. K. O. Knudson Jr. High (7-9) H-9
60. Robert 0. Gibson Jr. High (7-9) E-3
61. Roy W. Martin Jr. High (7-9) G-9
62. William E. Orr Jr. High (7-9) K-8
63. Ed. W. Clark High (10-12) 1-3
64. Las Vegas High (10-12) G-7
65. Rancho High (10-12) E-8
66. Valley High (10-12) 1-9
67. Voc. Tech (11-12) N-l 1
68. Western High (10-12) F-3
69. Education Center L-9
* NOTE: Schools not in progress for 1965-66 school year.
(Another public service presented by the
Informational Services Department, Clark
County School District, Las Vegas, Nevada)
District Business Manager Edward A. Greer estimated that the supervisory program will cost the district about $35,000 this fiscal year. He predicted an expense of $55,000 for 1973-74 to pay the supervisors when hot lunches are available in 51 schools.
Greer said in most cases the schools will not have to hire new personnel this year, but will be able to get clerical aides or teachers’ aides who only are working several hours a day to accept the lunch-hour positions.
It was noted during the meeting that more elementary students are eating lunch at school this year than in the past for a variety of reasons, including the crosstown busing of children involved in the sixth grade center integration plan.
Thursday night the trustees also voted to allow the Basic High School Booster Club to use the school’s student activities center on Dec. 10 for a football awards banquet.
'//directors
/ Area elementary schools with hot lunch programs soon will be / given lunchroom supervisors for two hours a day.
The hiring of such supervisory personnel was approved by the Clark County School District Trustees Thursday night. They also agreed to hire supervisors for an average of two hours a day for other elementary schools with an enrollment of 800 to 900 students.
MATHEMATICS AS A CAREER
BY
C. J. KEYSER
Adrain Professor of Mathematics, Columbia University New York
Reprinted from The Scientific Monthly, Vol. XVII, No. 5 November, 1923, pages 489-497 FOB THE NATIONAL RESEARCH COUNCIL Washington, D. C.
The National Research Council has arranged to have prepared and distributed a series of “career bulletins” intended to explain to university students, approaching the period of decision as to life work, the opportunities open to such students for scholarly careers in the various fields of the physical and biological sciences and their applications. The high qualifications necessary for success in such careers and the difficulties likely to be encountered are indicated in these bulletins, as well as the opportunities and advantages of such careers.
The Council is actively interested in the promotion of scientific research, and realizes that the continued prosecution and development of such research must depend largely on the constant recruiting for scholarly careers of young men and women capable of advanced scientific work and investigation.
Not all university graduates are thus capable, but some are. It is for these latter young men and women that these bulletins of special information are intended. They have been carefully prepared by recognized authorities in each of the major scientific fields, and are being distributed without cost by the National Research Council.
Vernon Kellogg,
Chairman, Division of Educational Relations,
National Research Council.
MATHEMATICS AS A CAREER
By Professor C. J. KEYSER
COLUMBIA UNIVERSITY
The aim of this article is to help college and university students having a bent for mathematics to answer some of the questions they ought to consider before deciding whether or not to devote their lives to this field of science.
The questions to be considered may be taken up under the following four heads: “Interest and Ability,” “The Nature, Scope, Vitality (or Progressiveness) and Dignity of Mathematics,” “The Period of Preparation,” “The Mathematician’s Rewards.”
Interest and Ability
In speaking of mathematical ability I shall mean native mathematical ability, in accord with the proper sense of the familiar saying that the mathematician is horn, not made. Every one knows that mathematical ability and interest in mathematical study often go together. And it is commonly believed that the two things are always associated in such a way that intensity of interest implies a high degree of ability, and that superior ability implies corresponding interest (actual or potential). But that belief is erroneous. Every experienced teacher of mathematics knows very well that a student whose mathematical ability is meagre may yet feel and manifest a lively interest in mathematical. studies. On the other hand, it occasionally happens that a student having indubitably great mathematical gifts has relatively slight interest in the subject. What I have said of mathematics is equally true of every other form or field of activity.
It is thus evident that what may for a time seem to a student to be an inner summons to mathematics or another subject may or may not be a genuine call thereto. Such a summons requires to be scrutinized carefully, for the choice of a vocation is a momentous act. I do not mean that choice should be deferred in the hope of resolving all doubt, for in such matters complete elimination of uncertainties is impossible. Yet one must decide or drift. But, although the decision must be adventurous, the adventure, need not be rash: it may await, not certainty, but the weighing of probabilities.
I believe it safe to say that, with very rare exceptions, a student may not wisely choose mathematics for a vocation unless he has
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asked, with respect to himself, and has been able to answer affirmatively, the following questions: Is my seeming interest in mathematics genuine? Is it an abiding interest? Does it exceed my interest in every other subject? Is it deep and strong enough to stimulate my powers to their highest possible activity and cause mathematical work to be for me, not irksome toil, but a labor of love ? Have I sufficient mathematical ability to read a solid mathematical work with fair facility and good understanding? Does my mathematical ability exceed my natural ability in every other subject? Do I possess in fair measure the natural gifts essential to the qualifications of a successful teacher of high-school pupils or college students or university undergraduates?
Of the foregoing questions the first one is intended to guard the student against the danger of mistaking for interest in mathematics such transitory delights as a bright student is likely to have in class-room competitions under the quickening influence of a live teacher. If a student have genuine interest in the subject, he will know it; but if his “interest” be spurious, he may be deceived.
The last one of the questions appears to be justified in view of the fact that in our country young men aspiring to a career in mathematics have seldom been able to escape the necessity, even when they have desired to do so, of giving a good deal of their time and energy to the work of undergraduate instruction, and that relief from such necessity does not seem probable.
Ordinarily, a student may not hope to arrive at trustworthy affirmative answers before his studies have advanced far enough at least to include substantial courses in analytical geometry and the calculus. In any ease he should seek the counsel of his instructors, especially if they be candid men of mathematical reputation and good judgment.
A more difficult problem presents itself in the case of those rare students who have no decisive predilection for a single subject but have talents and interests qualifying them well and equally for adventure in any one of two or more great fields. It is a pity that such a student can not wisely make it his vocation to cultivate all the fields at once or in succession. There is always something tragic in having to specialize, for in a profound sense the subject of all science is one whole. But the whole is too vast and complicated for the limited powers of one man; whence the necessity for division and for concentration upon a fragment—a necessity whose tragic quality is felt with special keenness by a student of diversified gifts and interests. The fields in question may be or seem to be widely
2
sundered, as geology and linguistics, for example; or they may be obviously adjacent, closely related, interpenetrating, as physics and chemistry, for example, or zoology and botany, or philosophy and mathematics. If the fields be intimately related a student of the mentioned type may aim at a career in two or more of them combined provided he be endowed with a measure of genius like that of Helmholtz, for example, or Henri Poincare, who won eminent distinction in astronomy, in physics and in mathematics. But men of such capabilities are exceedingly rare. Ordinarily, a student whose tastes and talents qualify him well and equally for two or more important subjects ought to choose one of them definitely and resolutely as a vocation, reserving the others not less definitely and resolutely as avocations; for ordinarily such a decision will be most favorable to health and happiness, to depth and breadth of culture, to good citizenship in the commonwealth of science, and to the service of mankind.
Mathematical Research Ability and its Test
I have thus far said nothing about research, having reserved it for special consideration because of its grave importance. There is hardly another term so often heard in university circles and no other is mentioned with quite so much respect. Indeed, one sometimes gains the impression that scientific men, or some of them, regard research as being, in comparison with all other activity, not only awe-inspiring but sacred or holy, almost divine. Not infrequently men speak of it with a solemnity like that of a sinner recommending virtue and righteousness, and doubtless they sometimes do it from similar motives, conscious or unconscious.
What does the term mean ? In current use it has two meanings, differing in respect to dignity, a minor meaning and a major one. In mathematics the minor meaning of the term research covers a large variety of work which, though valuable, involving something of the spirit and art of discovery and adding somewhat to the body of mathematical knowledge, yet requires neither creative genius nor a very high order of talent. I refer to such work as that of effecting improvements in the exposition of classical doctrines; the discovery of new theorems of ordinary difficulty, interest and importance; new demonstrations of important old theorems; the invention of new but subordinate methods; the detection and correction of imperfections in established theories; and so on. Much of the matter found in journals devoted to what is called research is
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of the sort I have indicated. Of course, it does not represent research in its major sense.
The major meaning of the term, mathematical research, is clearly revealed and rightly represented by nothing save the great achievements of creative mathematicians. Such creative activity assumes various forms. It may show itself in the discovery of a powerful method, like the analytical geometry of Descartes and Fermat or the calculus of Newton and Leibnitz; it may show itself in the creation of a great doctrine, like the projective geometry of Desargues and Poncelet or the function-theory of the complex variable (Cauchy, Riemann, Weierstrass); it may show itself in the form of historical research, as in the monumental Geschichte der Mathematik of Moritz Cantor; it may show itself in the form of contributions to the logical foundations of the science, as in the Principia of Whitehead and Russell or the Tractatus of Wittgenstein ; it may show itself in the applications of mathematics to empirical science, as in the Einstein Theory of Relativity or the Quantum Theory of Planck.
Is it possible for a student to ascertain with a good degree of certainty whether, in the event of his choosing mathematics for a vocation, he may confidently aspire to a research career in the subject? Yes and no. If he can answer affirmatively the foregoing test questions respecting interest and ability, then he may, I believe, fairly assume that his powers are adequate for research in the minor meaning of the term; but with respect to the major meaning no such guaranty is possible. Just here the element of adventure, which choice always involves, is seen as its maximum. For there can be no conclusive evidence of having the power to do great things except achievement.
The Natitee, Scope, Vitality and Dignity oe Mathematics
The nature of mathematics: A competent student of mathematics whose studies have not advanced beyond a solid year of calculus will not know profoundly or critically what mathematics essentially and distinctively is but he will have felt its appeal and gained some sense of its power. In this brief essay not much can be said regard- ing the essential nature of mathematics. I venture to refer such students as may be interested in that great question to my "Mathematical Philosophy,”1 where a serious attempt has been made to set the matter in clear light and where they may find a clue to the literature. Here I can barely touch the subject and must content
1E. P. Dutton and Company, New York.
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myself with making a few careful, though unargued, statements having for their principal aim to discriminate justly and clearly between mathematics and natural science.
Natural science employs logic as an instrument, a tool. But to speak of logic as a tool of mathematics is meaningless. Logic is not a tool of mathematics—logic is mathematics. All strictly mathematical propositions are propositions of logic, and conversely. But no propositions of natural science are propositions of logic, or mathematics, though the latter propositions are such that the best of the former can not be established without them.
Mathematical propositions are true unconditionally—which means that their validity is independent of the facts investigated by natural science. But propositions of natural science are only true conditionally—on condition, that is, of their agreement with the possible facts asserted by them. Suppose, for example, that p and q are propositions of natural science. The mathematical proposition—if p is true and q implies p, q is true—is true no matter whether p or q or p’ implies q’ is true or false.
All propositions of natural science are empirical, which means that, if a proposition of natural science be true, knowledge that it is true can not be gained by inspecting the meanings of the proposition’s terms but rests ultimately upon sense-perception—upon external observation—upon comparison of the proposition with the fact asserted by it. No mathematical proposition is empirical; knowledge that a mathematical proposition is true can not be gained by sense-perception—by comparison of the proposition with any fact or facts of the external world; the evidence of its truth is wholly contained in the meanings of its terms; and knowledge of its truth results from analyzing those meanings. The processes of what is called mathematical proof are nothing but the processes of such analysis.
Mathematics is silent respecting the empirical realities of life and the world. Yet it is; infinitely important as a means for our dealing with them effectively. For it is mathematical propositions, and only they, which enable us to advance by inference from given propositions which do relate to empirical realities to new propositions relating to them. Without the process of such inference, made possible by mathematics, natural science, even civilization itself, would be impossible.
The scope, vitality and dignity of mathematics: No student need hesitate to choose mathematics for his vocation because of any fear that this subject, when compared with others, may be found to be
inferior to some of them in scope, or in vitality and progressiveness, or in dignity.
Consider the question of scope. We know that the world of empirical reality—the subject of Natural Science—is so vast and complicated that each of the natural sciences has for its scope but one aspect or fragment of the world. But we do not know whether the facts composing the world of empirical reality do or do not constitute an infinite multitude; and so we can not assert that the answers, if we had them, to all the questions that all the natural sciences combined might ask would constitute an infinitude of propositions. With respect, however, to non-empirical truth, with respect to facts of logic, with respect, that is, to propositions that are unconditionally true, the situation is different: we know, from the internal evidence of the case, that mathematical propositions, known and unknown, together constitute, not merely a vast multitude, but an infinite one. Even the body of known mathematical propositions is so large that, as I have elsewhere2 said, “no man, though he have the wide-reaching arms of a Henri Poincare, can contrive to embrace them all.”
With respect to vitality and progressiveness it may be confidently said that mathematics is not surpassed by any branch of science. Its developments in our day proceed so rapidly and in so many directions that the ablest men, being unable to follow all the developments, are obliged to specialize within the general field. Ours is indeed the golden age of mathematics. Not less than eight international congresses of mathematicians were held prior to the World War. More than 500 scientific journals are devoted in part, and more than two score others are devoted exclusively, to mathematical publications. As many as 2,000 mathematical books and memoirs drop from the press in a single year. In all of the great culture nations are found flourishing mathematical societies. The American Mathematical Society, which is primarily devoted to research, and publishes two journals, has about one thousand members. The membership of the Mathematical Association of America which publishes one journal, is still larger. And in our country, as in others, there are numerous organizations aiming at improvement in the teaching of elementary mathematics.
Nor is the activity thus indicated confined to “pure mathematics.” “Applied mathematics'” is not less alive. And here I must say a word about those two terms. It is customary to speak of mathematics, of pure mathematics, and of applied mathematics, as
2 “Mathematical Philosophy,” p. 21.
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if the first were a genus owning the other two as species. The custom is unfortunate because it is misleading. “Pure mathematics” is a superfluous term, for it simply means mathematics and nothing else. The term “applied mathematics,” which came into use before the essential nature of mathematics had been discovered, is a misnomer. The uses or applications of mathematics no more constitute a species of mathematics than the uses or applications of a spade constitute a species of spade.
Of present-day activity in applications of mathematics to questions of empirical science the tokens are numerous and striking. It will be sufficient to refer to two of them, mentioned before—I mean the Relativity theories, of which every one has heard, and the not less significant Quantum theories of Planck and others. These two examples have special value on another account. For they teach a most important lesson which it is very hard for the world to learn and they show at the same time how silly it is to debate whether devotion to mathematics or devotion to its applications is the better form of scientific service. The lesson is that a mathematical theory, however abstract and seemingly “useless,” will sooner or later get applied to problems of empirical science. For example, the mathematical theory of probability, which had its origin in common games of chance, to-day plays a fundamental role in Quantum theory and the kinetic theory of gases. Again, nothing could appeal less to a born utilitarian than the frightfully abstract and complicated Theory of Tensors constructed long ago by Riemann and Christoffel. Yesterday, however, that idle theory became the “backbone” of the General Theory of Relativity. A similar tale could be told of many other mathematical theories long pooh-poohed as idle curiosities, non-Euclidean geometries, for example, and the doctrines of hyperspaces. It is not only astronomy and physics and chemistry that are open to the invasion of mathematical students with a bent for applications but philosophy and psychology, botany and zoology, statistics and economics, and every variety of engineering.
In view of the foregoing considerations it would be superfluous to inquire concerning the relative dignity of mathematics in the general assembly of sciences and arts. Students desiring to inform themselves in respect to the esteem in which mathematics has been held from time immemorial by eminent men and women representing all fields of intellectual and spiritual activity may be referred to Professor Moritz’s superb “Memorabilia Mathematica.”
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The Pebiod of Preparation .
What is to be said under this caption with reference to mathematics applies quite as well to every other cardinal subject. The period of preparation Usually includes two or three years of university residence devoted to what is called graduate study subsequent to graduation from college. During these years the student will be in fact, if not officially, a candidate for the degree of doctor of philosophy, and his period of preparation for a scientific career will usually terminate when he has gained the degree. To gain the degree he must produce a dissertation embodying the result of fairly independent and somewhat original work and must pass an examination, which may be oral or written or both, in the general field (or fields) of his studies.
The gaining of the doctorate is not regarded as conclusive evidence that the student has research ability in the major meaning of the term as above explained. It is regarded, and rightly regarded, as signifying that the student has attained a fairly high degree of scholarly competence in his field of study and that he possesses research ability in at least the minor meaning of the term. On this account the fact of having won the doctorate is distinctly helpful, and in some instances is even essential, in obtaining a position, especially a college or university appointment, and thereafter in obtaining promotion. It is true that not all doctors of philosophy are scientifically productive; on the other hand, some of the most productive scholars within and without the universities have not held the doctorate; it is also true that pursuit of scholarship and pursuit of a degree, though they are compatible, are not the same. Nevertheless, in view of the prevailing practice, a student aspiring to a university career in mathematics or another subject will find it advantageous to make whatever sacrifice may be necessary for gaining the doctorate.
The Mathematician’s Rewards
First, a word respecting material rewards. Having gained the doctorate, the young mathematician can readily obtain a college or university instructorship at an initial salary of perhaps $2,000. He will instruct undergraduates and may be permitted to offer a graduate course. If he be a successful teacher and especially if, in addition to that, he wins fair repute for research work, he may confidently expect advancement, in three to five years, to an assistant professorship with a salary of $3,000 to $4,000; and, in ten to fifteen
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years, to the rank of full professor with a salary of $4,000 to $6,000. A few men of long service and scientific eminence receive as much as $8,000 to $10,000. The material rewards of the mathematician are notably inferior to those of some of his university coReagues, in law, for example, in medicine, and in engineering, for these, in addition to their professional salaries, often receive incomes, sometimes large incomes, from outside practice of their professions— professions whose service, though it is not superior to that rendered by the mathematician, is more obvious to the indiscriminating multitude, called the public. But the genuine devotee of science is not disheartened by the spectacle of such iniquity. He is content with such an income as enables him to support his family decently and to do the work to which he has been .summoned by the inner call of his talents.
The life-work of the mathematician is richly compensated; but the compensations are not material—they are spiritual. One of them is the joy of life-long contact and intimate association with the eager minds of the young. Another is life-long companionship with men devoted to science and other fields of scholarship. Another is the privilege of long summer vacations affording special opportunities for study, research, writing and travel. The mathematician’s subject is an honored one and his life is a life of perpetual contact with fundamental thought. He knows that his science is the science of eternal verities and that its service is essential alike to the prosperous conduct of ordinary human affairs, to the advancement of science and to the support and progress of civiliza- tion. And, though he can not gain material wealth, his work, if he be a man of genius, may bring him fame—“the lofty lucre of renown.”
S
^WMRMISWMWMW!!
MAY - 1952
DEPARTMENT OF EDUCATION
Glenn A. Duncan, Superintendent, Public InstructionCarson City R. H. Manning, Office Deputy*........................Carson City
*The Office Deputy acts as District Deputy for Douglas, Ormsby, and Storey Counties.
t Appointed members of the State Board for Vocational Education.
Mrs. Helen Hughes, Certification ClerkCarson City Dwight F. Dilts, Retirement Clerk and StatisticianCa rson City E. A. Haglund, Supervisor, Indian Education DivisionCarson City Mrs. Ellen Couch, Supervisor, School Lunch ProgramCarson City Mrs. Leona Maupin, State Supervisor, Food Distribution,
School Lunch Program......................................Carson City
Ross Wainwright, State Coordinator, Veterans on-the-job
Training Program Carson City
DEPUTY SUPERINTENDENTS OF PUBLIC INSTRUCTION First Supervision District—Elko County
Mrs. Kate St. Clair^.................................. Elko
Second Supervision District—Northern Nye and White Pine Counties Donald K. Perry.;......,.....?.....................................
Third Supervision District—Eureka, Humboldt, Lander, and Pershing Counties Mrs. Kathryn L. Scribner..........................; ...Lovelock
Fourth Supervision District—Churchill, Lyon, Mineral, and Washoe Counties John H. FantCourthouse, Reno
Fifth Supervision District—Clark, Lincoln, Esmeralda, and Southern Nye Counties
Roxie Copenhaver. Courthouse Annex, Las Vegas
THE STATE BOARD OF EDUCATION
THE PUBLIC SCHOOL TEACHERS RETIREMENT SALARY FUND BOARD THE STATE BOARD FOR VOCATIONAL EDUCATIONS
Charles H. Russell, Governor of Nevada;...............Carson City
N. E. Wilson, President, Fourth District Reno
A. C. Grant, Vice President, Fifth DistrictLas Vegas Glenn A. Duncan, Setzretary..-.-^^ ,, . Carson City
John J. Hunter, First District................................. , ' Elko
W. Howard Gray, Second District; Elv
Captain E. R. Marvel, Third DistrictBattle Mountain fGEORGE Henningsen, Representative of AgricultureGardnerville IEd. C. Peterson, Representative of LaborCarson City
VOCATIONAL EDUCATION STAFF
Glenn A. Duncan, State Executive Officer...........................Carson City
John Bunten, Director Vocational Education and Supervisor
Vocational Agriculture...., Carson Citv
F. I. Wallace, Supervisor, Trade and Industrial EducationCarson City Sam M. Basta, State Supervisor of Guidance Services Carson City Mrs. Genevieve Pieretti, Supervisor, Home Economics Education....Carson City Mrs. Marion G. Bowen, Supervisor, Vocational RehabilitationCarson City
NEVADA EDUCATION BULLETIN
A PUBLICATION OF THE STATE DEPARTMENT OF EDUCATION (Published in September, November, January, March, and May) R. H. Manning, Editor CARSON CITY, NEVADA
Vol. XXXIII
MAY 1952
No. 5
TABLE OF
Superintendent’s Message
Attention High School Administrators
United Nations’ Fountain Fund
Know Your Nevada Educators
Wisdom From the Past
Certificate Renewal
Textbook Adoptions
Administrators Work on Financial
Problems
Teachers’ Unions
Elementary Consolidation in
Douglas County
Dr. Gertrude M. Lewis Visits Reno
Schools
CONTENTS
What to do to Secure a Refund of Retirement Contributions
U. of N. Guidance Workshop
What to do to Retire
Just For Fun
Learning Democracy
Mineral County High School
Some Interesting Firsts in Nevada
A Beowawe Experiment
NSCTA Delegate’s Report
Classroom Teachers’ National Conference
Adequate Vision and Attainment
When Earth’s last picture is painted, and the tubes are twisted.and dried,
When the oldest colours have faded, and the youngest critic has died, We shall rest, and faith,, we shall need it—lie down for an aeon or two, Till the Master of All Good Workmen shall set us to work anew!
And only the Master shall praise us, and only the Master shall blame; And no one shall work for money, and no one shall work for fame;
But each for the joy of the working, and each, in his separate star, Shall draw the Thing as he sees It, for the God of Things as They Are!
Entered as second-class matter May 22, 1919, at the post office at Carson City, Nevada, under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized August 21, 1919.
I22 186
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Nevada Education Bulletin
SUPERINTENDENT’S MESSAGE
There will be a summer workshop at the University of Nevada this year continuing our curriculum survey and revision, under the direction of Mr. Francis G. Burke, Placer County, California, who conducted the course last summer. Special emphasis will be given to the language arts and to a revision of the 1939 elementary State course of study. However, anyone who is interested in any other particular phase of the curriculum will find opportunity to work on it.
There also will be offered this summer two courses in guidance techniques—one sponsored by the University and the other by the State Vocational Department.
TWO-DAY INSTITUTES THIS FALL
Two-day institutes will be held in all five districts this fall. Normally this is the year for a State institute, but since such an institute, in practice, amounts to a district institute for either the Las Vegas or Reno areas and, as such, does not contribute particularly to the other districts, we have decided to change the routine. The extra day is in response to a legitimate demand. Some teachers in outlying schools were rushed by the one-day schedule last year. Under present plans, there will be exhibits during the first morning session and during the second afternoon session, thus allowing more flexibility of time for those who must travel greater distances.
The main emphasis at these institutes will be on “guidance” and ‘‘exceptional children.” Time will again be allowed for the NSEA.
SALES TAX EARMARKED FOR EDUCATION
You probably read in the newspapers that I have come out flatly in favor of a sales tax earmarked for education. I want you to know a few of the reasons for this stand.
First, we need about 1 y2 million dollars additional State aid a year to raise salaries, in general, to set a new minimum of $3,200 a year and to provide for increased maintenance costs.
Second, in addition to the building already-in progress, we need about six million dollars of bond issues which cannot be provided without some relief at the city and county levels.
Third, the income tax (perhaps the fairest tax of all) doesn’t appear to have a chance of passage, and the equalization plan of present property assessments.(another logical way out) was killed at the last legislative session.
This leaves us, in my opinion, with the sales tax.
It has these advantages:
It is economical to administer and its cost grows smaller with each year of operation. Estimated cost for the first year, $75,000.
.. It will cover an estimated six million tourists with a small tax and thus ease the total burden of the Nevada taxpayer.
^ax the floating population of our State, which at present puys little or no money for support of schools plus a sizeable section of nonproperty owners who make good money yet who do not now pay
1952] Nevada Education Bulletin
any appreciable portion of their just school tax. (Unless a family man pays at the rate of $200 a year per child in State and local taxes, he is not assuming his',just burden, for this is the actual cost,)
EXEMPTS TAX ON FOOD BOUGHT AT STORES
The plan presented by the Nevada State -Educational Association’s legislative committee (Procter Hug, Chairman) sets up a 2 percent sales tax omitting food bought from raw foods as distinguished
from that sold, in restaurants. I am, in addition, personally in favor of omitting from the tax all • persons whose total income is derived from pensions—which pension amounts to less than $1,000 a year per person.
One percent of this tax would go to provide the extra State revenue necessary to make up the $3,200 minimum salary; the other 1 percent would be “kicked back” to the counties either according to the amount, collected in each county, or on an equalizing basis (every county sharing alike), which would amount to a ; and to all
intents and purposes, it would mean the State’s “getting out” of the ad valorem field almost entirely and leaving this source of revenue- to the counties and cities. Such an action would allow for city and county bond issues and provide them with revenue they sorely even as the schools need it.
EDITORIAL IMPLICATIONS SEEM UNJUST
The implication which has been made in some editorials recently that schoolmen (administrators are always implied) are. trying to tax and spend just to be doing something, is quite unjust. None qiMhese men have any more affection for taxes than you, but they cannot let the Nevada school systems deteriorate and remain true to their profession.
I hope the teachers of the State will give this matter their attention and their support.
ATTENTION HIGH SCHOOL ADMINISTRATORS
There is a typographical error' in the mimeographed form sent, to you under date of February relative to Nevada High School
Revised Requirements.
Under section 2, subsections d and e, the 1952 should be changed to 1951. Will you make the correction on your
UNITED NATIONS’ FOUNTAIN FUND
The schools of Nevada were given a quota which, with the contributions from the schools of other States, is to be used to erect a fountain in front- of the.United Nations’ Building. Thus far we have not reached our goal. We hope all teachers and administrators will this matter to the attention of their pupils and collect voluntary ■contributions. The deadline for the receipt of thesScontributions is June 1. 1952. All money should be sent to (diaries II. Russell, Governor’s Carson City, Nevada..
6 Nevada Education Bulletin [May
The following Nevada schools have contributed to the United
Nations’ Fountain Fund: Barrett School, Yerington; Buena Vista
School, Unionville; Clayton Valley School, Silver Peak; Clover Valley
School, Getehel Mine; Contact School; Douglas County High School;
Dry Lake School; Dyer School; Fallon Cottage School; Fallon West
End School; Glendale School, Sparks; Gold Acres School, Beowawe;
Huffaker School, Reno; Indian Springs School; Lund Elementary
School; Natchez School District, Nixon; Monitor Ranch School, Austin;
Montello Consolidated Schools; Rose School District, Pahrump;
Spanish Ranch School; Toiyabe School District; Ursine School; and
Virginia City School (4th, 5th and 6th grades).
KNOW YOUR NEVADA EDUCATORS
Seymour P. Fish was born at Woodruff, Arizona, where he secured
his elementary education. He completed his high schooling at the
Snowflake Academy, Snowflake, Arizona, and a two-year normal course
at Northern Arizona State Teachers’ College, Flagstaff. His A.B.
Seymour P. Fish
degree is from the University of Utah, and he has done graduate work
in the fields of school administration and finance at the University of
Southern California and the University of Utah.
His varied experience in education includes 12 years as teacher and
principal in Arizona elementary schools, one year as coach at the
1952] Nevada Education Bulletin________________ 7
Moapa Valley High School, six years as principal of the Virgin Valley
High School, and one and one-half years as teacher in the Granite
Junior High School, Salt Lake City, from which he came to Educational
District No. 1, Clark County, in January, 1944, where he has
since been superintendent.
Superintendent Fish has always been active in the civic and religious
affairs of the communities in which he has lived. He served as president
of the Moapa Valley Chamber of Commerce, organized the first
Teachers’ Education Association in Educational District No. 1 and has
served on NSEA committees.
Superintendent Fish married Miss Vera Pyper of Salt Lake City,
who, he readily confesses, has been, and is, of inestimable assistance.
They have two sons, 'Gerald and Paul, attending BYU and a daughter,
Kathleen, who is a senior at Moapa Valley High School. Mr. Fish
admits that this size family has been enough to keep him busy plodding
and prodding, but, he confides, the over-all experiences have brought
much in happiness and personal enrichment.
WISDOM FROM THE PAST
Compiled by Bebniece IHfe
The thing that hath been, it is that which shall be; that which
is done is that which shall be done: and these is no new thing
under the sun. Ecclesiastes 1: 9.
THE SCHOOLHOUSE FLAG
* * * Is it not the token of a mutual pledge between the government
and the schools that so long as the nation guarantees free education
to the children of the republic they, in grateful return, will
guarantee that “this government shall not perish from the earth ?”
If the flag is the symbol of the freedom, strength and glory of our
country, so surely is free and universal education the fortress of its
defense and the safest guardian of our liberties.
To be in harmony with bur institutions of government, education
must be free in a higher sense than that it may be had without money
and without price, but that it should be free from sectarian influences,
especially from the domination of that intolerable religious bigotry
which has heaped centuries of unspeakable misery and degradation
upon the peoples of Europe.
Patriotism should be taught in all the public schools. The govern-
. ments, institutions and condition of the peoples of Europe should be
contrasted with ours, that a love of country and devotion to the principles
and institutions of our government may be thereby more deeply
inculcated.
The children should be frequently reminded of the awful sacrifices
made in the struggle for independence and of the still greater sacrifices
since made in defending the life of the nation. There was a time in
the history of this country when instruction and admonition in the
duties one owes to his country would have seemed almost superflous,
but that time has passed. Alien voices are heard all over the land
denouncing some of our noblest institutions of government.
They are displeased with the free institutions that have guided this
8
Nevada Education Bulletin
[May
nation safely through great perils to a condition of prosperity and happiness hitherto unequaled in the history of the globe. It appears they would inaugurate here a state of affairs like that which prevails in some parts of Europe, which makes liberty of conscience a stranger there, and life almost unendurable to one who dares dream of freedom of thought or action. (From the Biennial Report of the Superintendent of Public Instruction of. Nevada, 1889-1890.)
The general advancement of great enterprises rests with the people, and the advancement or improvement of a school, system is no exception. Whatever the improvements in the past have been, the people must be given credit for, and this will be true in the future.
As time passes conditions change, making it necessary to enact new laws, and this is as true of school systems as of any others. Laws enacted a quarter of a century ago may have filled the requirements of that time, and yet not be the best or at all suited to the present conditions. (From the Biennial Report of the Superintendent of Public Instruction of Nevada, 1901-1902.)
While teachers’ wages have not increased to any extent the cost of living has greatly increased, and with the uncertainty of tenure, and that many teachers find it difficult to obtain comfortable places to live has a tendency to force teachers to turn to other lines of work where restrictions are less numerous and the attitude of the people less critical. (From the Biennial Report of the Superintendent of Public Instruction of Nevada, 1905-1906.)
In short, anyone who is acquainted with rural school conditions in Nevada cannot deny the need of a large increase in the available school moneys, and anyone who has knowledge of the present method of distribution cannot deny that it is wholly inequitable and unjust. Therefore, the reason for an increase in the funds to be expended in maintaining the public schools of Nevada is most obvious at this time, and if the present standard of efficiency is to be maintained, this increase is certainly most necessary. * * *
(If the school men of the State will unite in a specific plan, and will arrange to have that plan ably presented to the Legislature at the session to be held this winter, there is no good reason why complete success should not attend their efforts. The law should be most carefully drafted by someone who is qualified for that work; the statutes of other States should be studied, and the decisions of the courts read before undertaking to make a law that will cover the exigencies of the case as it is presented in Nevada.) (From a speech by Deputy Superintendent A. B. Lightfoot at the Nevada Educational Association meeting at Goldfield in 1910,) :
1952] Nevada Education Bulletin
CERTIFICATE RENEWAL
If your certificate expires this summer be sure and earn the three semester hours of credit for renewal. Either plan on attendance at a 1952 summer session or enroll in correspondence courses now. Just remember—you can renew a certificate with three semester hours of credit, but if you allow the certificate to expire you must then earn six semester hours of recent credit and apply for a new certificate.
CERTIFICATION FEES
At the December 10, 1951 meeting of the State Board of Education, fees for Nevada certificates and diplomas were established as follows:
Life Diplomas................................................................. $10.00
High School—.—.,,............................................... 6.00
Junior High School......................................................... 1.00
Special............................................................................ 4,50
First Grade Elementary------------------------------------- 4.50
Second Grade Elementary________________________ 4.00
Third Grade Elementary—......................................... 4.00
Vocational (those not holding a High
School Certificate^.........,............................ 6.00
Vocational (those holding a High
School Certificate) .-,.___........................... 1.00
Renewal fees to be the same as original fees.
TEXTBOOK ADOPTIONS
After many lengthy meetings that meant arduous hours of reading, comparing, and evaluating the hundreds of books presented for consideration, the Nevada Textbook Commission completed its task of making textbook adoptions in the following subjects: Civics, Drawing, Elementary Science, Health and Safety, History, Language and Grammar, Music, Spelling, and Writing.
On behalf of the educators of the State we express appreciation to the following people, who are the members of the State Textbook Commission, for the fine service they perform to education in our State: *
Governor Charles H. Russell; Glenn A. Dunean, Superintendent of Public Instruction; N. E. Wilson, John J. Hunter, W. Howard Gray, E. R. Marvel and A. C. Grant, all members of the State Board of Education; and Mrs. Ruby Thomas, Las Vegas; Miss Nora Roberts, Winnemucca; Randall Ross, Reno;' 0. Raymond Carter, McGill, and Byron F. Stetler, Elko.
Efforts are now being made to complete all of the details that must precede the publishing of the list of adoptions and we hope to have the pamphlet ready for Nevada administrators before the closing of school.
For your information we quote the following section from the Nevada School Code, sec. 410:
Sec. 410. Texts Adopted Must Be Used in All . Schools. The textbooks adopted by the state textbook commission shall be used in every public school in the state in the grades for
10 Nevada Education Bulletin [May
Administrators attending February 1 conference, State Capitol, Carson City.
Nevada Education Bulletin 11
which they are adopted, and no other books shall be used as
textbooks in such grades; provided, hoivever, that this section
shall not be interpreted in such a manner as to prohibit
the use of supplemental books purchased by the district, nor
the temporary use for try-out purposes of textbooks submitted
by textbook publishers for state adoption, upon approval
of the state textbook commission. Any school officer or
teacher who shall violate the provisions of this school code by
requiring the pupils to use textbooks others than those
adopted by the state textbook commission or other texts
approved as above, or by permitting the use of such other
books as texts, shall be deemed guilty of a misdemeanor and
shall be punished by a fine of not less than twenty dollars
($20), nor more than one hundred ($100) dollars. All superintendents,
principals, teachers, and school officers are charged
with the execution of this law, and the superintendent of
public instruction shall require the teachers of the several
districts, or the principal thereof, to report annually as to the
textbooks used in their schools.
ADMINISTRATORS WORK ON FINANCIAL PROBLEMS
Acting on call from State Superintendent Glenn A. Dunean, Nevada
administrators from over the State spent the entire day of February
1 in meetings at the State Capitol considering proposed plans and
methods for securing needed financial support for the schools.
Smaller groups under the direction of the NSEA and its legislative
committee are carrying on the study at their monthly meetings.
On April 18, another meeting of administrators from all districts
of the State was held at Carson City to consider further the recommended
actions that came from the smaller group meetings. From
the decisions made at these continuing conferences the legislative program
will be made.
TEACHERS’ UNIONS
Editorial: The Fallon Standard
Las Vegas is the bizarre Nevada town where the native politicians,
the imported gamblers and the transplanted trouble makers of labor
organizations combine in an effort to take charge of the State of Nevada
politically, economically and socially—and now educationally.
It is in Las Vegas that The American Federation of Labor has corralled
the school teachers into a union l*ocal with the evident object
of spreading its control over the pedagogues of the entire State.
*N0t quite Correct. Ed.
It could be expected that if the movement thrives, the time may
come when the teachers may refuse to cross the picket lines formed at
Oats Park school if the plumbers get into a jurisdictional strike over
who is permitted to repair the toilet down in the basement.
The teachers, or at least most of them, may have too high a regard
for their duties to the youngsters to participate in a sympathy walkout
12
[May
Nevada Education Bulletin
should the Consolidated B board decline to sign a contract with the teachers’ union for hiring bus drivers.
If classroom schedules were maintained, that would leave the way open for the kids to take part. Youngsters might be dubbed as “scabs” by the children of butcher, carpenter and bricklaying daddies. Or they could wreck the incoming buses and beat up the drivers. Such things have happened on other levels, in other localities. Why not in Fallon?
If any group has had cause to organize during inflationary times, it is the school teachers.
They had been among the “unforgotten” professional workers when pay cheeks are written.
It is required of instructors, who have a great deal of influence over the coming adult citizenry, to have specific and expensive training- before they can go to work. Character is another requirement.
Yet their stipend has been less in times past than that for semiskilled labor. School executives, when they reach the peak of their earning power, may expect incomes of half or less than half the pay of those in other professional callings which require no more university training and experience.
Teachers have been accused by uninformed legislators and politicians of having formed a powerful lobby to force through their “selfish” demands.
They do have their organization in the Nevada Classroom Teachers’ Association, and it does have power, but its aim cannot be justly called selfish.
Motives are to improve educational standards, difficult in these troublesome times and an achievement that is impossible unless those entering the profession are attracted by what may be called decent living wages.
For instance, the Fallon High School has lost four good instructors this school year who left for more remunerative fields.
There has been no better leadership toward this end in Nevada than Emile Gezelin, executive secretary of the Nevada State Educational Association.
He has a masters’ degree in education. His long experience includes work as an administrator and as a Deputy Superintendent of Public Instruction.
While pressing for better pay for Nevada members of the profession, Mr. Gezelin was told that “if you don’t like teachers’ salaries, why don’t you get out?”
He did just that. After earning a degree from the University of California entitling him to practice law, his income now probably tops that of any educator in Nevada, including that of the University of Nevada president.
But he has not lost interest in education. He has continued to work
1952]
13
Nevada Education Bulletin
for better salaries and conditions. He is concerned particularly over problems in rural districts and in the social and economic status of teachers.
It was Mr. Gezelin who led the way toward securing a minimum $2,400 annual salary for Nevada teachers. It was he who drafted an amendment to the statutes to bring a larger apportionment from State funds, thus relieving the counties and districts; and it was this educator who brought to school teachers the same privileges under the State pension plan as had .already been extended to other public employees.
Every teacher and instructor in Nevada is lucky to have as a leader this ipan as executive secretary for the Nevada State Educational Association, including both the classroom teachers’ and the administrators’ organization. He is doing this dual job for $2,400 a year. He is often serving the educators at the expense of passing up profitable private assignments in his legal profession.
This is the type of man the teachers of Nevada had better hang onto if they can.
Mr. Gezelin should be favored by Nevada parents and taxpayers, for without such fine leadership by one so well qualified there is grave danger that control of our schools will be taken over by union bosses with their greed for power.
Teachers then would be paying union dues totaling more than the small contributions now for Mr. Gezelin’s outstanding services, teachers and administrators would be under control that would be alien to the best interests of Nevada’s schools and the children and the parents in the end would be the losers as well as the educators themselves.
The fact of the matter is that the teachers already have a union that is being conducted in the best interests of themselves, the children and the public.
ELEMENTARY CONSOLIDATION IN DOUGLAS COUNTY
By E. A. Haglund, Supervisor, Indian Education Division
September 1951 marked an additional milepost in the process of consolidation of elementary school functions in Douglas County, Nevada. The two-teacher school at Dresslerville, 4 miles south of Gardnerville, was at that time incorporated into the Consolidated No- 1 School District organization. Transportation arrangements were made for the 38 students to attend the Minden and Gardnerville elementary schools in order to provide them with , the opportunity of attending a larger school with its greater advantages.
The annexation of the Dresslerville District by Consolidated No. 1 leaves only 2 one-teacher school districts remaining in Douglas County -—Genoa and Lake Tahoe. This condition is indicative of the progressive educational leadership in Douglas County which has as its prime objective the reorganization of elementary education on a county-wide basis in order to bring about a higher standard of educational activity and the insurance of adequate financial support as well as efficient and
14 Nevada Education Bulletin [May
economical operation. Over a period of years, consolidation has
developed through the initiative of school administrators,- boards of
trustees, teachers, and parents, determined on a program of improvement
of educational opportunities for the children residing in the
Upper^Elementary school building at Gardnerville. Lower—Elementary school
building at Minden.
county. Opposition to consolidation has been overcome through an
explanation of its advantages and by temporary consolidation on a
unionized basis.for a trial period. Satisfaction with consolidation has
proved to be the greatest selling point in effecting permanent joinings
of individual districts after a trial period.
1952] Nevada Education Bulletin 15
Geographically, Douglas County lent itself to effecting consolidation
in that no unusual distances existed which would require disproportionate
time spent by children enroute to school by buses. A sound
program of development and improvement of secondary roads by
county officials over a period of years greatly expedited the movement
toward consolidation. As a result, a large part of school transportation
routes are over hard-surfaced county roads.
A brief history of elementary education in Douglas County will
serve to bring out the development of consolidation.
Originally in Douglas County there were 10 school districts with the
following enrollment in 1916-1917:
School district Enrollment Teachers
Heybourne ..... ......... .............. ...... 12 1
Hot Springs........................... ............ Dormant
Genoa ............ ......._________ ... 31 2
Mottsville'_______________ _____ _ 26 1
Fairview________ ___ __ ________ _ 15 1
East Fork......___ 24 1
Gardnerville ...................... ,____ 58 2
Central ____ :........................ ............ 29 1
Douglas__________ ____________ 4 1
Minden ___________ ___________ 30 1
Centerville ............ :____ ____ 24 1
Totals ............................... 253 12
In that same year a consolidation of East Fork and Gardnerville was
established with a total enrollment of 82 students with 3 teachers.
The new district became known as Consolidated A. The next year,
1917-1918, saw the establishment of Consolidated B School District
with a joining of the Minden, Heybourne, and Hot Springs districts.
Little progress took place during the next decade. In 1928, Centerville
joined with Consolidated B, and the following year Fairview and
Mottsville were taken into the same larger system.
Consolidated A and B districts included all elementary schools in
the county with the exception of the all-Indian enrollment school
established at Dresslerville in 1919, and the Genoa school. The Douglas
and Clear Creek districts had at an earlier date formed a joint district
with Carson City in Ormsby County with transportation of the
children to that city.
Consolidated A and B existed as separate units until 1944 when consolidation
efforts were renewed. A decision was reached by the districts
to establish a trial period of unionized operation in that year,
placing both schools under a single administrative unit. The successful
operation of the unionized district during that year resulted in
complete melding in 1946 with the formation of Consolidated School
District No. 1.
In May of 1951 the board of trustees of the Consolidated No. 1 District
reached a decision involving the all-Indian enrollment school at
Dresslerville and agreed to annexation if the smaller school district
expressed a desire to do so. Consolidation was to be effected through
16
Nevada Education Bulletin
[May
annexation procedure. The patrons of the Dresslerville District petitioned their board of trustees to request annexation, and formal acceptance was made by Consolidated No. 1.
The action of the board of trustees in so doing eliminated in Nevada the last school of this type which, because of its location, had become a segregated school attended by only the Indian children in the area. The expensiveness of operation and the inability to secure and retain qualified teachers characterized the Dresslerville school for a long period of years with the exception of the two years prior to the consolidation and an occasional year previously. As a consequence, the educational program was for the most part substandard and lacking in opportunity for the sound development of the students who attended the school.
Adjustment of the Dresslerville children to their new school situation was accomplished within a short period despite the transition from a multiple-graded classroom to a single-grade unit. The opportunities presented by a larger elementary school, particularly in music, art, supervised playground and athletics, were instrumental in effecting the rapid adjustment of this group. A longer period was required for scholastic integration, due in a large measure to inadequate experience and attainment in their two-teacher school.
The beneficial results of a consolidation program in providing better educational opportunities have been very clearly demonstrated during this first year of annexation.
The principal of Consolidated School District No. 1 is Archie Safley who has served as administrator since 1944. Previously he was principal of the Consolidated B School District and through his educational leadership the recent consolidation has progressed to its present level. Mr. Safley attended Iowa State Teachers’ College and is a native of Iowa. He has done additional work at San Jose State Teachers’ and the University of Nevada.
Mr. Safley came to Nevada in 1927. Prior to that time he served as instructor and supervisor of Physical Education in the Consolidated B school at Eallon, Nevada.
Consolidated No. 1 School District has an enrollment of 241 students in grades 1 through 8. It employs a staff of 10 teachers and operates a fleet of 7 school buses necessary to the operation of a consolidated system. The lower elementary grades occupy the Gardnerville school building, and the upper grades the Minden site. Enrollment during the past six years has increased from 138 to 241, with further growth indicated, making plans for a building program of foremost concern in the next few years.
DR. GERTRUDE M. LEWIS VISITS RENO SCHOOLS
Specialists from the U. S. Office of Education, Federal Security Agency, have been and are visiting schools in every State in the Nation to secure data that point up “Good Practices in Elementary Education.” The results of these surveys will be contained in Bulletin No. 4 which will be published by the Government Printing Office.
In order to see Nevada schools in action Dr. Gertrude M. Lewis, who
1952] Nevada Education Bulletin 17
is the specialist for the upper grades, spent two days in Reno, and under the direction of Superintendent Earl Wooster and Assistant Superintendent Roger Corbett she observed the work being done at the Veterans’ Memorial, Orvis Ring, Northside elementary schools, and the Reno high school. Dr. Lewis made the following comments regarding her visit:
“The experiences of my two days at the Reno schools were very worthwhile. I enjoyed the hospitality of the superintendent, the staff, principals and teachers whom I met. I found them greatly interested in children. Not only do the beautiful and functional new buildings give proof of this, but in the schools I visited the principals and teachers were working together in planning for the continuity and completeness of splendid school experiences; teachers and parents were discussing school and children needs, and parents seemed well pleased with the schools. The work being done to bring into unity different cultural segments of our country, as they exist in some of the Reno schools, was thrilling to see, as was the attempt in grades seven and eight to give children the guidance they need in order to improve their reading interests and achievements. I deeply appreciate the many courtesies given me while I was in Nevada.”
WHAT TO DO TO SECURE A REFUND OF RETIREMENT CONTRIBUTIONS
By Kenneth Buck, Executive Secretary
Teachers who do not intend to return to employment in Nevada following the termination of the present school year may receive a refund of retirement contributions in the following manner:
1.
Request the employer to forward a Form 3 (Notice of Termination) to the Public Employees Retirement Office, Box 125, Carson City. The date of termination shown thereon should be the last day of compensation-4-not the last day of school unless the two coincide.
2.
Forward a Form 4 (Application for Refund) to the Public Employees Retirement Office. Form 4’s may be secured by application to the employer.
Refunds are made under the provisions of sec. 16 (2) of the Retirement Act which states that a member may withdraw from the fund whenever he is separated “from all service entitling him to membership in the system * * The Notice of Termination is necessary to establish eligibility for refund.
The retirement office will, on the last day of compensation, immediately refund all moneys then standing to the credit of the teacher if Forms 3 and 4 have been received. Money in transit representing contributions for the final period of employment will be automatically refunded upon receipt in the retirement office.
Usually this means that a member will receive two refunds,- the amount standing to his credit on the day of termination of services, and the “in transit” money representing final contribution. Such refund policy has been adopted by the retirement office owing to the fact that a substantial percentage of persons urgently require money to clear bills or to finance travel at the time of leaving a position. If
18 Nevada Education Bulletin [May
refunds were held until all contributions had been received a major,
and possibly painful, delay would be inevitable.
Refund lists are cleared by the retirement office on Tuesdays and
Fridays of' each week. Inasmuch as the retirement funds are State
funds, held by the State Treasurer, such claims must first be cleared
by the State Board of Examiners and then by the State Controller who
will issue and mail the checks. A week or ten days may elapse between
clearance of a claim by the retirement office and receipt of a cheek by
the individual.
UNIVERSITY OF NEVADA GUIDANCE WORKSHOP
The Nevada State Department of Vocational Education, office of
Guidance Services, in cooperation with the University of Nevada, is
planning its first Guidance Workshop under the direction of Dr. Herman
J. Peters from July 21 through August 22, 1952.
Dr. Herman J. Peters, Associate Professor of Psychology, Chico
Dr. Herman J. Peters
State College, Chico, California, has had excellent training and experience
in Guidance Workshops. His teaching experience consists of three
years at the secondary school level, in University, and at Chico State
College. At the present time he is in charge of courses in Counseling
and Guidance at Chico State College, together with a half-time assignment
as counselor in the Student Personnel Office. He received his
1952] Nevada Education Bulletin 19
B.S. in Education from Kent State University, Kent, Ohio; M.S. in
Education and Ph.D. from Purdue University.
For the past four years, Dr. Peters has planned and directed the
Chico State College Annual Counseling Workshops that have attracted
considerable attention for their completeness and thoroughness; and
which have contributed tremendously to the advancement of guidance
and counseling in the State of California.
Dr. Peters will teach “Individual Analysis” and “The Counseling
Interview.” Sam M. Basta, State Supervisor of Guidance Services]
will be assistant director of the Workshop. Resource people from the
surrounding area will be invited to participate as lecturers and consultants
in the Workshop.
A unique opportunity presents itself to study selected phases of
Pupil Personnel work in cooperation with the State Office of Guidance
Services, the University of Nevada, and teachers, counselors, and
administrators. The Workshop will emphasize ways and means of
guidance practice.
Note—The Workshop carries from two to five credits; will
lead to counselor certification; offers graduate .credit, and is
free from tuition. For further information write Sam M.
Basta, State Department of Vocational Education, Carson
City, Nevada.
WHAT TO DO TO RETIRE
By Kenneth BWMN,' Secretary
Teachers intending to enter into retirement at the conclusion of the
1951-1952 school year should notify the Public Employees Retirement
Office, Carson City, concerning such intention as soon-, as a definite
decision has been made. The teacher retains the privilege of changing
his or her mind but an early notification will permit necessary
preliminaries to be completed prior to the effective retirement date.
Application should be made on a Form 21 which can be secured
from the retirement office. The teacher will have to establish birthdate
by compliance with Rule 1 of the Public Employees Retirement Board.
Briefly, this rule states that a birth certificate, baptismal certificate,
or properly certified entry in a family Bible is sufficient, in itself, for
the establishment of birthdate. If such instruments cannot be secured
the retirement office will accept any two official or semiofficial records
of age which were established prior to July 1, 1947, the date of creation
OWthe retirement system. Acceptable entries' could include school
records, census records,, a certified copy of voting registration, a letter
from the Drivers License Division, Garson City, concerning birthdate
shown on Original application for driver’s, license, a certification by
insurance company officials as to age shown on application for insurance,
fraternal and lodge records, and many other Sources. It is very
seldom that great difficulty is encountered in this regard.
In the case of female applicants it is often necessary to establish a
connection between the name on the proofs of birth and the name under
which retirement is sought. Usually this is accomplished by submitting
photostatic or certified copies of marriage license which show-tte transition
in names.
20 Nevada Education Bulletin [May
RETIREMENT PLANS
There are four retirement plans available under the Public Employees Retirement Act. They are:
1.
An unmodified service retirement allowance. This plan affords the largest monthly payments which will be 50 percent of your average salary for the highest salaried 5 consecutive years of the last 10 of service provided the member has 20 years of continuous Service. If years of service are less than 20 but more than 10 the allowance is prorated by the number of accredited years. Upon the death of the member all payments will cease.
Option 1. A reduced service retirement allowance with the provision that, at the death of the member, a lump sum equal in amount to the difference between the member’s contributions and the benefits he has received, will be paid to the beneficiary. (For example, if a member pays $400 into the fund and has received $375 in retirement payments at the time of his death, his beneficiary will receive $25.)
Option 2. A reduced service retirement allowance payable during life with the provision that it shall continue after death for the life of the beneficiary.
Option 3. A reduced service retirement allowance payable during life with the provision that it continue after death at one-half the rate paid to the member for the life of the beneficiary.
If the teacher believes that he may choose either Option 2 or Option 3 it will be necessary to prove the birthdate of the beneficiary to be named thereunder in the same manner as his own. The amount of allowance to be paid under Options 2 and 3 will vary with the ages of the member and the beneficiary. Such being the case, the designation under Option 2 or 3 of a beneficiary considerably younger than the member (such as a son or daughter) will result in a very substantial reduction in the allowance to be paid. The choice of a retirement plan is not formally made until the retirement office has submitted a form showing the exact amounts of allowance available under each plan.
EFFECTIVE DATE OF RETIREMENT
The effective date of retirement will be the day upon which compensation for the 1951-1952 school year ceases. In other words, as long as the teacher is drawing a salary he cannot be considered as eligible for a retirement allowance. The termination of compensation and the termination of actual work in the school year are not necessarily the same date.
The retirement allowance cannot be finally cleared until all of the contributions of the teacher have been received in the retirement office. If the district is delinquent in submitting its retirement reports to the State Department of Education (which forwards to the retirement office) a delay will be encountered in starting the retirement allowance. When payments are started they are made retroactive to the effective date of retirement.
NORMAL ROUTINE AND PROCEDURE
The normal routine and procedure in clearing a retirement is as follows: Teacher submits Form 21 (Application for Retirement) and
1952]
Nevada Education Bulletin
21
proofs of birthdate of self and beneficiary if it is believed that a beneficiary might be named under Options 2 or 3; final contributions are received in the retirement office together. with a Form 3 (Notice of Termination) as forwarded by the employer; calculations of the unmodified retirement allowance are made through the record of contributions and a certification of prior service and salary by the Department of Education; data is forwarded to the actuarial firm of Coates, Herfurth & England, San Francisco, for calculation of actuarial reserve and allowances under optional plans; actuarial calculations are received by the retirement office and an Election of Retirement Allowance form is directed to the teacher; the election, properly signed, is returned to the retirement office where necessary fund transfers are made and the teacher is placed on the retirement rolls.
All questions concerning retirement should be directed to the Public Employees Retirement Office, P. O. Box 125, Carson City.
JUST FOR FUN
THE PARABLE OF THE GRADE SCHOOL TEACHER By Gertrude C. Warner
(Revised by Miss Marjorie Brewster, Fresno State College) (Published in the Bulletin of the Milwaukee Teachers' Assn.)
It came to pass, after the days of the Great War upon the Hitlerites, that an American school teacher saith unto herself, “Behold this is Tuesday, which being interpreted, is Bank Day.” 1
And she took her seat at the desk and laid thereupon her Record Book, which was provided by the principal, and then she saith unto her students, “Those of you who preadventure have brought no money for the bank may go to their seats forthwith. Neither will I take any milk money, nor any picture money. Nay, at this moment, I will not even accept any Junior Red Cross money, nor any cans of peas for the hospital, until all the bank money may be counted and delivered unto the principal.”
Thereupon did she set out the ice cream box with the slit in the top to hold the moneys, and the students did with much jostling crowd about her with many pennies and nickels which they set about steadfastly to drop under the desk, the recovery of which did create great commotion, and the teacher set down duly in her book what each student had brought.
But it happened that some of the students who had no bank money, but had milk money, did not go straightway to their desks, as the teacher had commanded, but lingered idly by to watch the counting of the bank money. And suddenly the teacher did find upon her desk an extra penny, and when she found that she did not make balance with the rest, she inquired in a loud voice, “Whose penny is this?” And a student saith. “It is my milk money.”
Then the teacher tore her hair, lifted up her voice, and cried, “Did I not tell the milk children to take their seats? Or did I? Verily you will get me all mixed up in my figures!” And by reason of her violence, the milk children departed hastily to their seats, there to take up arguments about a long green pencil and a short yellow one
22 Nevada Education Bulletin [May
without any eraser, and the teacher cried out after them, “Hush, Hush. Of what value is it to argue about a pencil on Bank Day?”
Then the door opened and the hot lunch messenger from above did enter. So therefore the teacher had to give her order and in a humble voice did inquire of the children who wanted lunch tickets. And lo, some of the children joined with them and also bought hot lunches. But they were too young to know for a surety whether their penny should go to the messenger, or to the lady in the cafeteria, or indeed to their teacher. And there was much argument among them.
Now after these contentions were settled and the hot lunch messenger had departed, the teacher finished with the bank and did call to the children to gather about her with milk pennies. And each child put down a coin. And lo, a certain child said he already had paid for his milk, but the teacher believed him not, because already she had set down a zero against his name, and likewise because he first said he gave her a penny and then a nickel, and last that he gave her a dime. And she still believed him not because last year she had his brother, who likewise did make false witness about money.
But nevertheless, the teacher, being weak, did pay for his milk herself because he was thin-faced, and suddenly the door opened and a big brother did come with 95 cents for a picture child (for they all had had their pictures taken in that school). But not precisely 95 cents was in the envelope, because it was a two-dollar bill, and the wise mother had written thereon, “The change of this is for milk.”
Moreover, the big brother wished 95 cents back again for his own picture, neither did he want a dollar bill, because he wished a nickel for his own upper-grade milk.
And then the teacher did verily spill the beans, for she took out her own pocketbook and made change and then she was utterly lost, because the bank money came out a dollar too much, notwithstanding the picture money was all under the blotter, and the bank money had not been moved out of the box.
Then the children who paid a coin for milk departed to their seats; and as they departed, the teacher counted them, and lo, the sum of them was the same as the milk money. And the teacher lifted up her eyes unto heaven and was glad, and was about to render thanks, when a boy knocked on the door, came in and asked in a loud voice, “Hath anyone lost a mitten ?”
And the teacher cried unto him, “Get thee out of here; for thou know- est that thou shouldest take mittens to the office, neither shouldest thou tap on doors behind which are people busy with bank money.”
And the boy responded not a word, but as he hastily departed with the mitten he met another lad coming in with 27 bottles of milk. Verily I say unto you, they met in the doorway, the one coming and the other going and great indeed was the resultant commotion thereof. And at the other door appeareth a big girl with nine cents for the Junior Red Cross. So therefore the teacher took out her Junior Red Cross book, and set nine cents therein, and then lifted off ..her desk a great many cans of corn for the hospital, and a bag of potatoes and summer squash, so that she could see through the midst of them. And she did smile through the aperture, she had thus made and did say, “Lo, the moneys are now counted and we will say our morning prayer.”
1952] Nevada Education Bulletin 23
And behold as the children ended, a boy said, “You have not heard my reading class read.” And he spake the truth, for the teacher had not.
And lo, as the reading class of busy bees did assemble, the bell rang for recess, and the teacher was glad and she cried with a loud voice, “Do not run! Neither push, nor strike any of your little friends, but get you forthwith into your sweaters and get into line. And moreover do not get into any trouble on the playground, for verily, I am going to lie down in the teachers’ room, for next week we also have Santa Claus buttons and to prevent tuberculosis among you also Christmas seals, for which you shall bring other moneys. And hearken again unto me, ye children! After thy teacher hath finished making seatwork and correcting workbooks after school, She is thinking of going to work at Woolworth’s for it is said there is an hireling there who selleth milk and hot lunches and eounteth all the moneys, but who doeth no teaching at all, of any kind whatsoever in his spare time and yet, truly his recompense is of a much greater amount than is mine.” And the children did forthwith file out disconsolately, for they hateth to lose their teacher for they did love her.
SMART ENOUGH
The fourth grade teacher had struggled dutifully with her young hopefuls teaching them to read the Roman numerals, After a final careful explanation she wrote LXXX on the blackboard and asked of a pretty little girl in the back seat, “Now, Eve, do you know what those signs say?”
“Yes, I do,” giggled the pretty one. “One love and three kisses.”
WAL, I SWAN
A car of ancient vintage came to an abrupt stop in front of a crossroads store and the elderly, bewhiskered occupant clambered out and strode through the door which he slammed behind him. He confronted the young salesman and angrily demanded, “See here, ye, smooth tongued smart-alec. Ain’t ye the one who sold me this here tube of stuff for toothpaste ?” < • ,
“I am, and it is,” was the retort. “Well, I’ve given it every fair chance, but it won’t make my uppers stick. It makes ’em slip worse! Ye swindler.”
LEARNING DEMOCRACY
By Lucille M Smith
I have thought other teachers might be interested in the work my second grade pupils do at the Mary 8. Doten school in Reno.
Using the majority rule in voting they organized the “Good Americans Club,” named their newspaper, the Second Grade Gazette,, and elected their own officers.
Each Friday afternoon they have a meeting at which the president takes charge and uses the following simplified order of business;:
1.
The meeting will please; come to order.
2.
We will stand and pledge allegiance to the flag.
3.
The secretary will call the roll.
24 Nevada Education Bulletin [May
Mineral County high school building, Hawthorne, Nevada
1952] Nevada Education Bulletin 25
4. Is there any business for discussion? (Weekly events are talked
over and any peeves aired.’) ■ . W W
5. The program chairman will take charge of the program.
6. We will read-from our democracy books, “Enjoying Our Land,
Democracy Series, book two.”
7. The meeting is closed.
We believe that certain special benefits have been developed through
this weekly program. Because all pupils participate and share there
is a strong feeling of belonging and a group loyalty. Discipline has
become a room situation and not a teacher problem. Each child exercises
his right to express himself in turn. All are learning to appreciate
the abilities of others and are becoming good listeners. Children
of different races are enjoying living together in a well-adjusted
environment free from prejudices.
MINERAL COUNTY HIGH SCHOOL
By Robert Best,
The Mineral County Board of Trustees took possession of and moved
the high school pupils into this building in the spring of 1943. The
structure was built by the Federal Government under the provisions
of and with funds provided for by the Lanham Act. It was built to
replace the old building which is two blocks distant, but because of
an unexpected increase in enrollment the old building is still in use.
In addition to the old building and gymnasium, it has been necessary
to construct three more temporary buildings behind the high school,
which house three classrooms, dressing rooms, and showers.
This main high school building provides only about half of the classroom
space necessary for the secondary program. It contains three
classrooms, a science laboratory, library, commercial room, homemaking
room, kitchen, and administrative offices.
We are happy to report that at the present time drawings are being
completed for a $180,000 reinforced concrete building of five rooms and
an auditorium which will be erected on the north side of the present
building and will be connected with it by an enclosed corridor. When
this building is completed and occupied, we will be better able to carry
on our high school program.
SOME INTERESTING FIRSTS IN NEVADA
By Mrs. Bert Lyman, Librarian,
1857B-The first schoolhouse was built at Franktown. It was later
sold and moved to Genoa, where it was used as a stable.
1858- 1860—The first real newspaper in Nevada, The Territorial
Enterprise, began publication in Genoa on December 18. .The next
November it was moved to Garson City and a year later (1860)to
Virginia City.
1859— On July 19 the first session of the first Constitutional Convention
was held.
1859|g-The first house built in Virginia City was a canvas structure
18 by 40 feet in size, erected by Lyman Jones, one of the early settlers
26 Nevada Education Bulletin [May
of the country. His wife was the first white woman to live where Virginia City now stands and their child, Ella Jones> was the first white child seen.
I860—The first white child born in Virginia City was the daughter of J. H. Tilton, a pioneer wagon-road builder. Her birthday was April 1, and she was christened Virginia.
1860—
The first Pony Express Riders arrived at Carson City on their first cross-country trip on April 12.
1861^-On March 2 the Territory of Nevada was created by Congress and her first Territorial Governor, James W. Nye, and other officials arrived in Virginia City on July 15. Mark Twain, who has been called “Nevada’s first humorist” came to Nevada about this time.
1861—
In July and August the first census taken in Nevada Territory Showed a population of 16,374. The first Territorial election was held on August 31 and the total number of votes east was 5,291. The first Territorial Legislature met at Carson City on October 1.
1861—On October 23 the first message was sent across the United States by transcontinental telegraph. The Nevada Territorial Legislature sent a message of loyalty to President Lincoln.
1861—Sometime during the year the first mill for the reduction of silver ore began operations. It was named “The Pioneer” and was located at Devil’s Gate. Other mills were started within a few days.
1864—
Nevada became a State on October 31 and soon elected our first United States Senators: James W. Nye and William M. Stewart.
1865—
On January 8 the first Mormon settlers arrived at St. Thomas on the Muddy River in Clark County. This was a part of the “Dixie” or “Cotton Mission” of St. George, Utah. Clark County was at that time a part of Arizona Territory.
1867—
The first locomotive to enter Nevada came from the west over the Central Pacific Railroad on December 13.
1868—
On May 9 the first town lots were sold at auction in Reno. On June 18 the first train ran from Sacramento, California, to Reno.
1869—
The machinery at the Carson City mint was first put in operation on November 1.
1870—
The first train robbery on the Pacific Coast (some say in the world) took place near Verdi on November 5. The payroll for the Comstock mines, $41,000 in gold, was stolen.
1873—In February the first iron foundary in eastern Nevada was erected at Bullionville, Lincoln County, for the railroad company.
1873—On March 7 the first university in Nevada was established at Elko. It was later moved to Reno.
1885—The first Nevada State Fair was held at Reno from October 12 to 17.
1888—Electric lights were first brought to Carson City in this year.
1893—The first State Board of Health was appointed during this year.
1905—On May 15 the first town lots were sold at auction in Las Vegas. On June 2 the first regular train service began over the newly completed Salt Lake route between Salt Lake City, Utah, and Los Angeles, California.
1910—On August 21 the first passenger train arrived in Elko over the Western Pacific Railroad.
1952] Nevada Education Bulletin_______________27
1913—The first law to license automobiles was passed by the Nevada State Legislature.
The information for the above notes was obtained from the following books, magazines, etci:
Bancroft, Hubert Howe—History of Nevada, Colorado, and Wyoming.
Bryant, Edwin—Rocky Mountain Adventures.
Fletcher, F. N. —Early Nevada.
Federal Writers’ Project, Sponsored by Nevada State Historical Society—A Calendar of Events in Nevada.
Las Vegas Age.
Liberty Magazine.
Leavitt, Frances H.—“Influence of Mormon People in Settlement of Clark County.” (A University of Nevada thesis.)
Lyman, George D—Saga of the Comstock Lode.
Mack, Effie Mona■^■Nevada.
McClintock—Mormon Settlement in Nevada.
Maule, Wm. H.—(Checked manuscript and furnished several notes.) Neihardt, John G.— The Splendid Wayfaring.
Roberts, Brigham H.-^Comprehensive History of the Church.
Scrugham, James 6. History of Nevada.
BEOWAWE EXPERIMENT
By Mb. and Mbs. L. F. Waite, Teachers
Shortly after school opened in September, the pupils at our school organized the “Beowawe School Club.” During the year this club has served several purposes. It has provided the pupils with an opportunity to appear before an audience.. It has given amusement and entertainment for children who seldom have an opportunity to go to a town, and it has created parent interest in the school, as they are invited to attend the Club programs and there is no PTA or community club here.
We teachers assist the Club committee in preparing suitable programs, but the meetings, which are held each Friday, are conducted by the pupils. We believe this experiment has brought fine results and thought probably other small schools could profit from our experience. As an example of the sort of program we have given, the Beowawe School Club program for February 8, follows:
Song—U'America.”
Pledge of allegiance to the flag.
Prayer.
Song—“Battle Hymn of the Republic.”
Poem—“Lincoln Triumphant.”
Drama—“We Love Lincoln.”
Song—“Lincoln.”
Gettysburg address.
Reading—“He’d See It Through.”
Talk—“Lincoln’s Character.”
Song—“Your Mission.”
Refreshments furnished by the pupils were served by the refreshment committee.
Nevada Education Bulletin
[May
NSCTA DELEGATE’S REPORT
By Helen Marie Smith
As the alternate for our national vice-president, Flo Reed, I was privileged to attend the conference of the National Commission on Teacher Education and Professional Standards held in Santa Monica, California, on January 24 and 25.
The’ keynote address for the conference was given on Friday morning by Mr. T. M. Stinnett, executive secretary for the National Commission, who outlined the major purpose of the conference, which was to further State action programs. The procedures for carrying them out are the responsibilities of the State delegations.
All of the'States had five delegates or more present and I, being the lone one from Nevada, was invited by the Arizona group to meet with their section.
The following titles show the subjects, studied:
Group I—Impact of Manpower Shortages.
Group II—Impact of the Emergency Upon the Total School Program.
Group III-MAcereditation of Teacher-Education Institutions and Programs.
Group IV—Maintaining and Improving Teacher Morale.
Group V—Meeting Current Criticisms of Teacher-Education Programs.
Group VI—Cooperative Procedures for Upgrading Professional Standards.
It was felt teacher morale could be raised by means of adequate salaries, suitable housing, proper indoctrination into the respective school procedures, acceptance of new teachers into the group and making them feel at home in, and a part of, their new situation.
The need for more elementary teachers and classrooms to house them is increasing hourly and shows no sign of letting up. The schools have to compete for their teachers with both the military services and industry. Industry appreciates the value of people who have been trained to teach and is always ready to avail itself of them.
Quite a discussion developed on Friday night following the Panel on the Accreditation of Teacher Education Institutions as to its merits and demerits. Some colleges turn out students to teach with so little preparation that a study is being made to see about establishing a system similar to that used for high schools at the college level. If this were done, certification of teachers would be a simple matter and could be done merely by referring to the list to see that the applicant was a graduate of one of the accepted institutions.
It is vitally important the lay groups of the community are kept aware of the school needs and encouraged to work on legislation and other necessary things to fulfill this need. Teachers should belong to the different clubs and groups of their towns so that they may. attend their meetings and present the needs as one of the group.
Future teacher clubs should be organized and helped, if possible,, by college scholarships. All teachers in the profession should work to get their students interested in teaching. A large percent of the students now teaching* made their decision in the grade schools. Since
1952 Wp Nevada Education Bulletin 29
1946 the number of teachers has tripled, but just to staff new classrooms 40,000 new teachers per year are needed and 65,000 are needed annually to replace teachers leaving the service;
A salary scale of $3,200 minimum to $8,000 maximum for teachers Was recommended.
It was felt emergency credentials should be eliminated as soon as possible and teachers who hold them be required to earn credits each year in order to keep them renewed and eventually culminate in a degree. Arizona did that last year. They feel high standards and good salaries have paid off, as this year they had a surplus of trained applicants for the positions available. Many States have standing committees in the State Departments constantly working and studying professional standards and growth.
The conference closed with a luncheon and afternoon meeting held to summarize the conclusions arrived at by the various groups. Later these were compiled in booklet form and mailed to participants of the conference.
CLASSROOM TEACHERS’ NATIONAL CONFERENCE
President Janie Alexander announces that the ninth Classroom Teachers’ National Conference will be held at Michigan State Normal College, Ypsilanti, Michigan, July 7-18, 1952. The conference will be sponsored by the NEA Department of Classroom Teachers and the Michigan State Normal College. Eugene B. Elliott, president, Michigan State Normal College ; Janie Alexander, president, NEA Department of Classroom Teachers; and Hilda Maehling, executive secretary, will act as directors.
Conference Plans—The Classroom Teachers’' National Conference provides an ideal in-service training program. It combines a real vacation with most valuable and inspirational experience. Participants make friends and exchange ideas with teachers from all parts of the United States. They work together as a unit and in small groups on topics of vital importance to teachers. They have an opportunity to hear and know personally many of the leaders in American education today.
The whole group attends the morning sessions which are devoted to topics of interest to all, but each participant chooses his afternoon discussion group in the specialized area which is of greatest interest to him.
One outstanding feature this year will be a tour of the.Rackham School of Special Education and an opportunity to visit some special demonstrations in the teaching of retarded children, crippled children, deaf children, and deaf-blind children.
Theme—The theme for the conference will be “Organized Action Effective Participation = Ultimate Achievement.”
Credit—Michigan State Normal College will grant- two semester hours of credit- -graduate or undergraduate—for the conference.
1.
Certificate—Everyone who attends the conference will receive a certificate signed by President Elliott, Janie Alexander, and Hilda
30
Nevada Education Bulletin
[May
Maehling. We find, from past experience, that many boards of education accept this certificate as evidence of in-service growth. Many teachers have used it to receive credit to meet a local requirement of in-service growth or to maintain a position on a salary schedule. This certificate is included in the regular $65 fee.
2.
3708—Workshop in Current Educational Issues—If, however, any participant wishes to receive from MSNC an official statement of credit earned or to use the credit toward a degree (in cases where another college will accept a transfer of the credit) enrollment in 3708 is required. The tuition fee for 3708 is $7.50 additional.
Living Accommodations—-All resident participants will be housed in two adjoining halls, the John M. Munson and the James M. Brown. These residence halls are attractively furnished and are conveniently located on the campus. All meals will be served in the main dining room in Brown Hall. Linen, including sheets, pillow cases, towels, and blankets will be provided.
Location—Ypsilanti, Michigan, the home of Michigan State Normal College, is located in southeastern Michigan within a 50-mile radius of 60 percent of Michigan’s total population. It is about 30 miles from Detroit and 7 miles from the University of Michigan at Ann Arbor.
Ypsilanti is easily accessible by train, bus, or plane. It lies on the main line of the New York Central Railroad, has hourly bus service to Detroit and Anp Arbor, and is only three miles from Willow Run, the Detroit air terminal.
Fees—A fee of $65 will be charged which includes meals, room, and incidentals. An additional tuition fee of $7.50 will be assessed to those who desire credit.
Recreational Activities and Facilities—All of the facilities of the College will be at the disposal of the conference participants including the swimming pool and Charles MeKenny Hall, the College Union, with its handsomely furnished lounges, snack bar, and book store. The participants will also be able to enjoy concerts, plays, and other advantages including activities on the campus of the University of Michigan.
A very special event will be a visit to the Ford Motor Company, Greenfield Village, and Edison Institute as Company guests.
Registration—Those interested in the conference may secure registration blanks by writing to the NEA Department of Classroom Teachers, 1201 Sixteenth Street, N. W., Washington 6, D. C.
ADEQUATE VISION AND ATTAINMENT
American Optometric Associataion
Inadequate eyesight is often an important factor in juvenile delinquency, according to the American Optometric Association.
The child who cannot see to perform his school tasks often seeks self-expression in anti-social behavior, said Dr. J. Ottis White, president.
He cited a study in New York City which showed that 90 percent of a group of delinquent children were found to be school failures, and two studies made by the Ohio State Bureau of Juvenile Research
1952]
Nevada Education Bulletin
31
in which it was found that more than 26 percent of the children brought before juvenile courts were deficient in vision. Surveys in California, Pennsylvania, and other States show similar results, he said.
“It is a well known fact that every child wants to excel in some activity,” • said Dr. White. “The child who fails in school because of inadequate vision may draw attention to himself by breaking windows, stealing, or similar anti-social behavior.”
He offered two preventative measures: (1) modernization of school buildings to provide a better visual environment ; and (2) more comprehensive eyesight examinations in the schools to discover the children who need professional attention.
“Dark, drab, poorly lighted schoolrooms seem to cause a high proportion of all visual problems among school children,” Dr. White said. “An indication of that is that eyesight problems are more than twice as common in the eighth grade as in the first grade. With the aid of modern science, few children need to be visually handicapped. The tragedy is that most schools lack a systematic program for determining whether children have adequate vision. Reading letters on a chart across a room is an inadequate test of vision. By the Snellen letter chart test, one has 20/20 vision if he sees the letters he is supposed to see at a distance of 20 feet. If he sees at 20 feet only the letters that he should be able to see at 30 feet, he has a 20/30 vision.
“The 20/20 standard is a fallacy which should be exploded,” Dr. White said. “It does not mean normal vision nor does it mean average vision. It is just an arbitrary standard set before we knew any better.
“It is inadequate because most critical seeing is done within arm’s length and requires many visual skills which cannot be tested by reading a chart 20 feet away.” Among the additional requirements for adequate vision, according to Dr. White, are:
1.
Near acuity—ability to focus and see clearly and comfortably at a distance of about 15 inches.
2.
Binocular coordination—ability to make the two eyes work together.
3.
Depth perception—-ability to judge distance and space relationships.
4.
Field of vision^-ability to see over a large area while focusing on a point straight ahead.
Dr. White said that none of these essential requirements can be tested by a letter chart and yet many Americans, particularly those who have been in the armed services, think their vision is “up to par” if it meets the 20/20 standard.
SAVE YOUR VISION SHORTS
Two out of three adult Americans wear eye glasses.
Most of the eyesight problems of school children could be prevented by modernizing classrooms to provide a better visual environment.
Color-blindness is seven times as common among men as among women.
Benjamin Franklin was the inventor of bifocal spectacles.
“A child learns to see just as he learns to talk, crawl or walk,’’
32
Nevada Education Bulletin
[May 1952]
according to Dr. Marguerite Eberl, Milwaukee, Wisconsin, optometrist.
Normal use of television will not hurt the eyes. Visual discomfort indicates a problem that needs professional attention.
Licensed practitioners of optometry in the United States exceed 15,000.
Children with crossed eyes are likely to be‘superior students.
Excessive exposure to bright sunlight reduces resistance to glare for as much as 36 hours and may be an important factor in night automobile accidents.
STATE PRINTING OFFICE
CARSON CITY, NEVADA
• < teacher
k corps
K newsletter
Ms. Lettie Rodgers discusses test scores with student Craig Reid, as she works
closely under the guidance of the classroom teacher. M
Ms. Bobbie Madison enjoys working with Tami Geloff and Roy Miller in the
reading corner of Ms. June Williams’ classroom.
January $911
College of Education
University of Nevada, Las Vegas
New spark of enthusiasm . I.
By Nettie L.% Buylding
“ . . . that our sons may be as plants
grown up in their youth; that our
daughters may be as cornerstones,
polished after the similitude of a
palace.js
Though this is.Mndeed, an old
quotation™ it certainly appears to be
one that caused a new spark of
enthusiasm and determination among
old and new parent volunteers at Matt
Kelly Sixth Grade Center this school
year.
These volunteers have done such a
magnificent job that the community
coordinator cannot meet all the demands
of teachers for parent volunteers
in the classrooms.
With parents handling a lot of the
paper work, bulletin boards, etc., the
teachers are able to spend more time
instructing the children.
It is with great pleasure that we
IP show off” our Teacher Corps parent
volunteers at Matt Kelly in this issue
of the Teacher Corps Newsletter.
Their faces alone will let you know
just how enthusiastic they are in their
work with children and staff.
2.
The
Teaeher Corps
Newsletter
Written and Published for a better
understanding of Teacher Corps in
Las Vegas, Nevada.
Editor: Nettie Buylding
Contributors: Nettie Buylding, Jerrel
Hicks, Porter L. Troutman, Jr.
Photographers: Bernhard-Williams
The University of Nevada, Las
Vegas/Clark County School District
10th Cycle Teacher Corps Program is
a two-year Inservice/Preservice program
conducted as a joint educational
venture by Clark County School District
and the University of Nevada,
Las Vegas. The project focuses on (1)
training and certification of four interns
as elementary school teachers in
the state of Nevada (2) providing inservice
training to the cooperating
professional staff at Matt Kelly Sixth
Grade Center and two additional teachers
from each Sixth Grade Center,
(3) providing the community with a
program whereby ^children, parents
and teachers might improve interpersonal
relationships at home and school
resulting in greater appreciation of
those institutions and pupil achievement.
Teacher Corps Newsletter
UNLV/CCSD
10th Cycle Teacher Corps Program
Teacher Education Bldg. 33^|
Las Vegas, Nevada 89154
Phone: (702) 739-3229
Porter L. Troutman, Jr., Director
Jerral Hicks, PDS
Elise Johnson, LEA
Nettie Buylding, Community
Coordinator
Naomi Goynes, Team Leader
Published by the Office of Information Services
“How about that sharp kid!” Ms. Jean Rousch seems to say as she works with
recording grades for her assigned teacher.
... among parent
Parent volunteers Shirley Fowler (bending) and Dorothy Van Tassell show their
painting abilities, while Kelly Fowler and parent volunteers Bobbie Madison and
Joyce Smith prime their brushes in readiness to join them.
3.
Volunteers Ms. Alice Fleckenstein and Ms. Lillian Osborne consult with
volunteers
Ms. Mabel Lee requested to work with
Ms. Edna Heckard in preparing goodies
to sell to students during break
and lunch periods.
Ms. Dorothy Carson checks over material
she is running off for Ms. Faith
Leggett, teacher at Matt Kelly.
Ms. Josie Murrah elected to work with the kindergarten unit at Matt Kelly Sixth
Grade Center. Her heart was really turned on to these little ones. Here Ms. Murrah
works with students Anissa Martin, Andre Josephj^Shawann Newson, Ronnie
Coleman, and Tyrone Crum in Ms. Linda Higginbotham’s room.
Ms. Shirley Fowler has become a
master at laminating materials for
classroom use.
Mrs. Emily Tortorici has become “a
real ham” at typing ditto masters and
running off materials for the teacher
with whom she is assigned. Mrs.
Tortorici also spends time working
with children in reading and other
learning activities.
Parent
Dr. William Marchant following parent in-service training session.
PORTER TROUTMAN
News and comments from the director’s desk
A More than 130 Teacher Corps direcl
tors- attended a Washington Policy
Seminar conducted by the Institute for
Educational Leadership and sponsored
by George Washington University in
Washington, D.C. December 7-10.
Twenty-seven distinguished Coni
gressmen Brom the Department of
Health, Education and Welfare
(HEW), the National Institute of Edul
cation (NIE), and the Office of
Management and Budget (OMB) dil
rected and participated in an excellent
seminar.
• Teacher^Corps staff meetings are
held each Friday at 2:00 P.M. in the
UNLMDTeacher Education Building,!
room 301.
■ Registration for experienced teachers]
continues thru January 26, 1977.
• Mrs«E Earley,-staff representative!
American Association of Teachers)
(AACTE), Washington, D C., visited
our Teacher Corps Project on Dec. 12.
■ Dr. M. Jerry WeissD Distinguished
Service Professor of Communications
from Jersey City State College, made
I series of school visitations! Dec.
6-10. Dr. Weiss generated an excellent
Writing guide for experienced teachers.
• February 2, 3, and 4, have been
set for the Community Education
Workshop and the Multicultural Edul
cation Workshop for parent volunteers,
community - coordinators and staff
members ‘in the Far West Teacheij
Corps Network in Phoenix, Arizona.
• A workshop on Multicultural School
Setting is scheduled for January 28 and
29 for experienced teachers. Dr. Price
Cobbs, noted author of Black Rage
and J. Manuel Casas® Ph.D., Behavior
Learning, University of California
Los Angeles, will conduct the
workshop.
• The workshop on Cross-Cultural
Human Relations Methods,! Tools,
Materials and Programs is scheduled
for March 18 and 19. Dr. Aiko Oda|
Assistant Professor, San Francisco
State University, will conduct this
workshop.
Mrs. Diane Winokur and Ms. Pat
Madison are prime facilitators for the
latter two workshops. Both are disq
tinguished consultants in these areas.
• Assessment and Recapitulation for
this cycle’s workshops will be conducted
by Dr. Cobbs, Mrs. Winokur!
Ms. Madison, Dr. Casas and Dr.
Oda. (TBA)
• November started off productively
for this office: I had the pleasure of
attending the National Council of
States on Inservice Education in New
Orleans, Nov. 1.
Interns
in
action
The second-year Teacher Corps Project,
has offered a wide-ranging variety
of educational experiences for the interns.
These include attending Masses
at UNLV and involvement in elementary
schools and several Sixth Grade
Centers to gain experience ini self-contained
classrooms«at the primary and
intermediate levelsM|
Interns are involved in weekly inservice
training sessions provided by
their team leader, Naomi Goynes and
other Clark *County School District
staffs. •
♦ In-service training has been provided
in the following areas: Language Arts,
Art, Reading, Math, Science and Social
Studies.
IN-SER VICE SESSION — Sherry Cox, Francelle Brandon, Naomi Goynes (team
leader), and Carolyn Taylor are learning about the Social Studies Guide presented
by-, Willie Brown, a Social Science/Ethnic Studies Resource Teacher.
Dr. Bill Marchant making one of several points about classroom management.
The experienced teacher
component: full speed ahead!
By Dr. Jerral Hicks
Participants! in the Experienced
Teacher Component are involved in a
variety of activities this semester.
Ideas about classroom management
are shared by Dr. Bill Marchant in
class on Tuesday mornings at Matt
Kelly Sixth Grade Center, and with
individual participants as he visits their
classes.
Drs. Judy Dettre and William
Wagonseller are providing input in
regard to diagnostic and prescriptive
techniques for the regular classroom
teacher, including diagnostic devices,!
and are making case studies, and
carrying out appropriate corrective oh
remediation plans^|
In addition, as a follow-up to work
carried out last summer, Dr. Jerry
Weiss returned to Las Vegas and visited
participants in their schools during the
week of December 6-10. Dr. Weissj
assisted participants in continuing the
implementation of ideas developed
and organized last summer, and provided
ideas for^sontinuing the refine!
ment of language artsfeim the sixth
grade centers.
PARTICIPANTS EXAMING DIAGNOSTIC MATERIALS U Dr. Hicks,
Program Development Specialist; L. Starlin, Teacher; Pat Stockman, TeacherA
Margaret Cahoon, Assistant Principal C. V. T. Gilbert; William Evans, Principal,
C. V. T. Gilbert Sixth Grade Center.
Dr. Judy Dettre in a light-hearted
moment with Teacher Corps participants.
5.
Dr. Bill Wagonseller sharing a diagnostic
device with teachers and interns.
6.
Matt Kelly ex-staffer
keeps 'em up in the air
A tour of classrooms at Matt Kelly
can prove to be interesting.
Colorful bulletin boards and other
class projects are on display for the
pleasure of students and visitors. Melodic
echoes escape from the band
room as Dennis Whipple directs his
students in music of the masters. Mrs.
Cervelloni inspires students! with a
virtuoso piano performance.
Still another art form was discovered
among the science teachers at Matt
Kelly: John McPeak not only taught
children the verities of nature and the
physical world, but occasionally entertained
them with his unique juggling
talents at school assemblies. McPeak
recently resigned from teaching in favor
of a “tour” of the footlights abroad.
started when McPeak was a junior
at the University of Washington at
Seattle, where he was majoring in
e*ducation, Along with his roommate
and his brother he became interested
in unicycles, magic, and juggling as a
pastime.
With much practice they became so
good that they performed for school
and community functions. After graduating,
McPeak came to Las Vegas in
1970 to live' with his brother (who
had become an entertainer at Circus
Circus).
He substituted for Clark County
School District for one year before
becoming a full-time certified teacher.
McPeak taught at Rose Warren Elementary
and Kermit Booker Sixth
John McPeak demonstrates his preci -
sion in juggling.
Grade Center before joining the staff
at Matt Kelly, where he was one of
the cooperating teachers with the
Teacher Corps program.
In addition to becoming known as
an outstanding teacher, McPeak also
proved to be outstanding in the art of
juggling. Not only did he entertain
students and staff at Matt Kelly school
assemblies, but he performed at other
community programs as well.
He now holds the world’s record as
a juggler. This was set during a sevenhour
endurance performance at Circus
Circus. His performance will be televised
in January on “David Frost
Presents the Guinness Book of World
Records.Mm
As a result of such outstanding
performancesBMcPeak was offered a
contract to perform in theatres and
night clubs abroad. He has plans to
perform in Amsterdam, Holland; in
East Berlin’s Friedrichstadt Palaces
and in West Berlin, Italy and Switzerland.
However, McPeak does notconsidcr
himself leaving the field of education.
He strongly feels that his travels abroad
will add much to his education as he
learns of other people and cultures
throughout the world.
The Matt Kelly staff and students
will miss Mr. McPeak, but they are
all happy to know that one of their!
very own will be making an outstanding
contribution in theffield of performing
arts.
Turkeys
for
two
from
Kelly kids
This past Thanksgiving was a little
more pleasant for two Las Vegas fami-l
lies as the Matt Kelly student council
gave strong support to the annual
food drive.
The student body brought in all
kindljof food. Sharon Seif, Student
Council Advisor, Jill Patzer, Teacher
Corps parent volunteer, and student
council officers busied themselves
sorting, packing, and wrapping the
food for the needy families.
Officers of the Student Council this
year are Leslie Thomas, President,!
Mildred Payne, Vice President; Carol
Rojas, Secretary, and Amy Abdol
treasurer. These youngsters are just
as energetic as their predecessors and
are planning many great new activities
for all students at Matt Kelly this
year.
Bicentennial year
in Teacher Corps
in Clark County
School District
Bicentennial Year in the schools of
Clark County was one of real learning
and meaningful activities in the field
of education. Children, Teacher Corps
parent volunteers, teachers and community
alike shared in many schoolrelated
activities, promoting pride and
joy in the growth and progress of our
great country.
Many schools proudly displayed
beautiful paintings and other creation!
by students at all grade levels. Plays
and dramas were presented by staff
and students, bringing school and
community closer together.
Schools making the most outstand!
ing contributions were awarded special
7.
INTRAMURALS — FUN AND A CTION TIME: during a game of football at
Matt Kelly Sixth Grade Center. MAkse *boy are truly full of energy and deter-\
mination as they participate in various sports on Intramural Day each Friday^
9:30 a. m.-noon. Girls as well as boys participate in sports, with fierce compete
tion between class teams as they play&pccer, basketball, football, track, etc, m
flags by the Clark County Bicentennial
Committee during a School Board
of Trustees meeting. Matt Kelly Sixth
Grade Center was one of the happy
recipients of this award.
Although bicentennial celebrations
come to an end, we believe that all
Teacher Corps membersHwho have
participated will long remember the
learning and meaningful activities promoted
in the schools of Clark County
by the UNLV faculty, Teacher Corpsl
interns and other Teacher Corps
members.
Lila Zona, Bicentennial Committee Chairman; Leonard Robinson, Matt Kelly;
Don Hayden, Cashman Jr. High; Dan Gillon, Gordon McCaw; Sharon Seif,
Matt Kelly; Dave Hoff, Tomiyasu; Nanette Geisler, Indian Springs; Galen Good,
Lewis E. Rowe; John Vandeburg, Orr Jr. Kligh; Don Blake, Bicentennial
Committee.
Parent’s corner
Family Educational Rights and
Privacy Act
The Clark County School District
Regulation 5147 sets forth the rights
and procedures provided in the Family
Educational Rights and Privacy Act
of 1976. This regulation insures your
right to review any and all school
records related to your child. According
to Leonard Robinson, Principal of
Matt Kelly, a letter regarding this topic
was sent home with every student this
school year.
Matt Kelly Parent Advisory Board
The Mata Kelly Parent"Advisory
Board is increasing in Mize. If you are
interested in becoming an active member
of the Advisory Board, or if you
have any questions regarding the
Board’s function, please call the
school office at 648-5151, or Teacher
Corps office at MaM Kelly, 647-1171
or 647-1172.
Puzzled about where to go for help?
Getting the run-around? Call VAC for?
fast and accurate information and
referrala 382-5260.
Voluntary Action Center of
Greater Las Vegas
319 South Third Street
Las Vegas, 89101
8.
Teaeher corps sehool/eommunity
beautification project at Matt Kefly
By Nettie L. Buylding
One of the many interesting things
which happened at Matt Kelly Sixth
Grade Center earlier in the school year
was the school / community beautification
project.
This project was a result of a brainstorming
session in one of the Community
Component Meetings at the
school. When the idea was presented^
intern Carolyn Taylor decided that it
was just the thing she would like to be
involved with in order to fulfill part of
her community component commitment
with the Teacher Corps Project.
She and the community coordinator
talked with principal Leonard Robinson
who agreed with their project to
enhance the appearance of the school;]
and she immediately found willing
workers among the parent—volunteeij
group at Matt Kelly.
AJn addition, Mr. Robinson found
monies in the local school budget to
furnish all paints and supplies MZ the
project, a
And so began the school beautifif
cation project which combined the
forces of interns! parent volunteers,
and other community helpers recruited
from among local junior high students
by Mr. Robinson.
Everyone participating was anxious
to complete the project before the upcoming
parent orientation week at the
school. Parent volunteers worked like
Mtroopers'l through sunshine and high
winds * during weekends and - school
holidays to complete the task.
After one hot and windy day" one
parent volunteer, Shirley Fowler, came
in with an attractive short new haircut!
her sons sported new jeans and tennis
shoes. When asked about their “new
look’Bthe response *wWaes,J got all
painted up and it wouldn’t come out.jD
(Luckily, her husband liked her short
hair; and Shirley e*njoys her kvork
with the staff and children at Matti
[Kelly, so there was no loss of a good
parent volunteer.
Although there were minor casualties,,
the project was a success’. And
how was the success measured? Byi
the beautiful response from children
and staff after their return to school.
The children were especially coml
plimentary of the bright doors of:
orange, yellow, and red. They were
equally well pleased with the colorful
trash cansi painted in bicentennial
colors by parent volunteer Dorothy
Van Tassell among others.«
(Dorothy, of course, didn’t mind at
all having her husband, James, pick
up and deliver trash cans to her home
for completion over the weekends; no
one bothered to ask James about the
idea. He, however, appeared to take
the whole thing in stride.) M
• This just goes to prove that ,*many
interesting things can happen when a
group of dedicated people join forces
forMhe beautification of a s.chool in
the community. H
UNIVERSITY OF NEVADA, LAS VEGAS
TEACHER CORPS PROGRAM
4505 MARYLAND PARKWAY
LAS VEGAS, NEVADA 89154
Mr. David Hoggard, Sr.
Equal Opportunity Board
900 West Owens
Las Vegas, NV 89106
I as ure you that I consider it an htnor to
appear before you this afternoon. This privilege
accorded me,the first Negro teacher in Nevada ad
Las .Vegas,will always be a cherished memory. In
assigning me the broad subject of '’Education",
I am extremelyJ grateful to Tt'hnf»f<i?s organi. za7ti~on
who so graciously left the phase to be discussed
to my own discretion.
A From time to time I am certain that many of
you have been treated to length dissertations on
the History of Education,beginning with the
ancient Egyptian educational system,under which
the training of Moses is recorded in the Old
Testament,followed by that of the Greeks,which
■ takes full credit for the philosophical training
of Socrates,Plato,and Aristotle;thence to a study
of Chinese’ education which boasts of its
Confucius;on down thrjx India,Rome,medieval
and modern Europe. Or I might discuss the mighty
educational systems of our western civilizationHowever,
it is not of these that I would sp speak this afternoon—-I would that you would think with me on a comparatively recent educational venture;-Hitercultural Education.
Those of us who have been keeping abreast of educational trends welcome this new aspect, which simply means the "teaching of respect for the person." This may seem to be an abstraction difficult to teach children,but it can be done, even unto the youngest,as skilful teachers are , demonstrating daily. Very young children have no prejudices at all. When they are heard to say, "I don’t like him-he is a dew",-"I don't like her,she goes to a different church"-”1 don’t 1 like him,his skin is black"—it is then that our skilful teachers take the.first step in inter- cultural education,by helping the youngsters realize how much all human beings have in common by emphasizing our likenesses to one another rather than oun differences' -how very much we are alike in our wants and our needs. Teaching likenesses is not tie whole story,I know.
Fortunately,we do have differences. But even the most cynical must admit that if a child hasf i.^Lt developed a feeling of oneness with others through the realisation of similarities,he may be led to look upon differences with understanding. In our modern classrooms intercultural education is promoted by appreciating differences and suppressing ridicule. Too many of our children have ignorantly been led to believe that everyone but themselves is "fumy", be cause others sing songs with odd tunes and peculiar words;-dress differently,eat peculiarly named and prepared foods and so forth. The breaking down of those negative attitudes might be called the essence of inter- cultural understanding. Youngsters as well as adults have-a part to play in building our democracy.Even unto the youngest we must under- stand each other if democracy is to grow in our land and peace is to live in the world.
Although the public schools by way of democrat® teaching,may be able to help a child.develop sane viewpoints,we must ever be cognizant of the fact that much of a child’s experience is outside the
the school and. ’therefore nr1 chief his learning and attitudes is beyond the classroom-. It is here that
the home
and community environment play >such a
tremendous role. It is fitting now that I pay
tribute to this noble order of Elks,for your affir
mation of the importance of understanding young
people on their own level;-enlarging the impact of youth service thru the Junior Elks program which is designed to reach more and"more young people with a flexible and varied plan of action which
emphasizes the ultimate elimination of inequalities and social injustices in our fair land. I would say
these major tenets of the Elks educational program are contagious in that wherever Elks hold forth educational standards are raised. In order that intercultural education might become effective in our community,it is necessary that we examine current practices,study present intercultural structure, deterffl.ine_.the changes required and act " upon the needs indicated. This carrot be obtained
by lip service to abstract ideals nor by uninformed seli—appointed.individuals or.groups "engaged in
discrediting its own citizens. .(For .a brief moment
let us take s glance at the surface'' of •dur”local
A structure. I say surface,for neither time nor
. conditions will permit us to..do more. In the spricg:
of 1946 when the first qualified hegro to apply fcr
a teaching position in the public schools of ITevadi
.was accepted for employment,an inroad had been ms.L
for the race. This beginning was followed by a contract
for the 1946-47 school year. When it became b
known, that contracts had been let by: 'the school
board to three other members of our race for the
1947-48 school term;there immediately ■’.■ent up a
loud cry from some of our misinformed citizens.
- who immediately contacted our Supt.and Deputy
Supt.of Schools concerning the qualifications of
the teachers of our group. We . of the teaching, pro-.,
■fession,together with right thinking citizens were
extremely humiliated to learn, that our misinformed
. citizens had to he told. by .our Supt.and Deputy Supt
• of Schools that the State of Nevada requires tie
same preparation of all who teach in its public
schools,regardless of race,creed or color. T’ow
■the Negro children now enrolled in the 1
primary department of our Las Westdide
School are fortunate enough to complete their
d elementary education they will be capable ofHW--
appreciating the fact that one of their Negro
teachers in the person of Mr.Kerry Moore holds the
Phi-Beta Kappa Key,the highest award given for outstanding
scholar ship. Incidentally, I am told that -the
there are only 2 such keys in the entire Las Vegas
school system. As a race we should be so very prou
of Mr.Moore.
Should these children of whom I am speaking
complete their elementary education they shall
also be grateful to Miss Doris French,principal of
... the Westside School who so often came to their
homes and forced them to attend school,oftimes aalso
like for you to know that rounding up the
children,forcing them to attend school is no part
of the principal’s job. We have a truant officer
for such. But by the time the truant officer
could be notified,no doubt the pupil would lose a
day or so of valuable school time. Again,we as
. race should be so very proud and grateful to have a person at the head of our school who is interested in every individual child.
Children who study and learn under the wise "and loving guidance of such instructors of whom
I speak will learn to make intelligent approach^ to any and all problems affecting the welfare of their children and the community. They will be so well informed that should it become necessary to ask for the removal of any public employee,they would have the strength and courage to consider the case individually,and not make a blanket in- dictment against an entire group of any given race, creed or color. They will ■■have learned well the first lesson in intercultural education pertaining to respect for the person.They will be accustomed that any individual may
reach the top in his chosen field of endeavor., despitp JihaJjanfllcap of race.
In forking, in this particular community,let us
Lscc ths realities of certain aspects of our
social stnd.,LcOnomic structures with courage.
Inroads have been made—and with such a grand organization as>the rElksythe ray will be broadened. Matever our individual 'differences . . move forward as united ..adults . and citiz-
of this community,always linking our social action to programs advancing intercultural education, by which we can hope to ^achieve our goal
a worId of peace and justice,in which,even uffto the youngest,we respect men of good will, of whatever creed,race or nation.
EDUCATION
CRISES:
ALTERNATIVE
SOLUTIONS
DISNEYLAND HOTEL
Anaheim, California
January 31 - February 1, 1969
AN
INSERVICE EDUCATION COLLABORATIVE CONFERENCE
EDUCATION EXTENSION, UNIVERSITY OF CALIFORNIA BERKELEY
In cooperation with:
THE DIVISION OF COMPENSATORY EDUCATION, California
State Board, of Education
—Research and Teachers Education
—Bureau of Program Development
—Bureau of Intergroup Relations
INDEX
Page
The Purpose of the INSERVICE EDUCATION COLLABORATIVE 1
The Purpose of this Conference 1
PROGRAM 2-U
A Word. About "Alternative Solutions" 5
How to Select Your Section Meetings 5
A. Inservice Education 6
B. Strategies for Conflict Intervention 8
C.
Controlling the Environment Through
the Curriculum 9
D.
Administrative Action for
Institutional Change 11
E. Sources of Assistance 13
COOPERATING DISTRICTS
Kern Joint Union High School District
Los Angeles County Schools
Riverside County Schools
Riverside Unified School District
San Francisco Unified School District
COLLABORATIVE STAFF
—Dr. Marie Fielder, Director
—Mr. Lee Crossman, Evaluation Coordinator
Staff Associates
—Dr. Lulamae Clemons, Site Director, Riverside County; Intergroup Relations Director
—Dr. Muriel James, Co-Site Director, San Francisco; Dean, Laymen’s School
—Dr. Mary Martin, Site Director, Los Angeles County; Federal Project Coordinator
—Mr. Joe Payne, COLLABORATIVE Associate, Los Angeles County Schools
—Mr. Jesse Wall, Site Director, Riverside County; Intergroup Education Director
—Mr. Hank Weiss, COLLABORATIVE Associate;
Publications Director, California Association of Secondary School Administrators
—Dr. Webster Wilson, Site Director, Kern County;
Assistant Superintendent, Palm Springs Unified School District
Consultants
—Mrs. Clare Broadhead, COLLABORATIVE Consultant;
Former Director of Wayne County, Michigan, Desegration Advisory Project
—Mr. Julio Escobedo, Consultant, State Office of Compensatory Education, Bureau of Intergroup Relations, Sacramento
—Dr. Ronald Hunt, Director, Institutional Studies, San Jose State College, San Jose
—Dr. Richard Suchman, Director, Ortega Park Teachers Laboratory, Menlo Park
—Rev. Haziah Williams, Director, Center for Urban
Black Studies, Graduate Theological Union, Berkeley
—Mr. Morris Schneider, Consultant, Bureau of Intergroup Relations, California State Department of Education
Secretaries
—Mrs. Bonnie Temoche
—Mrs. Frances Chappelle
THE PURPOSE OF THE INSERVICE EDUCATION COLLABORATIVE
Learning at all age levels is a social process, and what we do and do well we need to share. The COLLABORATIVE provides an organizational structure for this sharing. Further, it gives us a platform for our ideas where they can be tested before they become failures. This cross-district and cross-institutional structure puts us in league with each other.
We also find ourselves in the COLLABORATIVE discovering ways to bring the science and research orientation and content of University scholars into the public schools—this time on an eye-to-eye collegial level.
We assume that new leadership will emerge in local schools and that these leaders will cross district lines as consultant/learners. This strengthens our leadership pool and keeps us together in our common concerns. Throughout the COLLABORATIVE process, we recognize that the exposure and confrontation of problems or bad press or explosive incidents in local districts ricochet. We are seeing that there is no such thing as an island of isolated privilege in the education scene.
We are looking forward to the formation of conflict intervention teams as another way of putting into the field practioners who are reinforced by experts from the academic community. This is important as we struggle to cope with problems coming in the doors of schools and universities. This coping process requires us to explore and try bold approaches to learning from differences—differences in age group, in social class identity, in cultural backgrounds and life styles. We see the community, children and youth as essential resources in planning for the improvement of public education.
THE PURPOSE OF THIS CONFERENCE
The work of the COLLABORATIVE has been going forward since last September. Many successful programs which are relevant to our COLLABORATIVE inservice effort have been operational for some time. This conference provides an opportunity for all of us who are deeply involved in specific areas to extricate ourselves momentarily, raise our sights and see the larger context. Dialogue and exposure to the broad spectrum of particular programs and concerns which are represented here afford a quality of in-put which can give affirmation, redirection or new challenges to seekers for alternative solutions.
PROGRAM
FRIDAY MORNING
8:00 - 9:00 REGISTRATION - Embassy Lobby
9-00 - 10:30 FIRST GENERAL SESSION - Embassy
Chairman Mr. Jesse Wall, Conference Coordinator, INSERVICE EDUCATION COLLABORATIVE; Director of Intergroup Education, Riverside City Schools
"Welcome"—Mr. Manuel Ceja, Consultant, Program Development Unit, Office of Compensatory Education, State Department of Education
"This Conference"—Dr. Marie Fielder, Director, INSERVICE EDUCATION COLLABORATIVE, University of California Extension
"Here Is Where I Stand"—Keynoters:
Dr. Graham Sullivan, Deputy Superintendent, Los Angeles City Schools
Mr.. Phillip Montez, Title ivCempHanee- QiP-Plaa.. n i1 . *•{*■.Tiliiastiinn ,
Los Angeles '""■'s
Mr. Raymond Berry, Superintendent, Riverside City Schools
Mr. James Lewis, Director of Human
Relations, California Teachers Association
An Audio-Visual Experience--Designed by Dr. Raymond Houghton, ASCD Commission on Social Hangups, Professor qf Education, Urban Educational Center, Rhode Island
-2-
10:30 - 10:45 DISMISS TO SECTIONS
10:1+5 - IL: 1+5 Sections—Alternative Solutions First Time Belt (see yellow pages)
12:1+5 - 2:15 CONFERENCE LUNCHEON - Embassy
FRIDAY AFTERNOON
12:1+5 - 2:15 SECOND GENERAL SESSION - Embassy
Chairman—DrBRichard M. Claws, Superintendent, Los Angeles County Schools
The COLLABORATIVE Program—
INSERVICE EDUCATION COLLABORATIVE Staff
2:15 -
2:30
DISMISS TO SECTIONS
>2:30 -
4:00
Sections—Alternative
Solutions
Second Time Belt (see
yellow pages)
l+:00 -
4:15
DISMISS TO GENERAL SESSION
1+:15 -
5:15
THIRD GENERAL SESSION
- Embassy
Chairman--Dr. Robert Jenkins, Superintendent, San Francisco Unified School District
"Briefings"—
INSERVICE EDUCATION COLLABORATIVE Consultants
Introduction of Speaker—Dr. Leonard Grindstaff, Superintendent, Riverside County Schools
"Vamos a la Escuela"—Mr. Armando Rodrigues, Chief, Mexican American Unit, U.S? Office of Education
FRIDAY EVENING
8.00 Black/Brown/White Exchange Leaders Meeting
Cali f orni a'- >,
i/JJ* A* 8:00
PROTEST AND PERCEPTIONS AS REVEALED THROUGH MUSIC
Pacific
Mr. David Lee, former disc jockey for radio station KFGJ
Here the pulse of the people is revealed in a powerful hour of provocative music, live and recorded, with interpretive narration.
BLACK SOUL IN POETRY, DRAMA AND SONG - Balboa
Mrs. Sara Fabio, Lecturer,.University of . ■ x , California, Berkeley r€44S fitforiy. with di
Afro-America has a language . The soul of black folk speaks to human kind through poetry, drama and song. Because at times there is more a cry than mere eloquence, ears are not properly tuned to what is being said. In all of these, however, black language and black experience make themselves felt.
SATURDAY MORNING
8:00 -,9:00 REGISTRATION - Embassy Lobby
• INFORMATION SESSION - Balboa
Chairman--Dr. Benzil Widel, Superintendent, Richmond Unified School District
^"What does the INSERVICE EDUCATION COLLABORATIVE mean to me and my district?"—Site Directors and members of Lead Teams in participating districts will discuss the COLLABORATIVE. All Conference participants are invited to attend this session.
BRIEFING MEETING OF BIACK/BROWN/WHITE EXCHANGE LEADERS - Pacific
9:00 - 9:25 FOURTH GENERAL SESSION - Embassy Chairman—Mr. Jesse Wall, Conference Coordinator "This Conference Continues"—Dr. Marie Fielder "Black/White and Brown/White Exchange"
Dr. Richard Suchman, COLLABORATIVE Consultant; Director, Ortega Park Teachers Laboratory (Chairman7 ASCD Commission on Social Hangups) Rev. Haziah Williams, COLLABORATIVE Consultant; Director, Center for Urban-Black Studies, Graduate Theological Union, Berkeley
Rev. Hector Lopez, Administrative Assistant Center for Urban-Black Studies, Graduate Theological Union, Berkeley
9:25 . DISMISS
9:30 - 11:15 BLACK/WHITE and BROWN/WHITE - Magnolia
INTENSE SESSIONS ON ALTERNATIVE SOLUTION:
"Redirecting Teachers’ Behavior Through Special Films" - Balboa
Dr. Staten Webster, Professor, University of California, Berkeley
Dr. Sylvia Obradavic, Far West Laboratory for Educational Research and Development, Berkeley
Experimental training films produced for Far West Laboratory and field tested through ETV in San Francisco and Oakland. This is a packaged program ready for use in aiding teachers who work with the disadvantaged.
"Science Fiction—Radar of the Future for the Disadvantaged" -California
Sister Mary Alma, P.B.V.M., Director of Library Science Program, University of San Francisco
Educators and adults are slow to adjust to the technological change which has produced the environment shaping today’s students. We will explore the truth of the statement of Arthur’ C. Clarke—"A critical reading of science fiction is essential training for anyone wishing to look more than 10 years ahbad."
"Correcting for Black/White Racism" - Pacific
Mr. Richard Padgett, Teacher, Kern County Joint Union High School
A package for use in your faculty. A film forum demonstrating the use of "A Time for Burning." An effective faculty inservice program relating to school-community meetingsgW
11:15 - 11:30 DISMISS TO SECTIONS
11:30 - 12:30 Sections—Alternative Solutions
Third Time Belt (see yellow pages)
12:k5 CONFERENCE LUNCHEON - Embassy
SATURDAY AFTERNOON
12:U5 - 2:30 CLOSING GENERAL SESSION - Embassy
Chairman—Mr. Jesse Wall, Conference Coordinator
"What Has Been Happening?"
Dr ■Ronald Hunt, COLLABORATIVE Consultant, Director of Institutional Studies, San Jose State College; Executive Secretary, State Committee on Public Education
Introduction of Speaker—Dr. Richard Foster, Superintendent, Berkeley Unified School District
"EPDA as a Resource for Solutions"
Dr. Don Davies, Associate Commissioner, Bureau of Educational Professional Development Act, U.S. Office of Education
"You are the COLLABORATIVE"—Dr. Marie Felder
CLOSING
3:00 - U:00 AFTER-CONFERENCE EVALUATION - Balboa
Interested Conference Participants
Black/White and Brown/White Exchange Leaders Site Directors and Lead Teams
COLLABORATIVE Members from Participating Districts
A WORD ABOUT "ALTERNATIVE SOLUTIONS"
HOW TO SELECT YOUR SECTION MEETINGS
The "Sections—Alternative Solutions" which have been programmed for this conference reflect the state-wide concern for positive responses in the schools to pressures for change. The INSERVICE EDUCATION COLLABORATIVE staff and consultants view this effort to explore solutions as a way of coming to grips with things as they are and not as a visionary answer for all time.
The collage of "solutions" is programmed, however, as more than a response to existing circumstances——it reflects a commitment to changing circumstances, and to making schools and communities places where the health, education and welfare of all children are served. To move forward in this commitment requires that special efforts and' resources be applied to the inservice education of teachers and administrators.
Growth and understanding should be advanced by the dialogue which will be generated in these section meetings. Learning is a social process for all age-levels, and the only valid evidence of learning is changed behavior. Examine the "Sections—Alternative Solutions." Select for your purposes those which will propel you forward in the responsible leadership and behavioral change.
The "Sections—Alternative Solutions" are grouped in five categories as follows:
A—Inservice Education
B—Strategies of Conflict Intervention
C—Controlling the Environment Through Curriculum' D—Administrative Action for Institutional Change E—Sources of Assistance
These section meetings are scheduled during the two days of the conference in three TIME BELTS as follows:
Time Belt I Friday a.m. 10:45 - 12:15
Time Belt II Friday p.m. 2:30 - 4:00
Al—Conference 9 3—Balboa 2
6—
Regency
7—
Conference 6-7
\ 8—Conference 5
\ 9—Conference 12
B12—Pacific..2 z\ 16—Balboa 3 /> 17—Balboa 1
v) 18—Palm
C22—Conference 11 23—Conference 10
[26—Conference 8
D33—Pacific 1 35—Pacific 3 38—Olympic
E43a—California 1 45—California 2
Intense Sessions—E
A2—Olympic
A3—Balboa
5—Pacific 1
8—California 1
10—Palm
B12—Pacific 2
C21—Conference 8 A24—Crown
( 25—Conference 10
27—Conference 11
r 30—Pacific 3 £32—Balboa 3
34—Conference 6-7
4oa—Balboa 1
4ob—Regency
41—Conference 9 E42—Conference 5 Q+4—Conference 12 "4?—California 2 turday 9:30 - 11:55
Time Belt III Saturday a.m. 11:30 - 12:30
A3—Balboa 2
Bll—Regency [13—Conference 9
14—
Conference 5
15—
Olympic
16—
Balboa
19—Conference 6-7
C22—Conference 11
27—Conference 12
29—Balboa 1
D31—California 1
36—
Conference 8
37—
Conference 10 39—Pacific 1
E43b—Palm
43c—Pacific 2
45—
California 2
46—
Pacific 3
C28—California Room A6—Balboa Room Al—Pacific Room
A.
INSERVICE EDUCATION
The development of leadership to enable- schools to influence change requires new and expanded inservice education programs which confront problems arising from unmet needs in the community. These programs tap community resources and include community—based experiences that build self-help and self-evaluation skills for school personnel. The COLLABORATIVE seeks to reinforce successful inservice programs and facilitate the sharing of resources among desegrated-integrated districts. The "Sections— Alternative Solutions" which follow are illustrative df the inservice education efforts of districts where there are concentrations of low-achieving students. In these districts, problems of poverty, neglect, minority status, and evidence of erupting social trauma are being confronted and worked on through inservice education.
Al. CORRECTING FOR BLACK/WHITE RACISM I Conf. 9 —Mr. Richard Padget, Teacher, Arvin High
School, Kern County Union High School District
A package for use in your faculty. A film forum demonstrating the use of "A Time for Burning. An effective faculty inservice program relating to school-community meetings.
A2. COLLABORATING WITH THE UNIVERSITY—INSERVICE BREAKTHROUGHS II Olympic
—Mr. Hillary Met singer, Director of Curriculum, Continuing Education Department, Pepperdine College, Los Angeles
A rationale and procedure for developing courses appropriate for inservice training. Participants will be given the protocol for developing inservice courses in their own districts and how to work with a college or university to assure the relevance of such a course to specific needs.
A3. WHEN TEACHERS' AUTHORITY IS TESTED I, II and III Balboa 2
Friday morning: Mr. Robert Babcock, Division of Curriculum and Instructional Services, Los Angeles County Friday afternoon: Miss Betty Chenny, Title III Supplementary Center, Los Angeles Los Angeles County
Saturday morning: Dr. James Vogler, Division of Research and Pupil Personnel, Los Angeles County
A sequential series of three films for use in inservice education on interpersonal relationships produced by members of the Los Angeles County Schools Staff with local school personnel. Each film contains role-played, illustrations of critical interpersonal relationships. In addition, unique techniques for conducting discussions by the viewing groups are built into the films.
A5. TEACHER TRAINING FOR HOW IT IS! II Pacific 1 —Dr. James Stone, Director, Hunter's Point Teacher Education Project, Professor of Education, University of California, Berkeley —Mr. Charles Smith, Chairman, Steering Committee, Hunter's Point Coordinating Council
Is teacher training accountable for the quality of new teachers in the ghetto? A two-man panel will discuss a "new type college," owned anst operated for the community, being developed by the Hunter's Point-Bayview Coordinating Council. .
A6. REDIRECTING TEACHER BEHAVIOR THROUGH SPECIAL FILMS I Regency and Balboa Saturday 9s30-11:15 —Dr. Staten Webster, Professor of Education, University of California, Berkeley
—Dr. Sylvia Obradovic, Far West Laboratory for Educational Research and Development
(continued on next page)
- 6 -
.... Experimental training films produced for
Far West Laboratory and field tested through ETV in San Francisco and Oakland. This is a packaged program ready for our use in aiding teachers to work with the culturally disadvantaged.
AT. CHICANOS—EDUCATION PARA MANANA: WORKABLE IDEAS IN THE CLASSROOM I Conf. 6-7 —Mr.,Reynaldo Majia, Principal, Lincoln Elementary School, Corona Unified School District
—Mrs. Julia Gonzales, Consultant of
Foreign Language Education, N.D.E.A., California State Department of Education —Mr. Dave Lakin, Director, Elementary
Education, Corona Unified School District Dr. Charles Molina, Consultant, Bureau of Intergroup Relations, California State Department of Education
—Dr. Lulamae Clemons, Director, Intergroup Relations, Office of Riverside County Superintendent of Schools
—Mr. George Lillyman, Representative, McGraw-Hill Book Company
A demonstration of relevant instructional ideas that can be used in the classroom which focus attention on the educational needs of the Mexican American.
Presentation will include the use of teacher-made resource materials, various published materials, student, projects and McGraw-Hill multi-media instructional materials.
Additional showing of films and film strips by appointment.
-7-
A8. decentralization and individualizing inservice EDUCATION I Conf. 5, II Calif. 1 —Mrs. Lois Williams, Inservice Education Consultant, Montebello Unified School District
—Mrs. Hildred Nichols, Teacher of Trainable . . Mentally Retarded, Montebello Unified School District
No district requirements. A voluntary program.
What responsibility do teachers assume for their own professional growth? Those involved give the format for your evaluation.
A9. A HAPPENING FOR NEW TEACHERS ON THE SAN FRANCISCO SCENE I Conf. 12
~—Dr. Muriel James, Co-site Director, San Francisco Unified School District; Dean, Laymen's School, Berkeley
—Mr. Morris Schneider, Bureau of Inter group Relations
From San Francisco Unified School District:
Mrs. Mae Threadgill, Teacher Inservice Education Coordinator, San Francisco
Dr. William S. Cobb, Assistant Superintendent, Human Relations, San Francisco Unified School District
—Mr. Robert Seymour, Supervisor, Personnel Services •
The use of emotionalized materials in an orientation program geared to relating new teachers to the urban problems of the educationally disadvantaged.
A10. A PROGRAM FOR PROFESSIONAL DEVELOPMENT OF TEACHERS II Palace Dr. Daniel J. Kralich, Coordinator of Pupil Personnel Services, Tacoma, Washington
A demonstration of a program of discussion leadership training, interaction analysis, and your role as a leader in individualizing instruction
B.
STRATEGIES FOR CONFLICT INTERVENTION
School people are increasingly aware of the causes and symptoms of conflict and tension. Disadvantaged youth in communities fraught with destructive social influences bring to the schools their unique needs for help in coping with their fears and anxieties. The response of teachers and other school staff persons to these unique needs is crucial. Conflict intervention succeeds where responsible leadership views differences in perception in a pluralistic society as a source of strength rather than as a threat to power and authority. The "Sections—Alternative Solutions" which follow illustrate commitments to the point Viow that in conflict there are opportunities to capture growth-potential and to develop skill in change agentry.
Bll. TENSION PREVENTION: A PRINCIPAL WORKS WITH WHITE/BLACK/BROWN III Regency "Mr‘. Horace Jackson, Principal, University Heights Junior High School, Riverside City Schools
A video tape and how—to discussion on integrating, the life of a school.
B12. STUDENT UNREST AND DIRECT INVOLVEMENT OF THE EDUCATOR *1 & u Pacific 2
Mrs. Doloris Davis, Intergroup Relations Specialist, Los Angeles County Schools
Case study in two parts both involving the audience in decision making regarding the dynamics and methods of preventing disaster and the importance of a follow-through.
B13. WAYLAYING DISCIPLINE PROBLEMS—AN INTERVENTION f ROOM III Conf. 9
—Mrs. Doris McCartney, Teacher, Riverside City Schools
A model of pupils and teachers with problems in elementary school who are brought together for mutual help. Case descriptions will be presented and will involve the audience in devising alternative solutions as a preface to the solution chosen in the actual situations.
B1U. SEGREGATED CLUBS? - CONFLICT INTERVENTION
III Conf. 5 —Mr. Thomas McGuire, Director of. Student Activities, Palm Springs High School
A demonstration by students and teachers of the techniques for involving them in the confrontation process whereby curriculum and activities in the schools are modified, and at the, same time a feeling of faith and trust is developed between youth and adult.
B15. SCHOOL SPIRIT OR RACIAL CONFLICT III Olympic —Mr. William C. Barnes, Assistant Director of Personnel, Long Beach City Schools —Mr. Edward C. Moore, President, C.A.S.A.
District 19
—Dr. Richard Perry, Associate Professor of Physical Education, University of Southern California
Exercises in conflict management—athletic games between majority-minority schools as a case in point. ' J
B16. BLACK/BROWN STUDIES: EDUCATIONALLY VALID?
I
& III Balboa Z —Mr. Lanny Berry, Special Assistant to the Superintendent on Human Relations, Tamalpais High School District —Mr. Gonzalo Cano, Consultant,- Community Relations Service, Justice Department
Might these classes turn into social action groups? Discussion of how such classes can influence the climate of the school.
Bl?. BUYING LEAD TIME—A SOLUTION FOR THE NOPROBLEM SCHOOL I Balboa 1 —Chairman: Mr. Cecil Briscoe, Director, Title I, Kern County Union High . School District
Dr. Rod Fielder, Claremont Graduate School and University
—Mr. Fred Sanders, Superintendent, Lawndale School District
What do we do before the minorities come?
What do we do before there is trouble? What do we do before the minority become the majority? The choices that are available and a self-help program that can be devised to buy lead time—providing the potential for the solution of critical problems as they arise.
B18. A CASE STUDY IN CONFRONTATION-RESOLUTION
I
Palm
Mr. Don Soelberg, Coordinator of Federal Projects, Kern County High School District —Mr. Don Murfin, Principal, South Bakersfield
High School
The story of conflict at South High in Bakersfield is portrayed from commercial television film clips, other film excerpts and in audio tapes of the activities of protesters including those who came to the Board
-9-
Meeting. The presentation shows how the difficulty arose, how it was confronted, and where matters stand now.
B19. DISCUSSION OF UNITED MEXICAN AMERICAN STUDENTS (UMAS) AND BLACK STUDENT UNION (BSU) III Conf. 6 & 7 —A Panel of Black and Mexican American Youth —Moderator: Mr. Frederick Sanchez, Teacher, Roosevelt High School, Los Angeles
Youth in high school discuss their views of school, college, society and their chances in relation to what they know and. feel about UMAS and BSU. Where do we go from here?
C.
CONTROLLING THE ENVIRONMENT THROUGH THE CURRICULUM
Schools are for learning, and what the child learns determines the degree to which he achieves self-identity and becomes confident that he can control his environment and his own destiny. "Success” and "achievement” are concepts which are changing as the schools become more responsive to the social, psychological and physical realities of our communities. The ’’Sections—Alternative Solutions” which follow suggest new and appropriate emphases in curriculum. These innovations can make learning relevant in communities where cultural, racial and ethnic diversities maximize opportunities for meaningful encounters in schools..
C21. YES, WE NOW TEACH SWAHILI! II Conf. 8
—Dr. Edward D. Goldman, San Francisco Unified School District
—Mr. Morris Schneider, Consultant, Bureau of Intergroup Relations
The theory behind the resolution and the surprise benefits and new problems arising from such a decision. Guidelines for others facing minority students and parent demands.
C22. NO BLACK HISTORY1 I and III Conf. 11 —Rev. W. Haziah Williams, COLLABORATIVE Consultant; Director, Center for Urban- Black Studies, Graduate Theological Union of Berkeley
A minister, college instructor and school board member identifies what school people must look for in making such an addition to the curriculum.
C23. INSTRUCTIONAL SOLUTIONS TO INTERRACIAL PROBLEMS
I
Conference 10
—Dr. Webster Wilson, COLLABORATIVE Associate; Assistant Superintendent, Palm Springs Unified School District
Methods and materials for integrating curriculum content. Audience participation will identify successful instructional techniques. This demonstration will extend the COLLABORATIVE process to all present. This is an idea exchange.
C2U. FUTURE UNREST: AN ANTIDOTE (IDENTITY MATERIALS)
II
Crown Room
—Mrs. Gloria Curtis, Supervisor, Human Relations Unit, Office of Urban Affairs, Los Angeles City Schools
A book display and an experience-based program will be presented. Focus is on the elementary grades.
025. BUILDING RELEVANT CURRICULUM FOR MINORITY CHILDREN AND YOUTH II Conference 10 —Dr. Uvaldo Palomares, San Diego State College Case studies on the social hangups of teachers that result in selective handicapping of minorities. A concrete enhancement program will be evolved.
C26. IDENTITY AS AN ANTIDOTE TO FAILURE I Conference 6 —Mr. Reed Dunkley, Chairman, English Department;
North High School, Riverside City Schools
(Use of literature rather than minority history \ for influencing the self image.
C27. BILINGUALISM—SCHUCK LOVES CHIRLEY II Conference 11 III Conference 12
—Dr. Leonard Olguin, Consultant to Mexican American Research Project, State Department of Education
A public conversation on the verbal hangups of American teachers which mitigate against them in helping Spanish-speaking youngsters with their speech difficulties.
028. SCIENCE FICTION—RADAR OF THE FUTURE FOR THE DISADVANTAGED California 1 8- 2, Sat. 9:30-11:15 —Sister Mary Alma, P.B.V.M., Director of
Library Science Program, University of San Francisco
Educators and adults are slow to adjust to the technological change which has produced the environment shaping today’s students. We will explore the truth of the statement of Arthur C.
. Clarke—"A critical reading of science fiction is essential training for anyone wishing to look more than 10 years ahead."
C29. BREAKTHROUGHS IN MATERIALS FOR MINORITY CHILDREN III Balboa 1
—Miss Effie Lee Morris, Coordinator of Children’s Services, San Francisco Public Library
A presentation of the explosion in materials for children in the area of good human relationships. Techniques for the improved use and motivation of materials will be given through such topics as "Myths and Facts/Check It Out," "Taking Care of Business," "Telling It Like It Was," "Toward Black
10 Dignity" and -’The Empty Schoolhouse."
C30. BLACK BILINGUALISM AND AMERICAN EDUCATION
II
Pacific 3
—Mrs. Sarah Fabio, Lecturer (Subject A from a Black Perspective), University of California, Berkeley
What teachers should know if they teach Black children—modes of communication, the Black Dictionary, "Black Paper on White Writers Writing on Black Writers. ’’ A public conversation with a pioneer worker in this area of cultural differences. Black poetry reading and records will be used.
D.
ADMINISTRATIVE ACTION FOR INSTITUTIONAL CHANGE
In this time of crisis, administrators are effecting changes which give evidence of their stance. Their positive responses to the social and educational problems in their school-communities are based on the authority of their competence as professional leaders in a human enterprise. To most young people, and to people in disadvantaged communities, administrators personify "city hall." The "Sections—Alternative Solutions" presented here exemplify the efforts of some districts and institutions to open and humanise the sources of power and the two-way communication channels between administrators and their constituents.
D31. A TARGET SOLUTION: RECRUITING MINORITIES
III
Calif. 1
' Charlie Knight, Coordinator of Compensatory Education, Monterey Peninsula
—Mr. Milton Reiterman, Director of Personnel of Son Francisco Unified School District
—Mr. Charles Molina, Consultant, Bureau of mtergroup Relations
Case study of a district successful in indentify- ing the right considerations to attract minority faculty members.
^D32.
PARENT EDUCATION AND INVOLVEMENT: ANTIDOTE TO 'MAXIMUM FEASIBLE MISUNDERSTANDING' II Balboa 3 —Mrs. Frances M. Epps, Consultant, Federal Projects Task Force, Los Angeles County Schools
—Mr. Martin Sherman, Legal Counsel, Economic and Youth Opportunities Agency of Greater Los Angeles
—Mrs. Elizabeth McCandless, Acting Supervisor, Parent Education, Los Angeles City Schools
—Mrs. Clara Dealer, Santa Monica Head Start Advisory Committee
—Mrs. Max Montis, Santa Monica Head Start Advisory Committee
—Mrs. Elois Davis Jones, Parent Education and Involvement Advisor, Head Start, EYOA
—Dr. Robert C. McCaughin, Assistant Superintendent, Los Angeles County Schools
—Mrs. Mary Henry, Director, Avalon-Carver Community Center
—Mrs. Clara Golbouldt, Chairman, Los Angeles County Advisory Committee, Head Start
Putting the teeth in Parent Involvement, a legal mandate, will be the focus of a panel expertly qualified to interpret intent and application. A problem-oriented vignette will be enacted with total group involvement in the development of realistic "solutions."
D33. A DISTRICT HOT LINE: OPENING THE SCHOOL TO INTEGRATE THE COMMUNITY I Pacific 1 —Mrs. Kathryn Favors, Director, Office of
Human Relations, Berkeley Public Schools
Action strategies for open communication through which community parents and older students have access to school administration. Here they can make their suggestions, misgivings, or grievances known for active consideration.
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D3^. ACTION VS. REACTION: A DEMONSTRATION OF A
SYSTEM APPROACH IN PLANNING FOR CHANGE
II
Conf. 6-7
(From Los Angeles County Schools)
Chairman: Dr. Jack. Landrum, Director, Federal Projects Task Force
Mr. John Rucker, Federal Projects Task Force —Mrs. Jerry Ferguson, Psychologist, Federal Projects Task Force
Dr. Lester Ristow, Acting Director, Research and Pupil Personnel Services
—Dr. Thomas Butterworth, Acting Assistant Director, Research and Pupil Personnel Services.
—Dr. William Turner, Consultant, Research and Pupil Personnel Services
Dr. William H. Clinkenbeard, Project Administrator, ESEA Title III Supplementary Center
—Mrs. Helen James, Assistant Project Administrator, ESEA Title III Supplementary Center
A hypothetical school district exhibiting symptoms of intergroup conflict and crisis will be investigated. A dramatization asks: Might.we minimize confrontation, conflict,
and crisis through the use of a system approach?”
D35» SOLVING SCHOOL-COMMUNITY CONFLICTS I Pacific III Mr. Raymond Berry, Superintendent, Riverside
City Schools
A confrontation/accommodation cycle where Mexican Americans face their superintendent— a COLLABORATIVE process in bringing about constructive change.
D36. DECENTRALIZATION AS A SOLUTION TO CITIZENS
CONTROL III Conf. 6
Dr. Sam Hamerman, Assistant Superintendent, Urban Affairsj Los Angeles City Schools (continued) p
Board members of decentralized areas in Los Angeles will be present to discuss the present status of citizens’ control.
D37. ATTACKS ON SCHOOLS: STUDENT UNREST III Conf. 10 —Mr. Hank Marshall, Dean of Boys, Tamalpais
High School, Mill Valley; Chairman, CASSA Commission on.Attacks on Schools
—Mrs. Margaret Berry, President, Richmond
Board of Education; State President, P.T.A.
School administrators cope with the interdependence of "solutions." Guidelines to decision making (and who should be involved) will be given.
D38. RECRUITMENT AND TRAINING OF MINORITY ADMINISTRATORS I Olympic
Mr. Larry Wells, Assistant Personnel Director, Berkeley Public Schools
—Dr. Irving Hendricks, Professor of History and Education, University of California, Riverside
Reactor: Mr. William Barnes, Assistant Director of Personnel, Long Beach City Schools
A program on professional up-grading within the public schools. Demonstrates what can be done and. raises again the commitment of the institutions of higher learning.
D39. THE BLACK/BROWN ADMINISTRATORS—AN ETHNIC PANEL III Pacific 1
-Mr. Ralph Poblano, College Ombudsman, San Jose State College
—Mr, Abel Castro, Consultant, Office of Urban Affairs, Los Angeles City Schools
—Mr. Fred Dumas, Principal, Crescent Heights Elementary School, Los Angeles City Schools
—Mr. Louis Johnson, Principal, Jefferson High School,'Los Angeles City Schools
-- (continued)
—Mr. Rudi Medini, Vice Principal, Jefferson Elementary School, Pasadena
—Mrs. Harriet Williams, Vice Principal, Mary McCleod Bethane Junior High, Los Angeles
How does your assignment differ? What special help can you give a school and/or the district?
This is a question-answer session to he summarized and analyzed by an expert in school administration.
DUOa. INTEGRATION: NEW PATTERNS OF PARTNERSHIP
II Balboa 1
—Mrs. Eleanor Blumenberg, Western Director of Education, Anti-Defamation League, Los Angeles
—Mr. Pies Griffin, Acting Chief, Bureau of Intergroup Relations
—Mrs. Betty Stiles, member, Richmond Board of Education
Does integration still make sense? A candid conversation which will emphatically say YES and suggest some new constructs for educators, students and community that make for meaningful integration.
DHOb. PROBLEM SOLVING WITH A COLLABORATIVE TEAM
II Regency
—Mr. Joseph Darfield. Coordinator of Intergroup Education and the Collaborative Team of Pomona Unified School District, Los Angeles County
A school district team seeks solutions for the "Black Sea-White Flight."
DU1. EXTENDING SCHOOL-COMMUNITY COOPERATION II Conf. 9 —Mr. Harold Brooks, Consultant on Community
Relations, San Francisco Redevelopment Agency —Mr. James Richard, Community Assistant in Project SEED
(continued) -13-
—Mrs. Norma Johnson, Community Assistant in Project SEED
A title III program geared to establishing a model of community organization and development. This program fosters a positive relationship between parents, community and school personnel.
E.
SOURCES OF ASSISTANCE
School leadership persons who are committed to bringing about changes which make the schools responsive and responsible to the people they serve will seek assistance from all individuals, institutions, and agencies which will support and implement this commitment. A major function of the COLLABORATIVE is to further this process of support and implementation through identifying and making available to participating districts these resources for assistance. The following "Sections—Alternative Solutions" provide opportunities to become informed about people, programs and materials in some of the institutionalized sources of assistance which have been identified to date.
1*2. DOCUMENTS WITH WHICH WE SHOULD BE CONVERSANT
II Conf. 5
—Mr. Carl Stutzman, Program Development, Bureau of Intergroup Relations, Office of Compensatory Education
—Dr. Clyde De Berry, Director, Behavioral Science and Program Evaluation Department, Hunters Point Bayview Community Health Service
—Mr. John Favors, Principal, Oakland Unified ’ School District
—Dr. Raymond Houghton, Professor of Education Urban Education Center, Rhode Island
(continued)
Prescriptive reading for relevance—Court cases Kerner Report, Walker Investigation, Coleman Study, Hidalgo Guadalupe Treaty and significant materials available from the government.
43a. BLACK EDUCATORS, INC.—WHERE DO WE STAND?
I Calif. 1
—Chairman: Mr. Don Martin, Upward Bound Director, Occidental College
—Mr. Jerome Harris, Specialist, Exploratory Work Experience Education, Los Angeles City Schools
Mr. Carl Sewell, College Capable Consultant, Los Angeles City Schools
Mrs. Gwen Scott, Field Director, Association of Classroom Teachers, Los Angeles City Schools
A panel of educators address themselves to inservice education imperatives, parent—teacher relationships, militant students, discipline and academic achievement.
43b. INDIAN EDUCATORS—WHERE DO WE STAND?
Ill Palm Room
Mr. David Risling, Jr., California Indian Education Association
—Panel: Members, Education Committee, California Indian Education Association
A panel of educators address themselves to inservice education imperatives, parent-teacher relationships, militant students, discipline and academic achievement.
43c. MEXICAN AMERICAN TEACHERS—WHERE DO WE STAND?
Ill Pacific 2
Dr. Daniel J. Gomez, Assistant Professor, Elementary Education, California State College at Los Angeles
(continued)
—Mr. Ed Moreno
—Mr. Henry Guterrez
—Mr. Ruben Holguin
—Mr. Raymond Ceniceros
—Mr. Renaldo Martinez
—Mrs. Raquel Montenegro
—Miss Virginia Dominguez
—Mr. Manuel Ramirez de Ortega
—Dr. Manuel Guerra
—Mr. Fred Sanchez
A panel of educators address themselves to inservice education imperatives, parent-teacher relationships, militant students, discipline and academic achievement.
£44. DESECRATION INFORMATION CENTER II Conf. 12
—Dr. Jane Mercer, Professor, University of California, Riverside .
—Dr. Mabel Purl, Director of Department of Research, Riverside City Schools
A data bank on desegration/integration. A model which demonstrates the twelve steps of movement from desegration to integration.
45. WHERE CAN YOU AND YOUR DISTRICT GET HELP?
I & III Calif. 2
—Moderator: Mr. Joe Payne, COLLABORATIVE Staff Associate; Intergroup Education Specialist, Los Angeles County
—Office of Compensatory Education: Bureau of Intergroup Relations: Program Development—Dr. Charles Molina
—Los Angeles County Commission on Human Relations: Mr. Villa Lobos, Consultant
—INSERVICE EDUCATION COLLABORATIVE: Cooperating Districts, Conflict intervention Teams: Mr. Joe Payne Hank Weiss, COLLABORATIVE Staff Associate;
(continued)
14-
Publications Director, California Association of Secondary School Administrators
—Community Agencies and the private sector: Mr. Zev Levy, Anti-Defamation League; Community Consultant
Mr. Ellsworth Johnson, Vice President, PEDR Corporation
What to do before, during and after a crisis.
U6. NEIGHBORHOODS AND THE SCHOOL—NEW CAREERIST AS A LINK III Pacific 3
—Mrs. Opal Jones, Director, Neighborhood Adult Participation Project
A panel of New Careerists and field representatives will present guidelines for schools being in close working relationships with their patrons.
Hl. ACCESS TO HIGHER EDUCATION FOR MINORITY GROUPS II Calif. 2
Mrs. Geraldine Richman, Director, COPE (Community Opportunities Program in Education), San Diego State College —Mr. Amando Reynose, Associate Director, Mexican American Project, Kern County
H.
S. District
Mrs. Lindsay Brown, Assistant Director, EOP, University of California, Riverside
College and University-based programs which open the doors to minority students and provide orientation, special counseling and curriculum which are relevant.
15-
RESOLUTION
WHEREAS, only eight out of approximately sixty elementary schools in Clark County have a school lunch program, and
WHEREAS, approximately fifty out of fifty-two elementary schools in Washoe County have a school lunch program, and
WHEREAS, there is, has been, and will be Federal funds available under the Natural School Lunch Program (42 USC 1751) enacted on June 19, 1946 and amended in 1962 1966 and 1968, and
WHEREAS, there are Federal funds available under the Child Nutritional Act of 1966 for milk and breakfast programs, and
WHEREAS, thousands of children in this school district are being deprived of the opportunity to receive at cost reduced price, or free school lunches, and
WHEREAS, the present anf future health of these children is being threatened by the inaction of the school district iiin drafting a program for submission to State and Federal authorities to secure funds to alleviate the problemM
IT IS HEREBY RESOLVED that this body petition the Board of Trustees of the Clark County School District to:
1. Submit®®? plan to the State and Federal authorities by April 1, 1970 which provides for a school lunch program in every elementary school in the Clark County School District in September, 1970.
2 W Plan for food service facilities in all proposed elementary schools in the future so that the school lunch program can be expanded as the district grows!
Z W Plan for expansion of the breakfast program under the Child Nutritional Act of <966.
2/3/70
sound and
120 students
art, music,
Background information:
Qr&mbhnq.J'H ry
7L
Elementary Schools, K-6; Not to exceed
Junior and Senior High Schools, Grades
teachers plus supportive
goal, are: Kindergartento
31; seventh-ninth, grade,
Specifically, the immediate objective is to obtain the largest possible appropriation
from the Nevada State Legislature to apply to the above stated goal, these
funds to be in addition to funds necessary to meet increased salaries and operational
costs.
25 s*tudents
7-12: Average class load of
per *t*eacher
*Each school should also provide adequate personnel for library,
and counselling, which are not figured into the above limitations.
**This figure excludes deans, guidance personnel, and librarians.
/ *
„ crip
_ The district could increase by 6,000 students in the next two years, requiring
200 additional teachers (or $2 million) to maintain the current teacher-'pupil
ratio.
—There should be a minimum of $2| to $3 million increase in cost of salaries
for current professional staff.
_ To reduce the pupil-teacher ratio by one, it costs approximately $1 million.
Total school budget for 1969-70 is 46.4 million dollars. These funds are
derived from the state 51%, local 43%, and federal 6%.
—Current class sizes which include classroom
personnel, not included in the above—stated
second grade, 1 to 28; third-sixth grade, 1
1 to 29; tenth-twelfth grade, 1 to 26.
Situation: fhe current trend of fewer teachers and more pupils has created '
crowded classrooms and is producing a lower quality of education, i „
Goal; Based upon recommendations of professional education organizations, it is
proposed that the following class sizes be regarded as educationally
goals to be strived for in the future:
STRATEGY SESSION: EDUCATION

2.
Teacher control;all regulations made and enforced by the teacher.
3.
Social control; all regulations made and enforced by the group
*
4.
Self control; each pupil conducts himself with full consideration for the other members of the group.
E.
The Psychological Basis of Pupil Conduct—Innate Drives
1.
Desire for adventure;new experiences;zestful activity.
a.
Host important work of the teacher is to make the classroom a constant delightful adventure for the pupil entering school for the first tiLe.
2.
Desire for security and peace of mind.
a.
In direct opposition to the desire for new experiences,etc..however pupils who are in constant fear of failing in their work cannot be expected to respond in a normal manner to all classroom activities.
2.
Desire for sympathy .understanding and affection.
a.
The pupil who feels himself without friends in the school group and without the affection of the teacher is the most unhappy of persons. If allowed to continue in this state of mind,he is apt to become morose,sullen,and even rebellious.
4.
Desire for public recognition and admiration.
a.
Pupils denied the opportunity for public recognition often develop a deep sense of inferiority.
5.
Desire for success,mastery,and achievement.
a.
"Nothing succeeds like success’’therefore some educators and parents are demanding that schools make it impossible for children to experience repeated failure.
*
b.
Continued defeats will instill in pupil a defeatist attitude.while the thrill of mastery and achievement make way for an utmost degree of confidence,self respect,and wholesome attitude toward life.
F.
Behavior Patterns of Pupil with Well-Adjusted Personality
1.
Does not try to make himself the center of attraction.
2.
Readily admits his mi stakes,errors and faults.
3.
Accepts criticism without undue emotion.
4.
Has a wholesome sense of humor.
5.
Likes and takes part in group games and sports.
6.
Has a well developed sense of fair play and social justice.
7.
Accepts others only on their basis of real worth.
6.
Has a well developed sense of courtesy.
G.
Responsibilijry of Teacher in Personality Adjustment of Pupils.
I.Stimulate pupils to become conscious of snd face his personality problems.
2.
Assist pupils in determining a wholesome way in which to solve problems.
3.
Make it possible for pupils to succeed in needed adjustments by offering counsel, sympathy, encouragement, and a favorable environment.
H.
Principles Underlying the Behavior of Social Groups
1.
Competition or conflict;coming from differences in individual attitudes.
2.
Cooperation; a major necessity of group activity.
I.
Desirable Procedures in Classroom Control
1.
Provide something that each pupil wants to do.
2.
Define pupil tasks clearly.
3.
Keep pupils interested and occupied in a program of activity.
J.
The Manner in Which to Make Requests,Give Direct ions, and Administer Punishments.
1.
All cases that cannot be handled with firmness and courtesy need to be investigated.
2.
Reasons for which requests and directions are made should be explained if at all possible.
K.
Behavior Problems
I.
Of extremely great importance
a.
Unsoeialness
b.
Suspiciousness
c.
Unhappy,depressed
2,Of considerable importance
a* Heterosexual activity.
b.
Stealing
c.
Untruthfulness
d.
Nervousness
e.
Temper tantrums
f.
Physical coward
g.
Obscene notes and talk
h.
Truancy
i.
Cruelty,bullying
j.
Resentfulness
3.
Of only slight importance
a.
Masturbation
b.
Impertinence,defiance
c.
Profanity
d.
Laziness
e.
Impudence,rudeness
f.
Inattention
g.
Smoking
h.
Tardiness
i.
Slovenly appearance
j.
Carelessness
k.
Thoughtlessness
l.
Imaginative lying
I.
Rewards and Prizes
I.
Considered good when theyr -
a.
Are selected or accepted by the group.
b.
have no intrinsic value in themselves.
c.
are within the possible reach of all members of the group,
d.
are granted to all who reach the standard previously set.
e.
open the way to greater opportunities for service to the group,
U» Punishment—Its Nature and Purposes
1.
Punishment is discomfort or restraint inflicted upon the individual by the authority to which he is subject for the commission of an offense,
2.
fundamental purposes of punishment
a.
To give manifestation of society’s disapproval of wrong.
b.
To cause others to refrain from committing offenses.
c.
To reform the offender.
N« Characteristics of an Effective Punishment
1.
Certainty with which it comes when deserved.
2.
Must be accepted by the one who is punished as a reasonable and deserved consequence of his act.
3.
Must bring discomfort;-mental or physical.
4.
Should improve relationship between the pupil and his teacher and the pupil and his group.
0. Punishments Which are of Doubtful Value
1.
Standing in the corner.
2.
Being sent out of the room.
3.
.Being kept in at recess.
4.
Personal, sarcastic remarks being made which reflect on the family.
5.
Slapping,striking with a ruler or rubber hose,
6.
Boxing or pulling ears; pilling the hair or violent shaking.
6
Modern Procedures Used in Describibg the Performances of Pupils
A.
A Teacher Should Know How to Describe a Pupil’s Performances Objectively
I.
Major obligation which the teacher must render -to those whom she serves is the production of satisfactory results.
B.
Descriptions of Performance
1.
Qualitative
a.
Neatly or in good form
b.
Ex. The running of an athlete or the arrangement of work on paper.
2.
Quantitative
a. Amount of work done in a given time.
0. Ways of Describing Performances
I.
Approved scales or standards
A.
Ex. Ayres Handwriting Scale
D.
Requisites of a Complete Description of a Performance
1.
Amount of the performance at the rate at which it was given
2.
The quality or accuracy of the performance
3.
The character of the exercise in response to which the performance was given
E.
Measurement of an Ability
I.
Consists of securing a quantitative description of the performance which that ability produces under specified and controlled conditions
F.
All Educational Measurement Depends Upon
1.
Constant functional relation to the ability
2.
The product of the functioning of certain mental processes
3.
Testing conditions on various occasions by different examiners
4.
Equal opportunities to acquire the abilities for which the test calls.
Q. Objections to Scientific Measurement
1.
Tests are not available for measuring all aims of instruction
2.
Tests are misused
3.
They mechanize education
4.
They produce a deadly uniformity.
5.
They become objectives in themselves
6.
They are unnecessary
7.
They are injurious to the health of those taking them
H. Origin of the Scientific Testing Movement
1.
Initiated by Dr. J.M Rice
2.
Became a reality through the work of Prof. Edward Thorndike
3.
Reached a high degree of perfection in I90SL 1909 by C.W.Stone L S.A.Courtis
7
Scientific Instruments for Describing Performances: Mental Tests
A.
Purpose of Mental Tests
I.
To measure the educational achievements and. mental abilities of pupils.
0. Kinds of Intelligence
I* Abstract
a. Necessary for one to excel in dealing with words and abstract ideas. 2* Mechanical
a. Necessary for one to excel in dealing with objects. Inventers,mechan ics,engineers fall in this group.
3.
Social
a. Possessed in mated degree by those who deal successfully with people
C.
Measuring Intelligence
I.
- Mental Age (M.A.)
I.
Q. -- 100
Chronological Age (C.A.)
D.
How the I.Q.is Found
1.
Score the paper used for the test.
2.
Calculate to the nearest month the chronological age of the pupil.
3.
M.A. in months divided by the C.A.in months and the result multiplied by 100.
E.
Values of the I.Q.
I.
100 means normal mental development
90-110 means normal
II0-I30 " superior
Below 70 and above 130 signify feeble mindedness and genius respectively
F.
Teachers’ Uses of the Results From Intelligence Tests
1.
To provide a Better Understanding of Pupils Capacities
*
2.
To Serve as a Basis for Ability Grouping of Pupils
3.
For Determining the Pupils'Degree of Efficiency in Learning
*
4.
To Help in Determining Readiness for Extra Promotions
5.
To Serve as an Aid in Diagnosing Special Disabilities
6.
To Aid in Testing Methods of Teaching
G.
Administrators and Supervisors’ Uses of Intelligence Tests
1.
Placing Pupils in Ability Groups
2.
Selecting Pupils for Ungraded Rooms
H.
When Tests are Administered
1.
At the beginning of school
2.
At different levels of school progress
3.
When special disabilities are being diagnosed
I.
Types of Mental Tests
1.
Individual
a. Should be given only by those having special training
2.
Group
a. May be given by the teacher,supervisor or principal
J.
Important Factors in Administering Mental Tests
1.
Become thoroughly familiar with all directions.
2.
Keep time accurately
3*
3.
Provide Proper Physical Conditions
4.
Keep Pupils in Proper State of Mind
■K. Who Should Be Told Test Scores
1.
Teachers and School Officers
2.
Intelligent Parents who are interested in school progress and understand
intelligence tests and their uses
3.
Parents whose children require a radically different regime than that required
for most children, (unusually dull or bright)
8
Educational Tests
A.
Classes of Educational Tests
1.
Standardized
2.
New-type
B.
Characteristics of a Standardized Test
1.
Objectivity;i.e. one qualified user of the test can secure from a given group of pupils practicality the same results as can any other examiner.
2.
Uniformity of directions
2.
Provisions for uniformity of answers
4.
Carefully prepared directions and keys for scoring results
5.
Reliability
6.
Validity
C.
Descriptive Terms of Educational Tests
1.
Educational Age(E.A.)
a.
Equivalent of the score which represents the average of the scores on several subject matter tests,such as read.,arith.,hist.,and geog. which constitute parts of a related group called a battery.
2.
Subject Age (S.A.)
a.
The age level for which the average is the given score
D.
Educational Quotient
E.
Q.A Locational Age(E.A.)
*
* " —---------------------% 100
Chronological Age (C.A.)
E.
Teachers ' Uses of Educational Tests
1.
To find how well each pupil is prepared for the work of the grade
2.
To obtain an estimate of the educational efficiency of each child
3* To determine the educational needs-'/ of each pupil
®o To find th amount and rate of progress in each educational achievement
5.
To group pupils in the class for instruction
6.
To diagnose an individual pupil’s difficulties
7.
To obtain a measure of pupil progress
8.
To show parents how well or how poorly their children are doing
Tn* 00mpar® a class with other classes in the system or schools in the country.
10.
To furnish information used in marking pupils and in deciding promotions.
11.
To motivate the learning activities of the pupils.
F.
Pupils’ ^ses of Educational Tests
1.
To compare their achievement status with the norms and. standards
2.
To determine whether they have reached the proper degree of mastery of a body of knowledge or a skill
3.
To determine what school activities they need to put greater stress upon
4.
To aid them in learning how to read and study effectively.
5.
To determine in a general way what knowledge and skills are worth while.
6.
To serve as an incentive to review
7.
To provide a basis for a most wholesome type of motivation.
G.
Sypes of Educational Tests
1.
Rate tests
2.
Achievement tests
3.
Diagnostic tests
a.
Used to assist in discovering the exact nature of the deficiency // or difficulty which is preventing the pupil from achieving according to his capacity to learn.
4.
Instructional tests
5.
Teaching tests
L. Are of two types;-practice tests and keyed remedial exercises
9
New -Type Examinations
A.
Advantages over Traditional Examinations
1.
More objective
2.
Subject matter more adequately covered
3.
Pupils can cover more material with less writing
4.
Bluffing not encouraged
5.
Scoring provides for economy of time and effort
6.
Less cause for dissatisfaction on part of pipils over marking
B.
Limitations of New-Type Examinations
X. Cost too hiAi for general use
2.
Small number of forms do not allow teachers to administer them at sufficiently short intervals.
3.
Many teachers not familiar with the scoring refuse to use the tests.
0. Meaning of the term ’’Good Examination”
1.
Proper construction
2.
Proper administration
3.
Proper scoring
4» Objectivity
a. A test is considered objective when competent persons have no doubt as to what answers are right and wrong.
5.
Reliability
D.
Answer Key
I.
Teachers should make good answer keys befor administering tests so as to insure fairness in marking.
E.
Marking and Returning Test Papers
1.
All papers should be carefully corrected and marked with a red or blue pencil in terms clearly understood by the pupils.
2.
Papers should be returned to pupils immediately after they have been marked. Do not allow a number of days to lapse before returning papers;as pipils are liable to have forgotten many things about the examination.
F. Most Commonly Used. New-Type Examinations
1.
Completion
2.
True-False
3.
Multiple Choice
4.
Matching
10
Interpretation of the Results of Scientific Measurements
A.
Methods
1.
Statistical
a.
Consists in manipulating tests so that the information obtained is observable in a more simple and comprehensive manner.
2.
Graphical
a. Presents results of tests by means of graphs
B.
Statistical Method
Mean;commonly known as the average,is the sum of the values of all the scores in a series divided by their number.
2.
Median; the midpoint of a series,that is,the point above which and below which . are 50% of the measures when they are arranged in order of magnitude.
3.
Mode: the most frequent measure in a series
C.
Range
I.
The scale distance from the lowest score in a series to the highest.
D.
Quartile Deviation
I.
One half the distance between the first and third quartiles
II
Belation of Measurement to Teachers’ ■‘‘“arks
A.
Marking
I.
The act of describing the achievements of pupils on the basis of positions on an achievedant scale in which the values are represented by numbers,letters,or words.
B.
Purpose of Scholarship Marks
1.
They furnish a system of records for administrative purposes.
2.
They afford a means of transmitting information to parents.
3» They furnish a means of providing pupils with a periodic estimate of their achievement and progress.
4.
They supply data upon which studies may be made of the relative efficiency of different methods of instruction employed by the same cr different teachers.
C.
Variability and Unreliability of Teachers’ Marks
I.
Caused by
a.
Tendency of the individual teacher to vary standards of estimate.
b.
Individual differences among teachers with respect to general viewpoints.
c.
Lack of sufficient accurate information about the pupils.
D» What Scholarship Marks Should Mean
1.
The quality of work done by the pupil in comparison with that of pupils of his grade or class.
2.
The amount of progress he has made as compared with that of pupils of his grade or class.
3.
Scholarship marks should never include behavior.
E.
Marking Systems
1.
Standard Five letter System; A or E;B or S«C or M;D or I;E or F.
2.
Percentage System,from TOO down to zero.
3.
Univ.of Mo. Elementary School divides scholarship values into three groups; above average;average;below average.
F.
Pupil Traits Should be Marked According to
1.
Needs development
2.
Improved
3.
Satisfactory
4.
Highly developed
12
Classification and Promotion of Pupils
A.
Classification
I.
The process of organizing pupils into instructional groups.
B.
Need for Classification
1.
Improves group teaching.
2.
Aids in reducing the number of failures
3.
Develops leadership and initiative.
C» Functions of Classification
1.
Selection and organization of pupils in desirable sized groups
2.
Promotes the educational policy of the administration
3.
Places each pupil in a school situation conducive to educational growth.
D.
Size of Classes
1.
Average ranges from thirty to forty.
2.
Elementary school classes should be taught in groups not exceeding 25 in order to stress the importance of personality.
E.
Bases Most Commonly Used in Classification
1.
Chronological Age
2.
Mental Age
3.
Educational Age
4.
Social Age
5.
Intelligence Age
6.
Teacher’s Judgment
F.
Devices Proposed to Remedy Defects in Pupil Classification
1.
Ability grouping
2.
Flexible promotional plans
3.
Individual instruction
4.
Differentiated curricula
13
School Membership and Attendance
A* School Membership Defined
1.
The number of pupils on the roll of a school at any given time,
2.
The attitude of the pupil toward the school system as an institution
B.
Relation of Attendance to School Membership
1,
Children who do not attend at all
2,
Children who attend irregularly
3,
The matter of tardiness
C.
Problems Involved in the Matter of School Attendance
1.
Irregular pupils force a lower level and slow the rate of progress
2.
The value of the school to the community is dependent upon thfc attendance
3.
Absences require an extra expenditure of time and money in keeping records.
D.
Causes of Non-Attendance
1.
legitimate
a« Illness
b.
Bad weather
c.
Serious trouble in the home
2.
Illegitimate'
a.
Truancy
b.
Indifference of children and parents c« Poverty
d» Bad associates
E.
Prevention of Non-Attendance
I.
Treat each case individually
2« Confer with pupils and parents
3.
Make the schoolroom attractive;physically,socially and educationally.
F.
Prevention of Tardiness
1.
Attractive opening exercises
2.
Granting of extra worthwhile privileges to punctual pupils
14
Administration of Records and Reports
A* Changing Attitude Toward Education Affects Use of Records and Reports
1.
Education’s change from a private to a compulsory functioncaused officials
to keep records.
2.
Information used by each succeeding teacher
B.
Present Status of Records and Reports
I.
Record and report systems entirely too complex
C.
Values Derived From the Use of Records and Reports
1.
Important data preserved
2.
Values preserved for
a.
Society in general
b.
The school
c.
The parent
d.
Die child
D.
Characteristics of a Sood Record System
1.
Easy to administer
2.
Cumulative and permanent
2.
Of easy access to the teacher
4.
Durable forms
E.
Determining Factors in the Selection of Items for Records
1.
Frequency of appearance on forms
2.
The use of items by teachers
3.
The need for items to formulate reports
F.
Reports for Which the Classroom Teacher is Responsible
1.
Census and attendance records
2.
Cumulative records! including scholarship)
3.
Pupil reports
G» Objective* to Be Obtained by Teachers* Reports to Parents
I* To assist the pupils in self-appraisal
2.
To assist the teacher In diagnosis
2.
To inform parents concerning the school life of their children
4.
To provide a basis for the cooperation of home and school in helping the pupil.
5.
To develop interest and confidence of the general public in the school program.
6.
In summary,to improve educational results
*
H.
Distinctive Features in Report Forms as Reported by the Committee for the educational Research Service.
I.
Scholarship
2.
Health
3.
Cooperation with parents
4.
Habits,behavior,attitudes,interests
15
Program for Health Education
A. Values to be Derived From a Well Organized Health Education Program
1.
Hygienic personal habits
2.
Knowledge of health principles
3.
Health ideals
B. Objectives in Health Education . ...
To instruct children so that they may conserve and improve their own health and the health of their associates* ,
2.
To establish habits and principles of living that will be beneficial always.
3.
To influence parents and other adults to better health habits and attitudes.
4.
To improve individual and community life of the future
*
5.
To teach the child to correlate judgment with taste in the matter of food, clothing,shelter and exercise.
6.
To develop a personal pride in health and fair play.
materials
C.
The necessity for a Well Organized Health Program
' I. Little need for special health instruction periods if appropriate are planned and utilized in other subjects and projects.
D.
Class Room Teacher’s Part in Health Program nlQ„r.nm
I. Depends upon the -ize of the school system,however in any case the classroom teacher is responsible for discovering cases and referring them to the special!sts,and for carrying out instructions concerning cases.
E.
Significance of Mental Hygiene in the Health Education Program
I.Recent literature says that mental hygiene is ah educational;not a medical problem.
F.
Responsibility of the Teacher in Administering Mental Hygiene
1.
Organization of work so that desirable habits and skills are attained.
2.
Form special classes for those who have physical deformities of any kind, especially sight and hearing;for those mentally deficient;for those who reveal delinquient tendencies.
G.
Health Services the School Should Provide for Pupils and Teachers
I.Health examinations,medical inspection,heal th care,follow up work.
2* Daily health inspection to prevent and control communicable diseases
3.
Correction of remedial health defects
4.
First aid service
H.
Present Status of School Health Service
1.
In 1930 75$ of the cities which had a population of 2500 or more had some form of health service conducted by physicians or nurses or both
2.
In some cases health funds are provided by voluntary organizations
I.
Staff of School Health Department-Services Rendered
1.
Dependent upon the size of the school
2.
Large systems should be composed of Physicians,dentists,nurses,class room teachers
3.
Community and home should be recognized by school health authorities
J.
Function of the Teacher
1.
Arrangement of inspection schedule
2.
Use specific list of signs upon which she excludes pupils or reports them to the school nurse or principle.
L. Values Inherent in a Modern Physical Education or Play Program
I.. Development of
a.
Firm muscles
b.
Stable nerves
c.
Desirable attitudes toward health
d.
Good posture
L. Relationship Between the Physical Education Program and General Health Program
I. Depends upon
a.
Local conditions
b.
Number of pupils in school
c.
Facilities for work
d.
Person who directs the work.
16
The Elementary School Library
A.
Importance of the Library in the Elementary School
1.
First legislation permitting a school district to provide a library was
passed by the State of New York in 1835.
2.
Importance of library not yet realized by many teachers,administrators and patrons.
B.
Reading -Laboratory Plan
1.
Books placed on shelves and tables,usually in the corner of the room where they are easily accessible to the pupils at all times during school hours.
2.
Where the library is housed in a separate room,the director of the library is generally known as the library teacher,and is frequently to conduct reading classes and story telling periods.
3.
Non-departmental schools
3.
Non-departmental schools allow the teacher of each grade or class using the library to act as librarian during the time her class meets there.
C.
Unlimited Library Service
1.
Affords library to asome its proper place as the center of the school
*
2* Librarian alwasy available to give aid and guidance to pupils*
3.
Each teacher should provide librarian with an outline of proposed projects and activities.
D.
Functions of the Elementary School Library
I« To provide a collection of selected reading material including dictionaries, encyclopedias,books and magazines.
2» To provide guidance for pupils in the selection and use of reading materials in order to enable them to save time and stimulate proper educational growth* 3* To provide an atmosphere and environment which is conducive to developing in pupils an appreciation for good literature and strong motives for and pennae nent interests in reading.
4»To furnish instruction in the use of libraries and in library etiquette.
E.
Responsibilities of the Teacher for Library Service
I. To keep a permanent ///£/ cumulative list of books suitable for classroom work and leisure reading.
F.
The Professional Library in the School
I. Should include a collection of the best books on method,technique,supervision and administration,and the chief professional journals;yearbooks and the more important bulletins of the state departmnets of education and the United States Office of Education bulletin.
17
The Elementary School Assembly
A.
Changes in Assembly Luring Past Two or Three Decades
I. From Friday afternoon programs to Instructional activity on a par with class room work.
B.
Objectives of the Assembly
1.
To enable pupils to develop a proper appreciation for the social values of information and artistic expression.
2.
To permit pupils the experience of sharing with others worth-while information.
3.
To provide pupils with artistic entertainment which is within their range of understanding.
4.
To give pupils experience in exercising cooperation.
5* To build up desirable habits and attitudes connected with the group*
6.
To give pupils experience in successful performance before an audience
*
7.
To develop pupils’ ability to think and --speak clearly before an audience
*
8.
To direct and improve pupils’ powers of critical observation.
9.
To furnish pupils with information of general worth and interest about the school and community#
10* To unify the school and develop the feeling of school loyalty among the pupils
0. Criteria for a Successful Assembly Program
I. Program must be of general interest to the audience.
2* Must show thorough preparation.
3.
Must be run smoothly and without delay.
4.
Should grow out of regularvclassroom work and life of the school
5.
Should not be too long(30 min. is considered adequate length.)
6.
Every pupil in the school should appear on one or more programs during school year
*
O. Organization for Preparation and Presentation of Assembly Programs
1.
Softool staff should be of one accord.
2.
Cooperative plan preferable where there is no auditorium teacher.
3.
Principal or teacher assigned should consult pupils and arrange appropriate programs.
E. Materials and Themes . I. Holidays and days 2# Famous birthdays 3» Various classroom
for Assembly Programs
of the week to be used in special ways.
activities of general interest.
18
The Teachefi Relationships
Administration .... „ ,
I. In small townships the relationship is with the Board of Education,Supt» of Schools. ,
2* In larger school systems the administration is in the hands of the Ass t 3upt., Supervisor or Principal.
3.
Duties stressed by administrators should includes-
a.
Reporting for work on time.
b.
Planning of work so that a substitute mi Ait be able to use her outline
c.
Willingness to assume extra duties and responsibilities when the occasion
demands*
B. Relationships with Supervisors
1.
Mutual confidence and sympathetic understanding should exist.
2.
Supervisory visits to the class room should be welcomed by the teacher.
Relationships with Colleagues .
1.
Never make uncomplimentary remarks regarding former teachers.
2.
The teacher should avail herself of close professional relationships all the successful teachers possible.
with
D.
Relationships with Non-teaching School Associates
I. Accord them the most hearty cooperation and follow their advice and p 1- icies if possible.
E.
Relationships with Pupils
I. Have been thoroughly discusses in Chapter V.
F.
Relationships^ith^Parent^i^ mutual responsibility which normally exists
between parents and teachers for the education of children is desirable* .
2.
Important communications to parents should always be written.
ft. Relation shin s with Professional Organizations
1.
Greater group consciousness is one of the paramount needs of the teaching
2.
local,state and national teacher associations should be supported by every teacher.
I. o’aSinyw™Po?<’p“ire.lonall.atlon at pttsent lie. In the fact
that .0 many person, have been licensed to teach who have not first the
knowledge and skills of teaching.
Clark County School District
CONTRACT BETWEEN EMPLOYEE AND TRUSTEES
STATE OF NEVADA COUNTY OF CLARK
Party of the Second Part, hereinafter called employee
PROVISIONS:
2.
3.
4.
5.
6.
7.
8.
9.
10.
Board of School Trustees
Clerk
Teacher
IN WITNESS HEREOF, the-said parties have hereunto subscribed their names in execution hereof the day and
year first above written.
WITNESSETH: That the party of the first part does hereby covenant and contract with the employee a position
in the aforementioned District in accordance with the School Laws of Nevada and the rules and regulations prescribed
by the State Board of Education and State Superintendent of Public Instruction. This contract may be
abrogated only for legal cause as provided in Title 34 of the Nevada Revised Statutes or by mutual consent,
or by the provisions indicated below, which are hereby made a part of this contract.
A certificated employee cannot be legally employed in the public schools of Nevada unless he or she holds a Nevada Certificate of
appropriate classification. The Nevada School Code places responsibility for proper classification, at ail times, upon the employee.
Salary to be subject to monthly deductions for the Public Employees Retirement System of the State of Nevada, withholding taxes
required by the United States Treasury Department, group insurance and credit union payments, and any other deduction approved
by the Clark County Board of School Trustees when requested in writing by the employee.
In case this contract is not performed in its entirety, the salary the employee receives shall be figured in the same proportion as the
number of school days taught is to the number of actual days of teaching covered in the contract.
‘the payment of compensation or any installment thereof under the terms of this contract shall cease upon the discharge, death, or
resignation of any employee prior to the close of the scholastic year. Such payments shall also cease from the date of suspension
of any employee under the provision of his contract, unless otherwise ordered by the Board.
Assignments involving additional pay for extra duty of special services may be made at any time during the life of this contract.
These assignments also may be terminated at any time during the life ofHhe contract. Compensation of these services may be
adjusted in proportion to the lengtfcof the assignment completed.
Anytime during the life of this contract, the contract may be adjusted to place the employee on the correct step and column of the
salary schedule that is justified by his or her training and experience, as provided in policies and regulations of the Clark County
School District;' Transcripts for increment growth units must be in the Personnel Office not later than October 1,"to certify placement
on the salary schedule.
The employee agrees to perform in a thorough and professional manner all the duties of said position and employment under the
direction of the Superintendent of Schools and to observe and enforce policies and regulations of the Clark County Board of School,
Trustees.
The services of the employee are to commence at such time, and are performed in such school or schools and such position or
positions and at such place or places as may be designated by the Superintendent and Principal.
The employee reaffirms the oath to support the Constitution of the United States and the Constitution of the State of Nevada.
Policies and Regulations of the Clark County Board of School Trustees are a part of this contract.
This CONTRACT, made and entered into this 29 day of MAR 1968 , by and between the
Board of School Trustees of the Clark County School District, the party of the first part, and
Name MABEL W HOGGARD at a salary of *$01200.00 beginning 8-26-68
and through 6-06-69 which includes 185 days of service, payable in 12 equal monthly installments.
Signed
Si
NCR
CLARK COUNTY SCHOOL DISTRICT Certificated Personnel Competency Appraisal Record
CC-31B
Rev. 2/68
Name of Employee '’able
School
Grade or Subject Assignment
Date of Appraisal
Total Professional Experience 35 vr«
Total Years in District
This is to certify that I have recommended the above named employee be offered a contract for the ensuing school year.
A. During the past year this employee's assignment and areas of responsibility were:
B. Comments: (Indicate areas of strength and/or areas needing improvement).
^Signature of Employee
Signature of Principal
A signature on this summary does not necessarily mean the employee agrees with the opinions expressed, but merely indicates the employee has read the analysis, had an opportunity for discussion, and understands that he has the privilege of discussing it with his immediate supervisor.
Original; Division of Administration
Then - Certificated Personnel
Second: Principal
Third: Employee
Clark County School District
CONTRACT BETWEEN EMPLOYEE AND TRUSTEES
STATE OF NEVADA COUNTY OF CLARK
This CONTRACT, made and entered into this ................ day of .................. 19 , by and between the
Board of School Trustees of the Clark County School District, the party of the first part, and
NAME at a yearly salary of $
..... beginning
days of service),
and payable in
and through .... ...
. equal monthly installments.
Basic Salary $
Special
Total Salary $
Party of the Second Part, hereinafter called employee
WITNESSETH: That the party of the first part does hereby covenant and contract with the employee a position in the aforementioned
District in accordance with the School Laws of Nevada and the rules and regulations prescribed by the State Board
of Education and State Superintendent of Public Instruction. This contract may be abrogated only for legal cause as stipulated
in the 1965 Nevada School Code, or by mutual consent, or by the provisions indicated below, which are hereby made a part of
this contract.
PROVISIONS: 1. A certificated employee cannot be legally employed in the public schools of Nevada unless he or she holds a Nevada Certificate of appropriate
classification. The Nevada School Code places responsibility for proper certification, at all times, upon the employee.
2. Salary to be subject to mbnthly deductions for the Public Employees Retirement System of the State of Nevada, withholding taxes required
by the United States Treasury Department, group insurance and credit union payments,and any other deduction approved by the Clark County
Board of School Trustees when requested in writing by the employee.
3. In case this contract is not performed in its entirety, the salary the employee receives shall be figured in the same proportion as the
number of school days taught is to the number of actual days of teaching covered in the contract.
4. The payment of compensation or any installment thereof under the terms of this contract shall cease upon the discharge, death, or resignation
of any employee prior to the close of the scholastic year. Such payments shall also cease from the date of suspension of
any employee under the provision of his contract, unless otherwise ordered by the Board.
5. Assignments involving additional pay for extra duty of special services may be made at any time during the life of this contract. These
assignments also may be terminated at any time during the life of the contract. Compensation of these services may be adjusted in proportion
to the length of the assignment completed.
6. Anytime during the life of this contract, the contract may be adjusted to place the employee on the correct step and column of the
salary schedule that is justified by his or her training and experience, as provided in policies and regulations of the Clark County School
District. Transcripts for increment growth units must be in the Personnel Office not later than October 1, to certify placement on the
salary schedule.
7. The employee agrees to perform in a thorough and professional manner all the duties of said position and employment under the
direction of the Superintendent of Schools and to observe and enforce policies and regulations of the Clark County Board of School
Trustees.
8. The services of the employee are to commence at such time, and are performed in such school or schoolsand such position or positions
and at such place or places as may be designated by the Superintendent and Principal.
9. The employee reaffirms th’e oath to support the Constitution of the United States and the Constitution of the State of Nevada.
10. Policies and Regulations of the Clark County Board of School Trustees are a part of this contract.
IN WITNESS HEREOF, the said parties have hereunto subscribed their names in execution hereof the day and year first above
written.
igned
S
Board of School Trustees
T eacher

Clark County School DistrictJ
CONTACT BETWEEN EMProYEE Affl)JRUSTpj
STATE OF NEVADA COUNTY OF CLARK
This CONTRACT, made and entered into this day of 19 by and between the
Board of School Trustees of the Clark County School District; the party of the first part/and
WITNESSETH: That the party of the^rst part does hereby covenant and contracUwith the employee a position in the aforementioned
District in accordance with the School Laws of Nevada and theDules and regulations prescribed by the State Board
of Education and State Superintendent of Public Instruction. This contract may be abrogated only for legal cause as stipulated
in the 1965 Nevada School Code, or by mutual consent, or by the provisions indicated below, which are hereby made a part of
this contract.
PROVISIONS: 1. A certificated employee cannot be legally employed jnthe public schools of Nevada uf®ss he or she holds a Nevada Certificate of approclassification.
The Nevada School Code places responsibility for proper-certification, at all times, upon rhe employee.
to be subject to monthly deduction^fp®he Public Employees Retirement System of the State of Nevada-,/withholding taxes required
■ by the tiled States Treasury Department, grouDMurance and credit union payments,and any other deductidffl approved by the Clark County
Board of School Trustees when requested in writing by the employee.
3. In case thi|7contracM| not performed I its entirety, the salary the employeeleceiyes snail be figurejin the same MoportionMS tha
i nufoberof school days taught is to the number^ actual days of teaching covered in the contracted
I payment of compensation;or any installment thereof under the terms of this, contract shall cease upon the discharge, death, or resignation
of any employee lorlnhe gose scholastic year. Such payments shallAlso cease froifflthe date of suspen'sidn of
any employee under the provision of his contract, unless otherwise ordered by the Board.
5. Assignments involving additional pay for extra duty of special servicesjnay be made at any time during the life of this contract These
assignment also may be tsMated at any time during theMe of the contract. Compensation of these services may be adjustecHn proportion
to the length of the assignment completed.
6. Anytime during the life of this contract, the contract may. be adjusted to place the employee on the correct step and column of the
salary schedule that is justified by his or her training and experience, as provided in policies and regulations of the Clark County School
District. Transcripts for increment growth units must be Q the Personnel Office not later than October § to certify placement on the
salary schedule.
7. The employee agrees to,.-perforilin a thorough and professional manner a" the duties of said posfflon and employment under the
direction of the Supermendent of Schools aS to observe and enforce policies and regulations of the Clark County Board of School
W Trustees.
j|jgJhe services JI « employee a| to commence at such time, and are performed in such schoW^choMaR sucBosifln or options
Place o- faces I the tealng of such grades and|ubjects as Way be designated the SiirMtSdant a J Principal.
9. The employee MMms the oath to support the Constitution offl^uWed States W the stated Nevada.
10. Policies and Regulations of the Clark County Board of School Trustees are a part of this contract.
IN WITNESS HEREOF, the said parties have hereunto subscribed their names in execution hereof the day and year first above
written.
Signed
P re s ident
Signed
Clerk
Board of School Trustees
Signed
.T eacher

NCR CONFIDENTIAL CC-31B
Not To Be Viewed Outside Rev. 10/66
Clark County School District
CLARK COUNTY SCHOOL DISTRICT
Teacher Competency Appraisal Record
Name of T ea ch e r PI Ca b Q I < rffiriCjCirn Da te o f A pp ra i sa I / I (X \/ Qi___/_/ £_/________
School____/ / A7 h fd *■> ___________________ Tota I Teaching Ex per ience O ____________________
Gra de or Subject As s i gn men trK5T _________ T ota I Years in Building^2----------------------------------
Total Experience in District/________________
***************** Directions: Appraisals should be based upon competencies which are described in the Manual of Evaluative Criteria and Procedures for Teacher Competency Appraisals.
Criteria Superior Exhibited to a higher degree than is usually found among
95% of Clark County School District teachers.
Competent Performance is indicative of expectancies for Clark
County School District teachers.
Less Than Adequate Careful study and improvement needed.
1. General Estimate of Teacher (Not an average of II and III.)
Superior
Competent
Less Than Adequate
II. The teacher as a Director of Learning.
A.
Knowledge of Subject Matter A.
B.
Understanding and Application of Principles of Child Growth & Development B.
C.
Planning of Learning Situations in Accord with Accepted Principles of Learning C.
D.
Establish ment of Clear Objectives D.
E.
Presentation and Explanation of Subject Matter E.
F.
Assignments Specific and Clear F.
G.
Evaluation of Pupil Achievement G.
H.
Classroom Discipline H.
I.
Operates Effectively Within School District Policies 1.
J.
Maintenance of Environment Conducive to Learning J.
K.
Other: Explain on Reverse Side K.
III. The Teacher as a Member of the Faculty and Profession.
A. Contribution to the Total School Program A.
B. Loyalty to School and School System B.
C. Active Cooperation with School Personnel C.
D. Personal Characteristics Related to Teaching D.
E. Other: Explain on Reverse Side E.
Professional Affiliations: /V •.<—L—7 ‘..' -----' ' ' ' ‘ ‘1 >J------Zj_ ; J...J------' -!
The above appraisals are based on approximatelyhours of classroom observation and Principal- Teacher Conferences.
*Signature of Teacher / f Signature of Principal
*A signature on this summary does not necessarily mean the teacher agrees with the opinions expressed, but merely indicates the teacher has read the analysis, had an opportunity for discussion, and understands that he has the privilege of discussing it with the Director of Schools.
Original: Director of Schools
Then - Certificated Personnel
Second: Principal
Third: Teacher