SSSSSSSESSOSSSSSSSRSGRSERSESRRRS & VOL. IX, NO. 2 MARCH, 1931 Research Bulletin OF THE 6538688 National Education Association BGSSoGoSGSSSSSSSSSSSSEGaooooooaea — 65606556 85S858 — LT The Principal At Work On His Problems © 69663963 666303599665965666 3 fe) ey PUBLISHED BY THE RESEARCH DIVISION OF THE NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C S6S6S5S669555 — i | es! wy SA ©) “ 9000555595 55555555565596595559585559) Research Bulletin of the National Education Association Published five times each year in January, March, May, September, and November by the Research Division of the National Education Association of the United States. President, Wits A. SUTTON Secretary, J. W. CRABTREE The payment of the $5 membership fee of the National Education Association entitles one to receive the Research Bulletin, the Journal, the Annual Volume of Ad- dresses and Proceedings, and certain other publications of the National Education Asso- ciation for one year. 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[ 94] CONTENTS c FOREWORD 98 INTRODUCTION The development of the new principalship 99 Why has the principalship assumed new leadershi; 99 i The purpose of this bulletin cand | How the bulletin may be used 1 Acknowledgments , l Part I—The Principal as a Person 101 What Kind of a Person Am I?. 101 How Do I Measure Up in Professional Ethics? 101 What Is My Philosophy of Education? 102 What Is My Philosophy of Life?... ; 104 Do I Have the Necessary Professional Preparation for the Principalship 104 How Can I Take Stock of My Qualifications ?.. 105 Selected References .... aver 108 Part II—The Principal as Head of a Single School Unit.... 110 Administration ........... Ce SE Pe AP en 110 How much time should be given to administration? 110 eld cass of G.ch oor a0 atk re ero ee ' 110 School organization ....... Satan catia ter gtaleao ef 111 Program making and the daily schedule..... cael 112 Adjustments to the individual pupil needs.... 112 Extra-currviculum activities .. Sek rnie RPL messiah 113 Community contacts ........ - eee Te 114 Busidime control .......ccccccees Suan inate ace ae 114 Building maintenance ..... : setpoint. 115 Financial accounting .......... = 115 Supplies ....... See ok Pre Pee ee 116 How may I improve my administration? ....... 11¢ ers ees ee ere A EE ee ee ; 117 What is supervision? ......... eye 117 The importance of supervision . ty ree = — The results of supervision . aes aiwatlkie atk 118 Supervisory activities of principals ... Saeee aoeats 118 Class visits and observation ... vie Shh ae Cee Crt 119 Individual conferences ..... i 122 ; Testing and measuring ....... os ore 122 ; Demonstration teaching ................ ee 122 } pe ST ee ere 124 a | Teachers’ meetings ........ iia 124 ; | The curriculum ......... ay Peiheee asia 125 ‘ How may I improve my supervision? re 125 Perce SeeiSib: Staal bie ICN 127 ‘ Teaching in the development of the principalship 127 : Teaching and the supervising principalship 127 ‘ The teaching principalship ... uk oe aM ; 128 ; Clerical Functions ............ 129 | What are the clerical duties?... 129 i Time given to clerical work .. 129 . Office organization ............ ae 129 School records and reports .... 130 : How may the time allotment to clerical work be reduced? 131 ¥ Professional Study ............ ee fears 131 ; Time devoted to professional study............ 131 ; What should the principal study? ........... 132 \ The importance of professional study 133 ‘ Selected References See, A eels, Sexe 133 95] ie En aan et gto ng * iia ware a= Pp ee CONTENTS (Cont.) i Ai HIE I a Part I1I—The Principal as a Worker in a School System...... | A ER 9 & rere tele 136 ee EE os daacaGnchsGabied kasd csedsrccccvecetssdbvese 136 IEE EN LEE SS ee 137 Providing Articulation between Units of the School System ....................... 138 ne wa lbapepeenbeckéucanonce 139 IR RCT E 0 o Sa o cr 139 Ee crack. cing 6 cul $s Albena td dn dad eeid oar on divsececaeeveces 139 Ee oe ee er ae 139 aaa ada nae bat 0's 3.0 WEE O Waid kn aU ANd on He «0.00.00 600400 8ccenne 140 I i eth MEMES hu xc ots on op 4 vit uta’ os cocces 140 TR 2S RS ee 140 0 aaa n di rd Ma ata bpleo iisse. u0.0 ew sala dhewvine o«s.e 141 ES ss csc Daath ite lia da ci gia a cts nw osdFa¥ nedosecens 142 I iihnn « «5 ce Maa Ey aba bik me EEGLe ye 0h eavet.ohedaaneses 142 OE Ee ee Oe On Re Ook a a 142 Part I1V—The Principal as an Active Participant in a Professional Group................ 144 a 144 re ee eee eas dw s'c'c eos veodc ccc veces 144 ceo ia rss dl ks aR ANONRMMGENGEO AS 1s Cicescécceesie ccoeeses 144 Se aR Cay Ss soe wl ks xd on pe ee Re ena ate c cman \ 0-0-0 cho wecee 145 ET oe CME 50s xin aca Sec Amare ce ents da es dea ne ck coe eek chee caseccs 145 abo arash ales sino ddl de olan eee bk ONES a'Gs do. Ca WRC wae was s 146 a dias sali lin @ d<.n, Sond Pies Bolan nees Sussipnd on polos a Ew cowl Wb WA oBiew terse Soo « « « 146 EE a ahh Wai AMA’. 9.= ; 0 a i. The Replies of 1228 High School Principals as to the Influence of a National Statement 0 ’ of Secondary School Objectives on Their Schools 102 0 ; 1 : 2. Six Special Purposes of the Junior High School According to Statements Published > : Since 1920 103 2 } 3. Percent of Principals Holding Various College Degrees 104 2 , 4 4. Most Useful Topics in the Training and Study of Principals According to 71 Elemen- 4 tary School Principals 105 + ; 5. Items of Principals’ Supervisory Aid Rated “Very Helpful” by 30 Percent or More + of Teachers 119 $ 5 6. Assigned Duties of Each School Secretary 130 } 7. Statistics Kept Most Frequently in the Offices of 63 High Schools 130 8. Helpfulness of Certain Professional Magazines According to 375 Senior High School | Principals 132 9. Percent of Principals Reading Certain Magazines 132 10. Percentages of 421 High Schools in Which Initiative in Certain Activities Is Located in the Principal, the Superintendent, and Various Other Officials 137 11. Reports of 57 Elementary School Principals as to Duties Shared with General and } Special Supervisors 138 12. Memberships Held by 440 Junior High School Principals.. 144 13. Administrative Duties Pertaining to Professional Improvement of School Executives... 145 14. Estimated Cost of Amusements at Several Salary Levels. 147 15. Average Salaries and Average Professional Dues of College Professors 147 j 16. Median Salaries Paid Principals in 1928-1929 in City School Systems 148 17. Suggested Distribution of the Minimum Annual Professional Dues 148 LIST OF CHARTS 3 Chart Page “ I. Rating Scale for Principals. ktm Eee ee a’ 106 11. Touton Self-Rating Card for Secondary School Principals (Abbreviated ) 108 miataons alee ee ee Tete eee - ars 2a ee FOREWORD N MARCH, 1928, the Division of Research published 17,000 copies of the Research Bulletin entitled: ‘““The Principal Studies His Job.” Superintendents everywhere bought copies for their staff conferences. One state department of education pre- sented a copy to every high school principal in the state. More significant even than the above demands have been the requests from indi- viduals and groups of principals. Conferences in Rochester, Newark, Fresno, and other cities drew upon “The Principal Studies His Job” for suggestions and problems for study. There has been much evidence that the bulletin proved of practical help in the professional stimulation of principals. In 1909, at the National Education Association convention, a superintendent of schools told about a young teacher who returned from a new teaching position to tell about her experiences. She did not mention her new principal and was reminded of that omission. “Oh, the principal!” said she, “Why, do you know, I hadn’t thought of shim because in my experience I've come to think of the principal as the man who hands out the chalk.” Few principals today merely “hand out the chalk.” Local, state, and national organizations present increasing evidence that the principalship is now a strategic educational position. ‘Teachers everywhere demand and are receiving a high type of skilled professional leadership. Superintendents need the help and advice of principals in establishing progressive programs of public instruction. This Research Bulletin is an enlarged and completely revised edition of ‘The Principal Studies His Job.” I predict that this bulletin will be of practical help to the school head who faces and studies his problems. J. W. Crasrrer, Secretary National Education Association. [98 } at Ce AINA BIS sare 8 Se fea =_———w Whether a particular principalship exerts a positive influence in a school system depends much upon the incumbent. A short-sighted per- ame ad a Re pr A 1 ais Neat ANAT IG We eta RN ry II Oe et bab ntialib a eitiins ie. See i RBM Mies 2. the passing of classes, the ringing of bells, instruction of teachers in making reports, meeting of school visitors, the handling of ‘dents, the scheduling of the auditorium, and ny other activities often absorb most of the the incipal’s time. To handle such demands most efficiently the principal must have clerical as- sistance, must delegate duties, and must stand- ardize many procedures. In delegating minor administrative duties the principal may call upon individual teach- ers, teacher committees, individual pupils, and pupil groups. In many schools pupils may as- sume a portion of the school’s administration in the form of “‘extracurriculum”’ activities. All of these sources of aid may be recruited, instructed, and inspected in their work so as to relieve the principal for the more compli- cated activities. Standardization of procedures has proven of value in many schools. Usually the exact steps in every procedure have been put in mimeographed form and are available for each teacher. An example of these standard direc- tions are the following for playground acci- dents: 1. If the child is conscious and not seriously in- jured, have him assisted to the nurse’s room by two boys, preierably the Boy Scout Accident Patrol. 2. If the accident caused a broken bone or the exact nature of the injury is unknown, do not move the child until the nurse or principal has made a diagnosis. 3. In all cases notify the principal or nurse im- mediately. If these persons cannot be reached, notify the teacher on yard duty. 4. If help is not available from the sources named in (3) above, call the Emergency Hospital, Main 384. 5. After the child has been cared for send a writ- ten memorandum to the principal, giving the child’s name, hour of the accident, date, probable nature of the injury, and the names of witnesses. Standard directions such as the above pro- vide the teachers with a plan of action, safe- guard the school against charges of negligence, and make unwise procedures on the part of teachers less likely. Other situations which may be discussed in the school manual are the at- tendance of teachers, the attendance of pupils, the yard duty assignment, the use of the build- ing, the passing of lines, the fire drill, the ordering of supplies, the handling of solicitors, the use of the heating and ventilating system, the promotion of pupils, the marking of pupils’ reports, letters to parents, the reports to the discipline superintendent, the procedure in cases, and other problems of a similar nature." Building maintenance—In large city systems the maintenance of school buildings is a spe- cialized activity under the direction of the business manager. Since this plan usually re- lieves the principal of many routine responsi- bilities, it increases his effectiveness. However, there have been instances when too much spe- cialization tied the principal’s hands with “red tape” and endless reports. Business managers and superintendents should cooperate with the principal in avoiding petty and time-consum- ing duties. Usually the chief responsibility of the school head in building maintenance has to do with the direction of the school janitor, The jani- tor’s work means a great deal to the comfort and safety of the school. Principals have found it advantageous to rate the janitor’s work in terms of the cleanliness and systematic care of the building.? Certainly it is good procedure to have basic requirements as to the frequency of washing blackboards, waxing floors, cleaning chalk troughs, and so on. In a large New York school a notebook is used to conserve the time given by the principal to building inspection. This notebook lists the fire blackboards, floors, and other equipment of the building, with space for the janitor to enter the data as each item receives attention. At extinguishers, any time the principal can check the condition of his building in regard to the important items of janitorial work. Financial accounting—Under the clerical functions of the principal, in later sections of this bulletin, attention will be given to office organization, school records, and reports. At this point it is important to emphasize the value and safety of a financial accounting in schools where money is collected. Usually these funds come from entertainments, locker fees, athletics, and similar sources. 1 See the following: Hubbard, Frank W. “Obtaining Time for Supervision through a Teachers’ Handbook.” Elemen- tary School Journal 29: 748-53; June, 1929. Lane, Robert H. A Workbook for Principals and Supervisors. New York: The 1 Macmillan Company, 1930. p. 3-51. * Principals will want to supplement the standard set up by the central office by referring to such publications as: Cubberley, Ilwood P. The Principal and His School. Boston: Houghton Mifflin Co., 1923. p. 217-19. Also, Engelhardt, N. L., Reeves, C. E., and Womrath, G. F. Standards for Public School Janitorial-Engineering Service. New York: Bureau of Publications, Teachers College, Columbia University, 1926. p. 5-10. [115] In some school systems the local board rules require principals to deposit all funds in the business manager’s office at the close of each school day. Other cities permit schools to main- tain separate accounts under a plan as sug- gested by Engelhardt and Engelhardt: All funds of student activities should be under one central control within the school building. The dest plan is to have the clerk in the office of the prin- cipal perform the duties of the accounting officer. A financial committee consisting of a faculty ad- viser and student representatives may function for purposes of audit and control.’ Rich has described the system used in De- troit in the Ninth Yearbook of the national Department of Elementary School Principals.* The directions to the principal are as follows: 1. The principal shall designate some one as treasurer of school funds. 2. All moneys collected from school activities shall be turned over to the treasurer in total and all payments made by check. 3. The money shall be deposited in the bank. 4. The account shall be carried in school name and checks signed by the principal or treasurer. 5. When money is received, make an entry in cash received book (cash Dr. page) by writing in date, from what received and amount. 6. When money is paid out make entry in cash disbursements books (cash Cr. page) by writing in date, check number, for what given, and amount. 7. At the end of each month deduct total cash dis- bursements for month from total cash receipts for month (plus balance at beginning of month) and carry balance forward to next page as balance on hand at beginning of following month. 8. See that your book balance at the end of the month plus outstanding checks equals balance given on your bank statement. While the above discussion has merely touched upon the many problems of financial accounting, the importance of adequate records cannot be overemphasized. Principals should protect themselves against charges of careless- ness or dishonesty. The best means of meeting such criticisms are: systematic school records, bank statements, and careful audits. Supplies—The ordering of supplies, check- ing the shipment, distributing supplies to the classes, and taking inventory are tasks requir- ing the cooperation of teachers, principal, and janitor. When a clerk is provided, it is possible for the principal to turn over much of this work to others, although certain semi-tech, skills in ordering supplies and judging {))e); use cannot be so delegated. The clerk s! not be given authority to judge whether t ers are using supplies economically. ‘The s clerk’s relation to supplies is that of a keeper. Suspected abuses of supplies shou! reported to the principal for judgment. The ordering of basic supplies may be }y,n- dled by the school clerk as most schools limited to the standard equipment furnish: all schools. The checking and inventory oj supplies may be done by the clerk and janito, at times when regular duties are not pressiny. Some of the principals visited during +}, preparation of the Seventh Yearbook were giving much time to the distribution of s\ plies.* Interviews were often interrupted by re quests for pencils and paper, which the princi- pal took time to look after personally. I’) condition existed even in schools where clerk; were employed and where janitors were in 4 position to devote some time to the supp] room. To reduce this demand on his time principal hung the supply room key in office with instructions for the teachers to he|p themselves. Another principal kept a day-to day supply in his office so he was able to (i! requisitions without moving from his desk. Such practices make the principal a slave to petty routine. He needs to conserve his time by reducing the number of requests for sup plies by asking the teachers to order for a wee at a time, and by delegating the routine © sponsibility for ordering, checking, and dis tributing the supplies to the clerk or janitor. How may I improve my administration The improvement of the administrative phases of the principal’s work involves (1) a read- justment of time allotted to this work, and (_) an improvement in the efficiency of handling these activities. In working toward improve ment along these lines the principal will find it desirable (1) to make a job analysis of |is work, (2) to study the opportunities for dele gating minor administrative duties, and (> to broaden his professional contacts so as to profit from the best practices of other princ- pals.* 1 Engelhardt, N. L. and Engelhardt, Fred. Public Sivek Business Administration. New York: Bureau of Pu! tions, Teachers College, Columbia University, 1927. p. 2 See “A ccounting for Elementary School Funds” by Lester H. Rich in the Ninth Yearbook, Department of FE) tary School Principals, National Education Association. p. 374-75 8 Work of the Committee on Standards and it~ aga Dagertment of Elementary School Principals, National tion Association in the Seventh Yearbook, April, 1928. 4 See The Principal and His School by Ellwood P. Cubberley » Pp. 185-334; Office Practices in Secondary or u . C. Reavis and R. C. Woellner, and Systematising the Work of School Principals by M. E. Morgan and E. [ 116] 0 lite. m to di m di othe. \n analysis of the principal’s duties, par- rly by the diary method, often shows the ipal giving a relatively large proportion is time to administration. Further study iid indicate whether this emphasis upon one . of the work is necessary or merely due treless budgeting of time. If a change in time allotment seems wise, the existing .cklists of duties and the budgeting plan! effective means of adjustment. The ability to delegate responsibility to thers has been cited as one of the essential qualities of an efficient school executive. Fortu- nately, the tendency is growing to provide principals with clerks who may assume minor .\dministrative functions. Principals who wisely assign responsibilities to clerks are able to give proper attention to the more technical phases of administration and supervision. Another source of help for the principal is the teachers. Frequently a teacher may be re- lieved from certain classroom duties to assume minor administrative functions. Teacher com- mittees are a source of potential assistance. No system of administration is complete which does not enlist the cooperation and active help of the pupils. In innumerable ways they may assume obligations, not only to relieve the principal, but to develop their own executive ibility. Finally the principal will constantly strive to improve his mastery of the administrative duties which cannot be delegated. This mastery may come through an analysis of his proce- dures, wide study, and observation. The school manual or handbook may be used to set forth the teacher’s place in administration so as to reduce the questions, doubts, and duplication of effort. The operation of the school may be improved by ideas taken from the departmen- talized, platoon, or other plans of organiza- tion. Ability grouping offers a basis for solving some of the problems of individual instruction. Many ‘Community may be brought into the work of supplying the school with instructional materials. Other phases of the principal’s administrative activity lend themselves to unique and improved proce- dures when the principal studies his job. organizations Supervision Supervision of instruction is generally con sidered by educational theorists and practical workers to be one of the principal’s most im- portant functions. Yet even a casual investiga tion shows that many principals are not capi talizing the opportunities of this phase of their work. The professional principal, who is his job, will want to give much thought to the technics and effectiveness of his supervisory studying program. This section presents briefly consid erations to be kept in mind in studying the principal’s supervisory program. In many in stances only the minimum of attention has been given to major problems, but the frequent cita- tions to references should make supplementary material readily available. What ts supervision?—Many definitions of supervision tend to prevent a clear understand ing of the term. Current statements include “coopera redirected teaching, ‘use of tests, tion of teacher and supervisor,” and similar phrases. Such definitions describe means ot ways in which supervision functions. Defini tions based on such phrases would be limited only by the number of devices. It is better to define supervision in terms of purpose, as there is only one primary purpose, that of improv- ing the teaching of children. A good practical definition of supervision is: the technic of improving conditions in which more efficient learning occurs.” A technic is a skilled way of doing things. It is a procedure involving the use of people and things under the guidance of a trained supervision implies individual. Technic in purposeful, economical, skilled, and worth- while activities. It goes further to include the manipulation of these activities as they are pro- jected, adjusted, or withdrawn according to the demands of the particular situation. The above statements of the meaning of supervision are essential parts of the general knowledge of the principal. They upon which the specific activities of \ consideration of serve as “pegs” supervision may be hung. these activities shows that they must be grouped according to their purposes in the particular 1See Kuehny, M. S. “The Effect on the Use and Distribution of the Elementary School Principal’s Time by the Adoption of Daily Schedules or Programs. Bulletin, Department of Elementary School Principals, National Education Association, Vol. 5. October, 1925. p. 42-51. Also, Chapter IV of the Ninth Yearbook (1930), Department of Elementary School Principals, National Education Association. 2 See How To Supervise by George C. Kyte, p. 3-47; th Chapters I and II; and “The Principal as a Supervisor,” Research Bulletin (November, 1929), National E ciation, Department of Superintendence, ducation Ass hth Yearbook (1930) [117] school situation. For example: the classification of pupils may be either a supervisory or an administrative activity depending upon its purpose at the particular time. If the essential purpose of the classification is to organize the school, then the activity is primarily adminis- trative. If pupils are classified into ability groups to improve learning conditions, then the activity is primarily supervisory. In the same way teachers’ meetings, indi- vidual conferences, bulletins, and classroom visits may be administrative or supervisory de- pending upon the purpose emphasized at the time. The importance of supervision—Supervision of public schools in the United States has gone through three stages of development, the rudi- i mentary, the mechanical, and the professional. i Each of these stages has paralleled the devel- . opment of the schools, as to complexity of or- ganization and extensiveness of the curriculum. The fact that supervision has developed so closely with the schools themselves is indica- tive of its importance. Elementary school principals have a particu- lar interest in supervision as it affects the de- velopment of their office. Many city superin- tendents have found it necessary to employ spe- cialists to assist in improving instruction when principals are not prepared to assume the re- sponsibility. These special supervisors become the key workers in directing instruction and the principal loses his big opportunity for pro- fessional service. Sensing this situation, alert principals have adopted the slogan “the princi- pal as the skilled supervisor’ and are endeavor- ing through professional study, organization, research, and professional writing to meet the challenge. The results of supervision—The best single indication of the value of supervision is found in the evidence of accelerated improvement in SS Se ay e ; . . ” e . -_ ¥ 8 children. Pittman’s study? shows that children *¢#chet following visit. 7h f in supervised rural schools made far greater t gains than those in unsupervised schools. vi ) | - fl . Py been, Julie, $,, History of Supervision. Master’s Thesis, University of California, 1925. Also, How To Superv Le ‘| y& yte, -3 r cil 2 Pittman, Marvin. The Value of School Supervision. Baltimore: Warwick and York, 1921. p. 119. Midd ® Courtis, S. A. “Measuring the Effects of Supervision.” School and Society 10: 61-70; July 19, 1919. d * Hop W. C., et ak. “The Value of Supervision in the Rural Schools of Oakland County.” Michigan Education ‘5 , sociation Bulleti etin, No. 7; June, 1926. 40 p a 5 See the Eighth Yearbook of the —— of Superintendence, the Second Yearbook and the Third Yearbook of the j _ aio of Sugervleete and Directors of Instruction, and the Tenth Yearbook of the Department of Elementary Scho! if ® Valentine, P. F. “A Job Analysis of Elementary Su ision.”” Journal of Educational Method 5: 279-82; a 4 ro See p. 195 of the Seventh Yearbook, Department of 7 Kyte, George C. “The Elementary School Princi Department of Elementary School Principals, 1927. p. 44-52. [118 ] 4 Courtis compared unsupervised and s\) vised geography classes* and showed greater gains are made in the supervised cl sce: | in terms of standard test results. An ex), ment in Oakland and Macomb Counti: Michigan showed that children in supery ised schools did 170.8 percent of a normal year oj school work while pupils in unsuperyise schools only accomplished 97 percent of a reg ular year.* Other criteria for judging the effective: of supervision are: (1) changes in the tudes and aims of teachers, (2) changes in 1}y th technics of the classroom, (3) teacher opinion of as to the value of supervision, (4) opinion o} supervisors as to the value of supervisory pro cedures, and (5) opinion of pupils as to th changes in the learning situation. Detailed dis cussion of these problems will be found in the yearbooks of the various departments of +}): D National Education Association.® ” Supervisory activities of principals—J he a principal who studies his job is constant! fy comparing his activities with those of ot! principals. He is particularly keen to familia Vi ize himself with all new technics in superyi th sion—those technics which have as their pe ti culiar purpose the improvement of instruction and learning conditions. Valentine * asked teachers to indicate on a checklist the most helpful supervisory proce dures. The seven procedures so obtained were: 1. Hold office hours for teachers seeking help 2. Give classroom demonstrations when re ¢ quested. 3. Hold instructional group meetings with new teachers. 4. Plan with new teachers individually. 5. Advise and assist in collection of collateral materials, visual aid, etc. 6. Help teachers with broad and recommendations. 7. Hold friendly, suggestive personal conferences with Kyte 7 asked teachers to state the mature ot the help they would like to receive from thei: Mar ementary School Principals, National Education Association as a Builder of Teaching Morale.” First Yearbook, Michig«: rincipals. The most frequently mentioned ' sponses were: 1. More demonstrations of good teaching. 2. Definite policies in routine matters. 3. Definite constructive criticism. 4. More help in improving instruction. More visitation and Testing the work of the pupils. study of classroom. More contact with children’s activities. Dyer checklist of in supervision to principals and college spe- submitted a activities ? cialists for an estimation of relative impor- tance. The first 14 functions, these groups, fall under five heads: suggestions according to of methods of teachers, suggestions on manage- ment to teachers, pupil study and adjustment, sending teachers to visit, and improving physi- cal conditions of the school. The committee preparing the 1930 year- book of the Department of Supervisors and Directors of Instruction asked 410 teachers to rate the supervisory activities of principals. Table 5 shows the 19 items rated “very help- ful” by 30 percent or more of the teachers. Of the most frequently mentioned super- visory procedures in all of the above studies the following are worthy of detailed considera- tion: . Class visits and observation. Individual conferences with teachers. Testing and measuring. . Demonstration teaching. . Pupil study and adjustment. Teachers’ meeting. a: 1 Dyer, W. P. Activities of the Elementary cation, No. 274. New York: Bureau of Publications, Year! ook, Department of Elementary School Principals, 2 See the editorial comment, Elementar\ $ McMurray, Frank M. “Supervision.” School Principa Teacher National E School Journal, Childhood Edu TABLE 5.—ITEMS OF PRINCIPALS’ SUPERVISORY AID RATED Class tion consists of two types observation—Class visita (1 ) the The ized by the short period of observation for the visits and : = inspectorial Is chara ter first and (2) the supervisory. purpose of “straightforward inspection untem- pered by any effort on the part of the inspector The visory visit is primarily concerned with the to contribute to the situation.” super- technical phases of instruction and must of Both types of visits have their place among the tech- nics of the principal. directed toward necessity be prolonged for careful study. The criticism so sharply “inspection” is due to its use by some principals to the exclusion of the more important supervisory visits. In discussing supervisory visits several questions will be raised: > Is supervisory visitation necessary Do teachers want Visits ? Should periods? supervisory 1 ‘a 3 visits be on a schedule or at random 4. How long should a visit be? 5. What should the principal do during the visit? (1) Supervisory visitation is necessary if the He see the school process in all of its phases from the administrative through the technical aspects of the learning activities. must points of the efforts for his own growth through first-hand contacts. Where else in the classroom can these things principal is to improve instruction. must details most He sense the high teacher’s and “provide than be done 8 proveme Columbia l for the Im s College, nt of Instructi« ns to Edu University, 1927 e also, the Seventh ducation Association, 1928. p. 196-9 Vol. 27, No November, 1926 l ition 4: 13-14; March, 1928 “VERY HELP- FUL” BY 30 PERCENT OR MORE OF TEACHERS Item . Help in obtaining materials of instruction, equipment, Constructive teachers’ meetings.... Suggestions concerning individual pupil problem ms Experimentation by teachers encouraged Constructive criticism of teaching observed.... . Suggestions concerning organization of pupil groups. . Interpretation of aims and objectives... .. _ Ah ahaa . Suggestions concerning economic use of time and effort . Suggestions concerning desirable methods... . 2. Diagnosis of teaching difficulties............... . Evaluation of results of instruction . Suggestions for developing worth-while pupil activities . Suggestions concerning use of equipment and supplies . Suggestions as to professional study, . Suggestions concerning economic use of materials . Interpretation of course of study, outlines, etc . Help in evaluating pupil activities Association, 1930. and supplies . Helpful advice concerning individual needs and diffic ulties . Suggestions for developing through pupil p: artic ipation such soci advancement in service See pages 183-84 of the Third Yearboo’, eR t of Supervisors and Directors of Instruction, National Education Percent of Teachers 65.5 56.9 55.9 il traits as initiative and self-control MUAANNaown oc Now [119] . A rte No wee = Bez a ae pa = I Ea ret 58 ry - F Se song ne. Oe ee eee ~s8 Fo ARATE. RET! OO ee eee ES ETE AR gta, (2) Teachers want supervisory visits of the right kind, according to the studies of Kyte and Valentine. Leading teachers! recognize the importance of cooperation by teachers and principals in supervision. But it is only the dest type of supervision which is desired. Best be- cause it is adjusted to needs of the individual teacher, because it capitalizes the teacher’s talents, because the teacher’s personality is re- spected, and because other common-sense principles are observed. It is the faulty practice of dogmatic direction, rudeness, unreasonable standards, and stifling rules which discourage or antagonize the teacher and too often give supervision unpleasant connotations. (3) The problem of scheduling visits to the classroom may cause difficulty if not handled tactfully. Briefly there are three types of visits, (a) surprise, (b) schedule, and (c) invita- tional, (a) The surprise or unannounced visit has little justification. It assumes that the teacher is the one to be observed during the visit and that unless she is kept in a state of anxiety as to the time of the next visit her work will fall below standard. The emphasis in this proce- dure is negative and puts the teacher on the defensive against supervision, It is a wise super- visor who visits primarily to observe the chil- dren and their learning activities, with the teacher as one of the supplementary factors. Since attention is not focused primarily upon the teacher, she may concern herself with dem- onstrating the ability and the progress of the children. Supervision thus becomes a coopera- tive study of teaching technics, educational aims, and learning conditions rather than a criticism of one individual by another. (b) The scheduled visit is used by many successful principals. It has the advantage of giving the teacher warning and conveys the idea that the principal does not desire to see her at a disadvantage. Under such an arrange- ment it is much easier to convince the teacher that the supervisor’s main interest is the learn- ing activities of the children. Should scheduled visits be made by grades, by subjects, or according to the strengths or weaknesses of teachers? The relative merits of these various approaches cannot be discussed 1 Adair, Cornelia. iB. Phe Pri Supervision.” Proceedings “f a See, Cubberle Principal and His School. p. 4 viata yw of et Schoo! Princi School. Pri 14, = Fama 1923. p. 475 53. s See “e here.* Various plans of scheduling visits | merit and should prove useful to the princi; One school might require an investigation reading throughout all grades, thereby mak. subject supervision the best form in that ticular instance. An adjustment of content tween several classes of the same grade | would make grade visits most effective. | principal should not develop a “pet hobby’ plan of supervision to the exclusion of ot! types. All procedures should be employed « cording to the demands of the particular si ation.* (c) The invitational visit has the great potential possibilities, because the teacher's titude is best when she has requested the cs It will not be possible for the principal to plac: all of his visits on this basis or he will be | danger of “hit-and-miss’’ visitation, and n fail to help teachers where the need is greate.: Yet a principal should be proud when he can develop the confidence of his teachers to t\\ point where they voluntarily ask for visit Such voluntary requests indicate more clea: than anything else that the teacher’s persona! ity is being respected * and that supervision has become a constructive and cooperative en terprise. (4) The length of the supervisory visit largely determined by the specific classroom conditions. A group of representative superyis ing principals reported visits ranging in lengt)) from one minute to over an hour, and t) median visit was 21 minutes. If we are to understand supervision as involving study 0! classroom situations and requiring caret planning, then it is obvious that visits must } reasonably long. Fair conclusions cannot |: drawn by merely “dropping in” or by obser ing for even 15 minutes in an hour period. For all practical purposes the visit should } for the full teaching period or longer. After all, the problem is not one of time so much as it is the adjustment of the period 0! observation to the needs of the particula: teacher and group of children. The constant use of the short visit of 15 minutes or less i: likely to subject the principal to the criticisin of “inspectorial” and superficial observation. Wational Education Association, 1927. p. 442-44. write 58. Rogers. = C. “Unit Supervision = Subject Super National Education Association, Vol. January, 1924 pal as a Supervisor.” Bulletin, the AA of Elementa: oy og Research cate, National Education Association, November, 1929. Fir. Na — on Educational Method. New ‘ Kilpate York Beeatricks Wtlication: Teachers Collecc Columbia University, 1928. p. 259-6 [120] len ane it 1 the not len cip he wl cir an fri tio re: sit sel int col Ho (5) The activities of the principal during the supervisory visit should be most thought- fully prepared with a particular class in mind.’ Certain supervisory procedures of utmost value with one teacher may arouse the antagonism f another. The supervisor must recognize the ndividual differences of teachers just as he in- sists upon a recognition of the individual dif- terences of children. These practical questions are raised: (a) How should the principal enter the room and what should be said to the teacher or pupils? (b) What should be the principal’s attitude to- ward the lesson? c) Should the principal take notes during the observation ? d) Should the principal rate the teacher during the observation? (a) Space length the principal’s entrance into the room and his attitude during the observation. Briefly, it may be said that the principal should enter the room quietly, assume a position that will not distract the teacher and class from the prob- lem in hand. Teachers should know the prin- cipal’s technic well enough to understand when he wishes to have the attention of the class or when he merely wishes to observe. Under most circumstances it is not necessary for the teacher and principal to exchange more than a brief friendly greeting. For more detailed considera- tion of the routine phases of observation, the reader is referred to the selected references.” is not available to discuss at (b) It is entirely possible for a principal to sit through a class recitation and never ‘‘ob- serve” the learning activities. Furthermore, his indifferent manner and look of boredom may completely destroy the teacher’s spontaneity. It is one thing to say at the end of the pe- riod that the lesson was “‘nice,” but it is a more important skill when one can raise intelligent questions. Praise for the teacher and class is important in building up morale, but praise may be given by any unskilled observer. A skilled supervisor should be able to ask ques- tions of the following type: “Why did you help = when he was struggling to express ? Anderson, C. J., Barr, A. S., and Bush, G. Visiting the Teacher at Work. D. ee Mittin Company, 1930. p. 138-47. e Supervision of Ins truction. p. 149-50. Cubberley, E. P. The Principal and His 1923. p. 445-46. Underwood, F. M. hool Messenger, Saint Louis Public Schools, Vol. 24, No. 2; April 15, 1927. p. 8-9. Kyte, G. C. How To Supervise Also, Kyte, G. C. How To Supervise. 2 Barr, A. S., and Burton, W. H. Th School. Houghton Mifflin Co. lic Se Houghton Mifflin Co., 1930. p. 159-60. ®See the Seventh Yearbook, * Cubberley, E. P., op. cit., 445-49. Barr, A. S., & Co., 1926. p. 150-68. Kyte, & C. How To Supervise. 5 See Anderson, Barr, and Bush. Visiting the Teacher at The Supervision — D. Appleton & Co., 1926. Houghton Mifflin himself?” “What are you doing to help the children who count on their fingers?” ‘Have vou ever tried phonograph music during yout penmanship period?” There are any number of questions which a supervisor may raise to show his appreciation and interest in the teach er's aims and technics. (c) Supervising principals are about equally divided on the matter of notetaking during Fifty-eight percent reported that Writers on supervision recitations. they did not take notes.® are also divided on the subject.* Notetaking by principals has proven irritating in the past be cause the class visits have often been superficial and the teachers have not been informed as to the content of the notes. There are indications that where the visits are supervisory in type and the records are exact, written notes have proven of considerable value to both teacher and principal. Recent developments in record forms are discussed in current professional literature.® (d) The rating of teachers is a device com- monly associated with supervision. Like many other devices it may be supervisory or merely administrative depending entirely upon its use. In common practice the rating scale is used as an administrative device for giving the super- intendent information about the teachers. ‘he ratings made by principals once a year are sel dom shown to teachers, nor are the weaknesses recorded in the report made known to teachers. In terms of the accepted definition of super vision ratings of this type cannot be considered supervisory as they have contributed nothing toward improving instruction. In a previous paragraph the observation re port was discussed as a device in supervision. Some of these devices contain rating scales of the teacher as well as points on learning activ ities. Other reports concentrate attention upon the activities of the pupils. Considering the basi¢ principle of supervision, that the super- visor is primarily concerned with child growth, the question is pertinent whether a rating of the teacher during an observation is a distract- Appleton & Co., 1925. p. 64-77, “General Principles of Supervision and Teaching.”” Pu! asa i of Elementary School Principals, 1928. p. 193. and Burton, W. H. The Supervision of Instruction. 1D). Appleton oe m Miffin Co., 1930. p. 149-50. Work. D. Appleton & Co., 1925. p. 67-77. Barr and Burton 152-53. Cubberley, E. P. The ry and His School , 1923. p. 448. Kyte, G. C. How To Supervise. Houghton Mifflin Co., 1930. p. 150-5 [ 121 ] COR am pee — -eee a . - . — ee Sa BOS STAT ES ge - cl... wear LOO EO oe ag ees eee pF 2 ~ 4 eee ce Ge + St ars _ on a =—_ —- a ee ing procedyre or not. Would a number of writ- ten evaluations of the pupils’ activities be an important basis for estimating the teacher’s skill? Could this composite record be trans- lated into terms of teaching skill for the super- intendent? Should a duplicate of the report to the superintendent be given to the teacher for her guidance? If the procedure suggested in these para- graphs be followed, the rating of teachers would not be done during the observation visit. If the purpose of class visitation is primarily to observe children, the supervisor should give the major portion of his time to the observation of their activities, and the study of their prog- ress. It should be possible then to rate the teacher upon the basis of these primary reports supplemented by certain secondary evaluations of the teacher’s technic. This composite score could be most appropriately compiled in the principal’s office. Individual conferences—The reports of principals show that the individual conference with teachers is a common device in improving instruction. In many instances the conference follows after and is based upon a supervisory visit. Every supervisory visit should be fol- lowed by a conference with the teacher if only for the purpose of saying, “It was a good lesson.” The time for conferences cannot be stated dogmatically although a large percent of prin- cipals hold them immediately after school. It is certainly unwise to hold supervisory confer- ences during class time, at recess periods, and other odd moments when the brevity of the visit is apt to cause misunderstanding.' The attitude of the principal during the conference will largely determine his success in improving the teacher’s work. Some principals consider the conference as a time to “put the teacher in her place” or to make her deeply aware of her shortcomings. Such a critical at- titude may be necessary in exceptional in- stances, but it cannot be justified in most con- ferences when the purpose is to help the teacher do better work.? It has been suggested that a guiding prin- 1 Barr, A. S., and Burton, W. H. The Su vision of ciple should be ‘Discuss the future and nor +/), past. In the light of past mistakes, but with; an analysis or enumeration of them, plan the next periods with the teacher.” * The emphasis then is placed upon the plans for improvemen: and not upon the defects themselves. The prin cipal becomes a friendly adviser anxious to in future improvement, rather than a sever critic of the past.* Testing and measuring—Principals oft cite a testing program as a supervisory | cedure. In reality, the giving, scoring, and » cording of standard tests may be little more than high-class clerical work. The most diffi cult and the most important part of a test su vey is to know what to do with the result; Supervision in the best sense does not begin un til the test scores are used to guide, to adjust, or to revise the status of pupil learning. ‘Ihis viewpoint is discussed elsewhere in this bulle- tin under “pupil adjustment” and presented in detail in a previously issued Research Bull: tin® Demonstration —teaching—Demonstration teaching is a term applied to lessons designed to illustrate superior teaching technics. ‘I'hve demonstration may or may not beactually given by the supervisory officer. The purpose of the procedure may be to show a model lesson or ' suggest technics in an ordinary lesson. According to Hampton, the elementary school principal devotes less than one percent of his total time to demonstration teaching. ‘I! teachers in Valentine’s study indicate demon stration teaching as one of the most helpful su pervisory activities.© More than 35 percent o! the teachers in Kyte’s study * indicate that the) want more help from principals along the lines of demonstration teaching. These studies point toward the conclusion that demonstration teaching should be an im portant supervisory procedure for principals. Yet principals do not use it very extensive!; because of two misconceptions: 1. That the principal must give the actual dem onstration. 2. That all demonstration lessons must be mode's of teaching procedure. Instruction. D. Appleton & Co., 1926. p. 163-64 2 Anderson, C. J., Barr, A. S., and Bush, . G, Visiting the Teacher at Work. D. Appleton & Co., 1925. p. 222-59. ® McMurray, Frank. “Supeswision.”. Childhood ducation, Vol. 4, No. 7; March, 1928. p. 260-94. - E ‘Kyte, G. C. How To Supervise. Houghton Mifflin Co., 1930. Chapter VII. 8 See “The Principal as a Lend ts Research Bulletin, National Education Association; November, 1929. | 339-42. ® See the Seventh Yearbook, Department of Elementary School Princi T Kyte, Gouge © “The Elementary School Principal as a Builder of Teachin of Elementary s. p. 183 and 195. f Morale.” First Yearbook, Department Principals. Michigan Education Association, 1927. p. 50, Table 3. [ 122] | ites tee ee ee ee on ti la gl th in hi th to de the AO Rel (Rea ki ihc NI 4 T necessary that demonstration les- is not ns be given by the principal. demonstration teaching should be to im- prove instruction. The principal should call upon any qualified and available member of the school system te give the actual demon- stration. The persons available for these dem- onstration lessons include the superintendent, the assistant superintendent, special super- visors, other principals, and teachers.' Some descriptions of actual demonstrations by vari- ous supervisory officers will be given in the next paragraphs. All demonstration “model lessons” nor examples of unusual teach- ing procedure. In fact, the actual demonstra- tion may be somewhat disjoined due to the necessity of pointing out particular devices. Furthermore, it is excellent training for teach- ers to look upon the demonstration lessons as legitimate subjects for criticism. The wise su- pervisor will ask the teachers for suggestions on how to improve the demonstration lesson. With this critical attitude a teacher is more apt to make improvements in her own teaching. The idea that demonstration lessons are perfect may lead to thoughtless imitation. Pittman im- proved the supervision of rural schools through “suggestive” as contrasted with model lessons.” A superintendent of a city of 70,000 popula- tion visited a number of new teachers in a large elementary school. One class was strug- gling with the legends of early Roman history when the superintendent entered. He saw that the children were having difficulty understand- ing certain Latin terms and early Roman cus- toms. As he had been a teacher of Latin in high school, the superintendent was able to take the class, and through blackboard illustrations to clear up most of the difficulty. The informal demonstration lesson indicated to the teacher where he had been poorly prepared and sug- gested a new approach to the particular lesson. The assistant superintendent because of wide visitation is often able to put the principal in touch with examples of excellent teaching or even to demonstrate the work of other schools. The principal should feel that his contact with these officials offers an unusual opportunity for much worthwhile assistance. The purpose of if lessons need not be 1 Kyte, George C. How To Supervise. Houghton Mifflin Co., The Value of School Supervision. Warwick & York, 1921. 36, 62-119 as a helpful supervisory aid. visits are merely one form of demonstration lessons. The same principles apply: 2 Pittman, M. 8 Teachers often cite “visits to other teachers” Special supervisors or helping teachers spend large portions of their time in giving demon Usually clined to let these persons give the lessons which stration lessons. principals are in the supervisor’s observations indicate to be nec essary. A better procedure would be for the principal to request these special supervisors to give the demonstrations requested by the teach- ers or to teach the lessons which the principal believes to be necessary. Sometimes the school nurses or home teachers are capable of giving assistance. One principal reports that he was able to redirect the physical education and hy giene teaching of his special class through “demonstrations” given by the school nurse. A principal may assist other principals demonstration lessons either by lending out standing teachers or by inviting the teachers of other schools to attend demonstration lessons given in his building. The pooled resources of several schools provide in most instances enough talent for many worthwhile programs. Balti- more had an “after school demonstration which required the principals, have teachers to visit each othe course” cooperation ot teachers, and special supervisors. Many schools or allow under the principal’s direction.* cities organized demonstration Regular teachers for demonstration lessons are not often used by principals, although every principal knows that all teachers have one subject in which they specialize. Often principals capitalize these special interests by assigning them definite places in the supervis ory meetings. In consultation with each teache: a subject or grade is chosen for specialization and study. ‘The ‘‘model teacher of reading for the First Grade”’ “model teacher of arithmetic for the Sixth Grade,” or the model teacher of he special subject. As the model teacher, she is ex- pected to keep in touch with recent profes- to demonstrate teacher then becomes the or the sional literature in the field, new technics to all teachers of the school, to instruct new teachers in the methods of the particular school, tion lessons upon request for parents, visitors, Under this scheme the principal demonstrations himself, and to provide demonstra- and others. gives relatively few although he draws upon the services of many 1930, Chapter X. Fire viewpoint of this bulletin is that such (1) the demonstrators should know in ad- vance of the visit, (2) the observer should look for definite technics or problems, (3) the observer should discuss his obser- vations with the demonstrator or the principal, and (4) the observer should attempt to improve on the lesson. [ 123 ] competent demonstrators and organizes their programs in an effective manner. The adjustment of pupils—The proper placement of children and their adjustment from time to time are among the most impor- tant supervisory activities of the principal. These activities are usually executed on the basis of information obtained in teacher and pupil conferences and from pupil testing. Kyte’s study ' shows that teachers believe principals to be helpful through “more contact with the children’s activities.” The knowledge of pupils through a contact with their activ- ities is basic to all pupil adjustment. One prin- cipal has described his contacts as follows: I learn many things about our children on the street when I go to school and when I leave the building, the children who meet me and those who walk away from school with me frequently give keys to their interests and their prejudice. Schools differ widely as to the pupil-prin- cipal relationship. At one extreme is the “big bear” type of principal who arouses fear in the child and thereby encourages unsatisfactory answers to questions. Adjustments after this type of pupil conference could hardly be based upon complete data. At the other extreme we find the principal who talks with pupils so as to obtain complete facts. These principals re- spect the child’s personality, adjust themselves to immature viewpoint, and are concerned with putting the child at complete ease. Interviews under these conditions frequently give infor- mation not procurable in any other manner. The testing movement has provided the principal with a useful tool for studying teach- ing and children. The tendency toward mass testing has often obscured the value of test- ing for individual adjustment. Only recently we have come to realize the importance of in- dividual differences to school procedure. In the study of the individual, problems of maladjust- ment may be solved or adjusted.” It is in this case study method that the principal has the op- portunity of applying the more exact measures. One principal has written of this as follows: I have this very day evaluated the results of spe- cific reactions of individuals to at least two hun- dred tests. These specific reactions may be nothing more than marks for individual pupils on s; tests, or they may be results of objective t our courses of study in any subject. The medi these tests alone mean little. I must weigh and sider the result of each test for each pupil. M this can be done hurriedly but some has to be (ip, very carefully. If there is any place whatey. praise or condemnation it must come after ; tion, consideration, deliberation, and confe and then, too, we must not forget that the pup a sense of justice. We must remember that values alone on tests could kill our individual! a so we look farther for underlying causes and cv; ditions.” Closely related to the problem of pupil s: and adjustment on the basis of standard : is the work which may be done with informal tests. Usually these are based directly upon the course of study of a particular city. By vir- tue of this fact they are of immediate and prc tical use to teachers in determining the etic tiveness of the teaching. A New Jersey pri: cipal reports her particular problem for |! year as that of developing informal tests bas upon the reading course of study. The steps i her procedure are: (1) discussing with teacher the course of study in reading for thie particular grade, (2) deciding with the teach upon the basic content and objectives of the grade, (3) making of the test by the principal, (4) criticism of test by teacher, (5) revising the test in conference between teache: principal, (6) experimental use of test on a representative group of children, (7) com parison of test with any comparable standard ized tests, (8) revision of test in terms of ex perimentation, (9) extensive use of test, and (10) continuous revision and improvement « cording to experience. It is not possible to discuss the matter ot pupil adjustment further. There are many cx- cellent treatments of the general phases of pup! adjustment, as well as the application of stand ard and informal tests to the problem. Careiu! attention is invited to the selected bibliograp'\ at the end of Part II of this bulletin. Teachers’ meetings—Teachers’ may be classified into two general types, « ministrative and supervisory. Each of these types may be formal or informal, lecture ©: participating, small group or whole facul\) meetin 1 See the at Yearbook, Department of Elementary School Princi ool of 1926. 9. 8 p. 50-51. Longe Ginn ae one t company, th SB, and Specimen Objective 2 peavie. +s cventh Yearbook Adj — in Junior and Senior High — 3 See rtment of Elementary on gee ‘ Sack yo es ussell’s |e ee aminations Giles oa a =? E. P. The Principal To Segenaln. Meczhten Milin Ge’'1900. Chapees and Company, pea ae Sthook Hous Houghton, Mifflin Ale i923, p. sta. 16. And G. C. Kyte’s t { 124] ae l'eachers’ meetings were listed seventeenth - to consumption of time of supervising prin- pals... They were fourteenth in terms of ral time on Hampton’s list of duties. As a upervisory activity it was fourth among the -even most frequently used by supervising ele- mentary school principals, The teachers re- porting desirable supervisory activities to Valentine ranked teachers’ meetings of the in- structional type well up toward the top of the list. Teachers’ meetings, particularly those of the supervisory type, represent one of the most important duties of principals. Observation of many teachers’ meetings shows that they are often concerned with ad- ministrative problems because principals believe that supervisory matters can be handled most effectively through conferences with individ- ual teachers. On the other hand, many prin- cipals show much originality in organizing professional meetings. One Saint Louis prin- cipal outlines a formal course of instruction consisting of lectures and demonstration les- sons. The relative merits of the various types of meetings cannot be stated with finality. All types of meetings may be useful. It is one of the principal’s professional opportunities to adjust his program to the needs of his faculty. The type of meeting to be avoided particularly is the “bulletin board type” devoted to petty problems of administration. Such meetings in- clude discussions on the ringing of bells, the distribution of supplies, the control of the play- ground, the use of athletic equipment, and sim- ilar routine administrative problems. ‘These are problems to be settled early in the school year and modified according to need by executive order of the principal. The teachers should be asked to make suggestions on these matters, but for the principal to hold meetings through- out the year for prolonged wrangling over minor details is to invite a slump in faculty morale, The frequency and the hour of holding meetings must be settled largely in terms of the particular school. The frequency of meet- ings depends upon the program outlined fo the vear. After planning with the teachers the objectives of the professional meetings, it is easy to plan the number of meetings necessary to accomplish the program. The hour of meeting is one that should be settled in cooperation with the teachers. Usually the after school meeting finds every- one tired and not in the mood for professional study. Meetings held before school in the morning have the advantages of brevity and an alert audience. Some principals have found the lunch-hour meeting satisfactory, although if meetings are held rather frequently they may seriously interfere with the midday rest period.® The curriculum—Another major supervis- ory activity of the principal has to do with the elementary school curriculum. This procedure was not listed prominently in the studies of su- pervisory activities above because it is involved in all of the principal’s functions. Observation is primarily concerned with studying the growth of children in response to a given cur- riculum. Individual conferences with teachers serve as a means of improving the teacher’s pre- sentation of the curriculum. On the other hand, curriculum study is not only basic to the various supervisory proced- ures, but it offers one of the best ways for the principal to become a master of supervision.* Through curriculum building the principal comes to know, not only the philosophy of the teaching, but the details of content, the meth- ods, and devices of presentation. Thus equip- ped, he need no longer fear to discuss specific items in instruction. He finds that teachers welcome supervision from a principal who is able to give scientific reasons why things should be done a certain way.°® How may I improve my supervision?—Su- pervision has two general aspects, the qualita- tive and the quantitative. A consideration of quality is primarily a study of the relative merits of specific supervisory procedures. A study of quantity is chiefly concerned with the total amount of time given to supervision. The improvement of the quality of the su- 1See the Seventh Yearbook, Department of Elementary School Principals, p. 182-203, and “The Principal as a Super visor,” Research Bulletin, November, 1929, p. 326-31. * Thomas, John S. “Encouraging Discussion in Teachers’ Meetings.” Elementary School Journal 3 ary, 1930, 444-49; Febru On teachers’ meetings see: Cubberley, E. P., The Principal and His School, 1923, p. 519-21; and Kyte, G. C., How To Sspervier, 1930, p. 229-34. litucker, Margaret M. “The Principal and the Curriculum.” Bulletin, Department of Elementary School Prin | | ; , | cipals, National Education Association; July, 1928. p. 670-73. _ See such books as: The Supervision of Elementary School Subjects by W. H. Burton (and others), D. Appleton and Company, 1929, 710 p.; and Supervision of the Elementary School by C. R. Stone, Houghton Mifflin Co., 1929, 573 p [125] ne EEE - a a ; om Sina rine ert ag a ere — ore " POC Ep mht pe Ca won dee. “ pervision may be made through the following: (1) comparison with checklists, (2) delega- tion of duties, (3) avoidance of routine, (4) cooperation with the supervisors, (5) discovery of faculty problems, and (6) recognition of differences between teachers. Checklists have not been developed to the point where the principal has a final list against which he may check his own activities. Progress has been made in that. direction and the prin- cipal should find the available lists ' suggestive of new duties and the relative importance of different activities. Through the delegation of simple duties the principal is able to devote time to the more technical activities of administration and su- pervision. The formation of teacher commit- tees on measurement can relieve the principal of some phases of pupil adjustment. A program committee can provide the demonstration les- sons, lectures, and discussions for many of the teachers’ meetings. Committees in the various subjects or grade levels can arrange their own group conferences, assemble instructional ma- terials, and issue bulletins on methods and devices. The avoidance of routine is closely associated with the delegation of duties, although the emphasis in this paragraph is upon professional study and contacts. There exists a danger in supervision of the principal falling into rou- tine procedures. He may observe classes only for 10 minute periods, or take notes which are never shown to the teachers, or give many standard tests without sufficient emphasis upon interpretation, or hold teachers’ meetings of the lecture type. The difficulty in many such situations is a lack of knowledge of new pro- cedures. Professional publications offer the principal unlimited possibilities to acquire new knowledge. Convention meetings have proven useful to many principals.” Cooperation with special supervisors offers the principal an unusual opportunity toimprove the quality of his supervision. Usually super- visors have specialized in particular fields and their suggestions on instruction represent ex- pert advice. They can indicate to the principal the exact skills, habits, and attitudes to look for in children. ‘The pooled resources of super- visors and principals offer an opportunit both groups for professional profit. One of the best means of improving ; principal’s supervision lies in a questionnair, survey of the needs of the teachers of the p.; ticular school. The needs as revealed by a stud of the situation might indicate that pupil ad justment demanded the principal's full supe: visory time to the marked reduction of obs vation; or, the situation might indicate the need for a balanced program consisting of «| kinds of supervisory procedures; or, the stud) might reveal the individual differences of teac| ers and the necessity of a supervisory prog: adjusted to each class situation. The improvement of the principal's supe: vision in a quantitative way generally requires an increase of the relative amount of time given to supervision as compared with administrs tion and other duties. The means toward this increase of time are: (1) comparisons with checklists, (2) delegation of responsibilit and (3) adopting a daily schedule of work. A principal may compare his work with a checklist and make an analysis of his specifi activities. A study of these activities not onl) suggests new activities worthy of attention, but it should indicate to the principal whethe: he is spending too much time on_ petty duties. For example, some principals are held to the petty routine of the office by the tel: phone calls. It would be better to announce office hours for important calls and during tl rest of the time to assign pupils to receive th. messages. Someone has said that one of the best indi cations of an administrator’s executive ability is his skill in getting things done by others Certainly it is true that many minor clerica! and administrative duties can be given over t the clerk, teachers, and pupils without hard ship to anyone. Through the delegation of rou- tine work to others the principal may obtain additional time to devote to the more impor- tant administrative and supervisory obligations. The adoption of a daily schedule of work has been recommended as a means of system- atizing the principal’s work. In practice it has been used not only to systematize the activities of the principal, but to increase the amount 1 See the Seventh Yearbook of the Department of Elementary School Principals, National Education Association, 192°, Pp. 183-87, 194-201, 561-66. 2 Birmingham, Alabama, gave elementary school principals a bonus to attend the Department of Superintendence con February, 1927. vention in [ 126 ] str mil ing not tall ing tir mo out sat cip An the sta the pe bs ing ing ing tiv stu tio me his of me given to supervision.’ Under this plan + ¢ the principal allots a given amount of time administration, supervision, and so forth. to Ry carefully adhering to the program and at ervals increasing the allotment to supervi- sion, the day eventually comes when the in- ised time becomes a matter of habit. Recently, principals in various cities are mak- ‘nw charts or schedules of the supervisory ac- tivities for a period of a year. Across the top of a large sheet are placed such headings as history” and “spelling,” down the left-hand edge are placed the dates, and in the squares opposite such statements as’ “start testing pro- cram” or “group conferences on units of w ork.” Such a schedule not only makes the principal’s work purposeful, but it indicates to the teach- ers the possibilities of planned supervision. Teaching Duties It has been stated that the supervisor of in struction can maintain his touch with the child mind only through regular classroom teach- ing.2 In recent years the question has been raised whether long classroom experience does not unfit one for service as a principal.* Cer- tainly, the progressive principal, who has teach- ing responsibilities, will want to determine the time division which will make his functioning most effective. The supervising principal, with- out regular teaching duties, must seek compen- sation for the loss of classroom contacts. Teaching in the development of the prin- cipalship—At one time the staff of the typical American school consisted of one teacher. With the growth of school enrolments and size of staff, one of the teachers came to be known as the “head” or “principal” teacher. In time the position evolved through the stages of teach- ing principal, building principal, and supervis- ing principal. This statement does not mean that the teach- ing principal cannot greatly increase the effec- tiveness of his work by careful and continuous study. He can profit from some of the sugges- tions of this bulletin relative to the improve- ment of supervision. Administrative phases of his work may be improved by the elimination of petty activities similar to those which hinder 1 Kuehny, M. S. “The Effect on the Use and Distribution of Daily Schedules or Programs."’ Bulletin of the Department ciation, October, 1925, p. 42-51. 2 Jones, L. H. “The Province of the Supervisor.” Proceedin 8 Judd, Charles H. “The Possibilities of the Principalshi, April, 1926, p. 131-37. *See the Seventh Yearbook, 5 Ibid, p. 205. Department of Elementary the ettectiveness of the supervising principal. At the same time that the teaching prin cipal works to improve his effectiveness he should intelligently support any movement in the direction of raising his office to the status of a supervising principal. The history of the principalship shows this evolution to be a nat ural historical development. ‘The cost of pla ing all principalships on the supervising status is not prohibitive. It has been estimated that the complete change of all elementary school principalships in the United States to the su pervisory status would cost approximately $26,200,000. This sum is 1.6 percent of the current expenditures for public elementary and secondary schools in 1926 in the United States. A part of this cost would be offset by the resulting larger school unit and its effect in reducing the average cost per pupil. Ac quaintance with such facts as these are essen tial for the teaching principal if he is to sup port intelligently the progressive development of his office. Teaching and the supervising principalship— In communities where the elementary school principalship has reached full maturity the principal should limit his teaching activities to substitute and demonstration teaching. Free dom from regular classroom teaching is the distinctive characteristic of the supervising principalship. It is in this free time that the opportunity is given to develop the supervisory technics which the progressive conception of the principalship requires. All do not agree that the supervising prin cipal should have complete freedom from regu lar teaching. According to a study of supervis ing principals, the actual time allotment to regular teaching averaged 4.18 percent of the total day. This time would approximate 25 minutes in an eight-hour day. When given an opportunity to state an ideal time allotment, this same group of principals indicated a slightly higher average. Perhaps these principals would agree with the following statement: The principal should teach one or two classes as one of his regular duties. The meeting of class situations daily will keep him in close touch with the Elementary School Principal's of Elementary School Principals, Na il E f the National Education Ass tion, 18 | B i Department of Elementary > Pp S ’ ] p 424 “RS, een, = Bs ee Sane eer teaching problems, and will cause him to have a more sympathetic attitude toward the work of his teachers. The daily association with the pupils will enable him to know their interests and problems better than he could possibly know them if he did not teach." The failure of the supervising principals, in the study mentioned above, to suggest a de- crease of the allotment to teaching is due in part to the fact that they were thinking of “ideal” conditions. Under ideal conditions the principal would have clerks and assistant prin- cipals to relieve him from petty duties. He would have adequate and modern equipment to facilitate his work. Probably under such conditions he could give five percent of his day to regular teaching without endangering his effectiveness in supervision and administration. Where conditions are not “ideal,” it is doubt- ful whether the supervising principal should give any time to regular teaching. The quotation given above reflects the be- lief that contact with the child mind and the problems of teachers can only be maintained through regular teaching duties. This conclu- sion is probably true if the principal is lost in a maze of petty details and removed from the instruction of children. In the newer concep- tion of the principalship the importance of regular teaching is minimized. The principal is no longer a clerk and a petty detailist. Nor is he a recluse who emerges from his office sanc- tum to mumble unintelligible formulas and de- mand unreasonable conformity to standardized tests. One of the distinct characteristics of this evolution has been the reduction of the amount of time given to regular teaching duties. The early “principal” teachers were primarily class- room workers with a few clerical and admin- istrative responsibilities. At the present time principals do varying amounts of regular teach- ing. A principal may do regular classroom teaching, or exercise the administrative func- tion of substitute teaching, or conduct demon- stration lessons as a part of his supervisory technic. The amount and type of teaching done ——— ee 1 Bolton, Euri B., and Howard, Clara. “Duties of the Elementary School Principal.” ee in se Selection, Appointment, and Promotion of Elemen! November, 1925, 144, : 2 Pollich, R. Pe “Superintendents’ Standards an School Fay "Elementary School Journal 26: 107- will depend upon such factors as his skil!. +). size of his school, the plan of school orga; tion, and the local school board policy.’ The teaching principalship—The eleyyor tary school principalship in which a fu part-time load of regular teaching is .., ried may be found in many places. More : 32 percent of the principals in Crouch’s «: had regular teaching duties.* In Morri study of teaching and supervising elemen: school principals the average time give teaching duties was 52 percent of the ¢. u Foster reports the median amount of time . to teaching duties by junior high school | cipals to be 78 minutes daily.® p The principal who is required to devote +}) major portion of his time to regular teacl)\; can never fully discharge the activities pected of the modern supervising princi Teaching a class of children is a full-time The proper exercise of the functions of the pervising principal calls for the full energy «4 a vigorous, well-trained person. When same person attempts to exercise both res; sibilities, one or both must suffer. The professional supervising principal | trained student of the problems of educativ: He has had teaching experience enough to 1 ize the relative importance of theory and p: tice. Through continuous study and resea: he keeps himself abreast of progressive mo. ments in education. His careful allotment . time gives him opportunities for observativ. conferences, teachers’ meetings, and similar s\: pervisory activities. A fair share of his time devoted to extra-curriculum activities, pup conferences, and playground observation. |t \- by these legitimate responsibilities of the su- pervising principalship that the progressi\« ; principal gains the necessary knowledge an sympathetic attitude toward his pupils an: teachers. The time formerly given to regu!.! teaching may now be used to develop supe: . visory activities essential in the improvemen' of instruction. Peabedy Journal of Edu “The Status of the Elementary School Principal = Fifth Yearbook of the Department of Elemen' Sehanh “4 i526. 253. Priel J. Cayce Pre School Lg ay vg Contributions to School Administration, No. 1926. p. in Ohio Cities and Exempted Villages. Ohio State University Stud ‘ 43-44. | a 5 Foster, frank K. Status of the Junior thigh a) ool Principal. U. S. Office of Education, Bulletin, 1930, No. 18, p [ 128 ] Clerical Functions [he purpose of this section is to present ma- terial suggestive to the principal in handling his rical work. The clerical duties are both in- ‘stent and concrete. They cannot be avoided vithout causing difficulties. As a result, these tivities frequently are allowed to claim a far rger share of the principal’s time than their importance justifies. Since most of these duties . routine in nature they may be safely dele- vated to others with less training than the incipal. Constant vigilance is necessary if these insistent demands are to be kept in their proper place. In studying his job, the principal will wish to ask himself these questions: Am I devoting time to clerical duties which I should delegate ? Is the proportion of my time devoted to routine mechanical duties too large? What are the clerical duties?—The clerical duties of the principalship are those which can be performed by a competent clerk under the direction of the principal. These functions range from the complicated administrative- clerical work to the simplest office tasks. Ac- cording to recent studies, the duties most fre- quently delegated to the clerical assistants are follows: 4 1. Supplies, books, and 9. General office and stockroom clerical work 2. Reports 10. Filing 3. Telephone 11. Banking 4. Typing and steno- 12. Messenger graphic work 13. Enrolment 5. Records 14. Milk program 6. Attendance 15. Receive callers and 7. Correspondence parents. 8. Mimeographing The above list of duties represents the cler- ical activities of a typical elementary school. Where clerks are not provided, these duties must be performed by the principal with such voluntary help as he may enlist. In schools with clerks, the routine aspects of these activities can be delegated, although the principal must al- Ways retain an active general insight and con- trol. Under some circumstances it might be necessary for him actually to take over the routine work until the clerk is fully familiar with school policy. The extent of this delega- tion of authority to subordinates must be de- cided in accordance with the clerk's ability and the willingness of the principal to release re- sponsibilities. Time given to clerical work—Morrison’s study in Ohio shows that the average time given to clerical work was 12 percent of the total day. A representative group of supervis ing principals report 18.94 percent of their time given to clerical work; teaching princi- pals report an average of 9.43 percent of the school time. Foster reports that the median amount of time given to routine ofhce work is 76 minutes daily for principals of junior high schools. Eikenberry reports high school prin- cipals giving 10 percent of their time to routine office duties." Principals will wish to check themselves from time to time to see how their allotment to clerical work compares with practice. Cer- tainly, in view of the greater importance of class observations and similar problems, the ob- jective should always be to reduce the clerical duties to a minimum. Office organization—Vhe modern elemen- tary or high school demands a well-planned office. There is a need for built-in cabinets, properly located windows, and adequate floor space. The time to think about such items 1s while the architect is drawing the plans.* Prin- cipals should expect to be consulted on the office arrangements and should ask that cer- tain basic standards be observed. After the building is constructed, then the principal should study the office arrangement, space, and light so as to use them most efh- ciently.‘ Are visitors to the office forced to sit facing bright windows? Could the noisy type- writer be moved away from clerks who must have quiet for concentration ? Could the chairs for parents and children who are waiting for appointments be placed in the hall? Does the principal have a place for uninterrupted inter- views ? 1 Complete information on the studies cited will be found in the selected references. _ #Smith, Hoyt D., and Hubbard, Frank W. “Elementary sity Yearbook. New York: 443 Fourth Avenue, 1930. p. 315-20 School Office Facilities."” The American School and Univer- See such fundamental statements as Standards for the Administration Building of a School System by G. D. Strayer, N. L. Engelhardt, and W. S. Elsbree. New York: Bureau of Publications, Teachers College, Columbia Univer- 7 sity, 1927. ‘4 See Office Practices in Secondary Schoois by W. C. Reavis and R. C. Woellner, Laidlaw Brothers, 1930. 240 p. [ 129 } How can clerks be used most effectively ? Taylor and Donner, writing in the Ninth Yearbook, urge principals to make an analysis of the functions of the office and to allot cer- tain duties to each clerk.! Donner’s assignment of duties for his school is shown in Table 6. Many principals need to plan and to an- nounce office hours. This step is particularly necessary in schools where little or no clerical help is provided. Some principals will say: “But | must answer the telephone when it rings, or ! must see the parent when he comes.” While one must be reasonable and courteous in these matters, there is no harm in trying to prevent distractions. Would patrons ignore the an- nounced office hours? Is it necessary for the principal to be near the telephone at all hours of the day? School records and reports—Ywo major questions in regard to school records and re- ports are: (1) What records are necessary? (2) Who should be responsible for making out the records and reports? Thompson asked 63 high school principals as to statistics which they kept on file in their offices. A portion of the replies is given here- with as Table 7. He also asked principals to suggest other desirable statistical records which they were not keeping in their offices. Table 7 indicates that the most common problems of records fall in the fields of pupil TABLE 7.—STATISTICS KEPT MoOsrT FREQUENTLY IN THE OFFICES op 63 HIGH SCHOOLS! Numbe; Item Keeping Record 1. Attendance records ike 60 2. Enrolment by grades 5) 3. Proper accounting of funds not appro- priated by board of elucation..... 53 4. Record of teaching load i 52 5. Elimination during the school year 5) 6. Record of teachers’ experience and training. 50 1 Thompson, Leighton S., *‘Statistics Which Sh Be Kept on File in the Office of the High School Pri: cipal."’ School Keview 35:15-26; January, 1927. accounting, financial bookkeeping, and tea personnel. Space makes it necessary to rete: this point to only a few of the sources.’ Pri: cipals should be thoroughly familiar with pr. posals regarding records to be found in tly bulletins of the national departments for el: mentary and secondary school principals. ( |); cussed in Part IV of this bulletin.) Who should make out the records and ports? Here is a problem deserving much mo attention than is frequently given to it. Not infrequently teachers are called upon to keep records which should be cared for by the schoo! clerks. Demands are made for information during periods set aside for teaching. Whilc the value of these data may be great, the prin cipal is strategically placed and primarily re 1 See “Organizing the Work of the School Staff’ by George D. Taylor and “‘How To Make the Office Efficient” Arvin N. Donner, p. 217-29 and 244-49 respectively of the Ninth Yearbook, Department of Elementary School Princi; 1930. 2 See “School Records and Reports,” the November, 1927, issue, of the Research Bulletin, National Education A, ciation; The Fundamentals of Public School Administration by Ward Reeder, 1930; and Administration of Pupil Perso: by A. O. Heck. See select TABLE 6.—ASSIGNED DUTIES OF EACH SCHOOL SECRETARY references at end of this part of the bulletin. } *Summary grade sheets Direct messengers Calling substitute teachers Report at teachers’ meetings *Principal's daily situation report e *Principal’s monthly situa- tion report *Principal's yearly situation report *Time sheets *Requisitions *Inventories Record Clerk Secretary . Book Custodian | Mimeograph Clerk Reports—State Dictation Information desk Mimeographing Financial records Transcribing Meeting callers Office plants Cafeteria Pm (Pupils) | Teachers’ materials Resells Fi ng Answering phone reading is Storehouse orders compiled (Teachers, pupils) plays Daily attendance Making a ntments Issuing supplies seat work *Monthly attendance Meeting callers of principal Issuing test materials tests Kardex file Answering phone Issuing passes Bulletins Outgoing mail Charge of State adopted | Reports School announcements books Storehouse orders issued i Distributing mail Issuing passes Temporary enrolment of pupils *Permanent records *Good Spirit Banner Temporary enrolment of pupils Lost and found articles * Periodical duties. [ 130] OF wee Sh en sponsible to keep down the number of class in- .ruptions. Records and reports are necessary in efficient educational practice, and their ad- inistration requires the friendly cooperation f teachers, pupils, clerks, and principal. How may the time allotment to clerical work reduced?—Two means have been suggested , assist in reducing the principal’s clerical ac- tivities to a minimum: Elimination of unneces- sary duties and delegation of responsibilities to pupils, teachers, and clerks. The elimination of unnecessary clerical du ties is a problem to be worked out by princi pals in cooperation with the superintendent. There exist in some school systems useless re- ports which are required of the principal. These reports are useless in the sense that they in- clude data for the superintendent’s office which are seldom adequately interpreted for the ben- efit of the schools. Such reports should be jus- tified or eliminated in order that the time saved may be devoted to more worth-while activities. A time-consuming convenience is the telephone which may ring almost constantly with calls from the superintendent’s office, business man- ager, supervisors, parents, and others. A co- operative policy, whereby telephone calls are largely restricted to a particular part of the school day, will do much to improve the situa- tion. A large reduction in the clerical demands on the principal can be made through the delega- tion of duties to others. Pupils can be used in the office to answer the telephone, run errands, ring bells, copy letters, distribute supplies, and meet visitors. Part of such duties as reports, correspondence, filing, banking, milk program, and meeting parents may be delegated to teachers. These two sources of help are useful, but it must be remembered that both groups are primarily in the school for ether purposes and any assistance given by them must follow after reasonable progress toward the aims of education. ~ The most satisfactory helper is the skilled office worker with a basic knowledge of the objectives and methods of the elementary school, The principal should always be ready to justify the clerical help provided. He should be able to show how the clerk has produced tangible results through the assumption of cer- tain responsibilities. The supervisory and ad- ministrative activities of the principal need to show marked increases in number and quality. ‘The superintendent should feel the influence of his leadership in his community. When a principal functions on such a level there will be little question of his need of adequate cler- ical help. It is up to all principals to prove their need for and their ability to profit by clerical as sistance, Even when the possibilities of secur- ing help are remote, there is no reason for a principal to allow his clerical duties to spoil his effectiveness. Good organization inspires confidence; it is the first step in convincing the superintendent that the principal has reached that mastery of his job where the serv- ices of a clerk are necessary. Professional Study Through continuous study of his job and the whole field of education the principal re- ceives stimulation toward a higher level of functioning. The term professional study in- cludes the formal classes in education and the informal, non-class reading. Frequently the formal class study terminates with the acquisi tion of an academic degree or the completion of a problem in research. The informal study may be in preparation for a supervisory visit, a program of curriculum revision, a teachers’ meeting, a parent-teacher meeting, or to meet the many other demands of a progressive school. Time devoted to professional study—The opportunities for further preparation are so many that the professionally minded adminis- trator must plan carefully the most effective use of his time. Many persons find it advan- tageous to set aside a definite period each day for the reading of current educational periodi- cals. The taking of regular school time for this study is not recommended as the usual pro- cedure, for it means sacrificing the opportuni- ties of direct observation of pupils and teachers. According to 600 elementary school principals, the median time given to study or school work outside of school was supervising 7.43 hours per week.’ Principals who find it difficult voluntarily to set aside study hours will find considerable help from the formal night, extension, and cor- respondence classes. These are increasing in availability and attractiveness to those with 3 See the Seventh Yearbook, Department of Elementary School Principals, p. 348 [131] full-time jobs. Even a casual survey of the pro- fessional college courses shows that there are hundreds of particular interest to principals. Many of these are organized into programs for administrators who wish to supplement their early training. What should the principal study ?—Profes- sional literature has increased to such an extent that the principal should choose wisely the ma- terial to receive regular and intensive atten- tion. The professional magazines? most fre- quently read by elementary school principals are the following: 1. Journal of the National Education Association 2. Elementary School Journal 3. Journal of Educational Method 4. Normal Instructor and Primary Plans | 5. Journal of Education 6. Bulletin, Department of Elementary School Principals. The Kelly and Whitney survey * of profes- re sional magazines read by 500 principals and teachers shows a preference for the following: i the Journal of Educational Method, Elemen- Be tary School Journal, and the American Educa- tional Digest.* The magazines most frequently read by high school principals * in the state of Maine in 1927 were: Journal of the National Edu- 4 cation Association, School Review, and A meri- Re can School Board Journal. In 1927 three hun- a dred and eighty-one senior high school princi- } pals in 375 cities of the United States ranked several professional magazines in order of helpfulness as shown in Table 8. Melby received 375 reports from elemen- tary and secondary school principals as to the professional magazines which they read regu- TABLE 8.—HELPFULNESS OF CERTAIN PROFESSIONAL MAGAZINES Ac. CORDING TO 375 SENIOR HIGH SCHOOL PRINCIPALS’ Magazine Rank School Review........... 1 Educational Administration and Supervision American School Board Journal.......... Teachers College Record. .... “ee — of Educational Research. ournal of Education te nun > ) 1LaPoe, James L. ‘‘The Senior High School Prin- cipal’s Professional Magazines."” Educational k: search Bulietin, Ohio State University, September 14, 1927. p. 259. In addition to current periodicals there is interesting array of excellent texts dealin, with the principalship. Many of these bo have been used in the preparation of this } letin, annotated and listed at the end of P. I, II, III, and 1V. Reviews and annotativ; of recent publications are found in the publi tions of the Department of Elementary Scho Principals and the Department of Seconda School Principals. Other lists are printed in School Life, The Journal of the National ki: cation Association, Progressive Education, anc in the various professional magazines liste: above. The importance of professional stud) Until recently any teacher might be appoint: to the elementary school principalship regard TABLE 9.—PERCENT OF PRINCIPALS READING CERTAIN MAGAZINES ' "Percent Naming Each } wees Elementary | High | _ School School | Principals | Principals } F larly. Table 9 shows the magazines reported}, ose Bi most frequently. | Se See Beeceticn | = He The non-professional magazines mentioned | ae aay pagent Je Journal.....| 47 se ie by supervising principals totaled 1920 titles.° | State Sete houreaie.. we ue! 45 i he . : ° 4s | Normal School Instructor | 35 RUE The six most frequently mentioned periodicals | American School Board Journal. | 11 29 2” Were: | Gebest Reviews |.ccc| 2 d WY E 5 | Journal of Education Method | 16 By | 1. The Literary Digest feachers College Record ‘| mas. * . . 2. National Geographic —- . i i 1 Adapted f 36 and 37 of A Critical Study ei) ° on the Batsting ¢ Orpeniection and “Administration of h 4. pow P per ng Post __ Supervision by E. 0. Melby. Public Schoo! Publish rs ii 5. Atlantic Monthh | ing Company, ; 1 6. Harper’s. a y at ? 1 See the Seventh Y. teak, De rt t of tary School Principals, 1928. p. 343-44. ; ® Kelly, E. L., and and Whitney, Fie EBilucational Magarines Re Read by I 800 Elementary School Principals and Classroo! Ss. Elementary ci ournal avember, 1 MI aN of ication ceenerd to School Executives } - } «Clem, O > and Mclaughlin, 8. 9 . J. “A Stud y % the Professionalization of the High School Principal in Maine Educational . anuary ilaetahen and 13: 1-1 ; *See the Seventh Yearbook, upervsion 1. of Elementary My [132] Shoot’ Principals, p. 343-44. 4H of professional preparation for the work. i his condition is changing in communities where the complexity of demands requires a rson with special preliminary training and service preparation. ‘he present tendency is for superintendents to require a minimum of he bachelor’s degree for candidates. A ma- ‘oritv of the state credentials affecting the ele- mentary school principalship agree upon four vears of college 2s the basic preparation. Ac- cording to one nation-wide study, approxi- mately 46 percent of principals have the bache- **) Replies to inquiry blanks received from over 1,000 principals. Foster, FRANK K. Status of the Junior High School Principal. U. §. Department of the In terior, Office of Education, Bulletin, 1930, No 18. Washington, D. C.: Office, 1930. 75 p. Summarizes data on 440 junior high school Government Printing principals. Koos, Leonarp V. The High School Principal. Boston: Houghton Mifflin Co., 1924. 121 p. Discusses existing practices, present tend- encies, and desirable modifications regarding the high school administrator. —— ¢ : 4. NATIONAL Epuc: a, 1, Depar or's degree or more. Of the selected group of tONAL EDUCATION ASSOCIATION, DEPARTMEN1 ncinale studied in the Seventh Yearbook. 85 OF ELEMENTARY SCHOOL PRINCIPALS. “The Ele principals StUcied In the ¢ . a 5 eee gees * mentary School Principalship.” Bulletin (Sew- percent had the bachelor’s degree or higher. enth Yearbook) 7: 132-638; April, 1928. Wash lhe level of professional preparation is rising. ington, D. C.: the Association. In a short time the master’s degree will be Comprehensive report of the Committee on °° Standa Z Training asic references for generally accepted as the standard training. In Standards and Training. Basic references 1 ; gy ° . a : all groups studying the elementary school prin keeping up with his progressive fellow work- dpchthie ; ers, the administrator will need the aid of ad- Administration aeuben teateaes & ; vanced training. . : 5. Cook, WiLuiAM A. High School Administration Another stimulus to continuous study is the Baltimore: Warwick and York, Inc., 1926. 378 } increased professional training of teachers. A practical handbook on how to manage the The length of the normal school program is typical high school which enrolls less than 200 being increased in some states to three and four students. ’ = ry ‘ 6. CUBBERLEY, ELLWoop P. The Principal and His years. Teachers are attending summer schools ; 923 7 Kage ae School. Boston: Houghton Mifflin Co., 1923 in greater numbers.? The principal who de- 571 p. sires to exercise professional leadership among Discusses all phases of the work of the head his teachers must base that right upon sound of a single school unit. Particularly helpful to and progressive professional knowledge. the elementary school administrato1 rp 7 7. Foster, H. H. High School Administration The demands of many communities are such ’ ‘Ma wee cee iis he . : New York: Century Co., 1928. 665 p. that the principal must be an educational ex- Treats in detail such topics as the curriculum, pert. The policy of making the principal re- student life, management of building, super sponsible for the educational program of his vision, and pupil personnel. Sample record school community has met with acceptance omg ~ gg ge Pegg oe aepencis , : . 8. Gist, ArTHUR S. The Administration of the among superintendents. Parents through their : + ae © RE , cs Elementary School. New York: Charles Scrib organizations are asking to be informéd on the ner’s Sons, 1928. 308 p. new developments in education. In these con- Presents thé various internal management g tacts there exist unlimited opportunities for problems, such as organization, programs, daily persons with the training and ability necessary pag lo gr yg tae — a ° > ; 9. LANE, ROBERT 7 orkbook for Principals to become an educational leader. : ; age Mi gpg and Supervisors. Macmillan Co., 1930. 261 p. Selected References ° Contains checklists and problems for use in ye elementary school administration and supervi- The Principalship len. 1, EIKENBERRY, DAN H. Status of the High School 10. NATIONAL EpucaTion AssociaTION, REesEARCH Principal. U. S. Department of the Interior, Division. “The Principal and Progressive Office of Education, Bulletin, 1925, No. 24. Movements in Education.” Research Bulletin Washington, D. C.: Government Printing 7: 45-104; March, 1929. Washington, D. C.: Office, 1925. 71 p. the Association. Nation-wide facts as to the training, experi- Suggests ways in which the principal can ence, and duties of high school principals. meet such problems as character education, _. 1 References for points made in this paragraph are to be found in the Seventh Yearbook, Department of Elementar School Principals, 1928, p. 367-401. Also, “Special Certification as a Means of Professionalizing Educational Leadership’ by Frank W. Hart, Teachers College Record 27: 121-28; October, 1925. 2 See Journal of the National Education Association, November, 1930. p. 272. 3 The references cited in the selected references are primarily those used in preparation of this bulletin. For more inclusive bibliographies, refer to such publications as “Secondary School Administration Abstracts,’ Bulletin, October, 1930. Department of Secondary School Principals, or to the bibliographies to be found in the books cited in this bulletin. [ 133 ] 0 ne pe, school health, mental hygiene, preschool edu- 20. cation, pupil adjustment, and parent education. . NATIONAL EpucaTION AssoOcIATION, DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS. “The Prin- cipal and Administration.” Bulletin (Ninth Yearbook) 9; 132-731; April, 1930. Washington, D. C.: the Association. 21. One of the most comprehensive statements available of the administrative problems and procedures in the elementary schools. Written by principals and other field workers. . TouTon, FRANK C., and StrutHers, Avice B. Junior High School Procedure. Boston: Ginn _ tN and Co., 1926. 595 p. 22. A summary of the best procedures for junior high school organization, supervision, pupil per- sonnel, and similar problems. Many concrete examples and illustrations. Supervision 13. Anperson, C. J., Barr, A. S., and Busu, May- 23. BELL. Visiting the Teacher at Work. New York: D. Appleton and Co., 1925. 382 p. Useful suggestions on case studies of teach- ers, pre-teaching interviews, and follow-up con- ferences. 14. Barr, A. S., and Burton, W. H. The Super- vision of Instruction. New York: D. Appleton and Co., 1926. 625 p. 24. A review of typical activities in the improve- ment of teaching and learning. 15. Burton, W. H. Supervision and the Improve- ment of Teaching. New York: D. Appleton and Co., 1922. 510 p. One of the first comprehensive summaries of supervisory practice. Considerable emphasis upon the learning process as well as the technics 25. used in improving learning. 16. Burton, W. H., and others. The Supervision of Elementary Subjects. New York: D. Appleton and Co., 1929. 710 p. $ Chapters by L. J. Brueckner, F. G. Bonser, Laura Zirbes, and others. Summarizes research and supervisory practices in relation to the 26. various school subjects. 17. Cottins, Ettswortu. School Supervision in Theory and Practice. New York: Thomas Y. Crowell Co., 1927. 368 p. A program of supervision based upon. the theory of education which emphasizes “pupil growth through purposeful activity.” 27. 18. Gist, ArTHUR S. Elementary School Supervision. New York: Charles Scribner’s Sons, 1926. 308 p. Suggests procedures for improving instruction in reading, English, arithmetic, history, and other school subjects. Chapters on teacher rat- ing and how the principal can improve himself professionally. 19. Hucues, J. M., and Me sy, E. O. Supervision of Instruction in High School. Bloomington, 28. Ill.: Public School Publishing Co., 1930. 191 p. Summarizes the supervisory practices of high school principals. Kyte, Georce C. How to Supervise. Bosto, Houghton Mifflin Co., 1930. 468 p. Particularly helpful and practical in disci. 9 ing such technics of supervision as tea 3 meetings, class visits, demonstration tea and individual conferences. NATIONAL EDUCATION ASSOCIATION, DEpArryip, OF ELEMENTARY SCHOOL PRINCIPALS. “The Pri cipal and Supervision.” Bulletin (Tenth ) book) April, 1931. Washington, D. C.: the » ciation. A statement by principals in the field as ; how they supervise their schools. NATIONAL EDUCATION ASSOCIATION, DEPART EN OF SUPERINTENDENCE. “The Superintenden: Surveys Supervision.” Eighth Yearbook. Was} ington, D. C.: the Association, 1930. 471 p. Presents the superintendent’s viewpoint in 3 way which is both practical and inspiring to principals. NATIONAL EpucaTion AssociATION, DEPARTMEN) OF SUPERVISORS AND DirecTorRS OF INSTRUCTION : 3 Current Problems of Supervisors. New York Bureau of Publications, Teachers College, Co lumbia University, 1930. 252 p. Teachers and supervisors contributed stat ments as to the common supervisory problems ; and how these difficulties could be met. NATIONAL EpucaTION ASSOCIATION, RESEARCH Division. “The Principal as a Supervisor.” R, search Bulletin 7: 279-348; November, 1929 Washington, D. C.: the Association. A brief and simple statement of the pri cipal’s common supervisory problems and how he should use the various technics, i. e., meet ings, conferences and visits. STONE, CLARENCE R. Supervision of the Elemen tary School. Boston: Houghton Mifflin Co., 1929 573 p. Suggests many practical devices in helping teachers to improve the instruction of reading health, social studies, handwriting, and th. other common school subjects. Unt, Wiis L., and others. The Supervision of Secondary Subjects. New York: D. Appleton and Co., 1929. 673 p. A statement of the principles, practices and measuring devices in the secondary school su! jects. Chapters by various specialists include many references to research studies. Wap tes, Doucias, and Tyier, Ratpn W. /tv- search Methods and Teachers’ Problems. New York: Macmillan Co., 1930. 653 p. Practical suggestions to administrators as to how to apply research procedures in studying the curriculum, teaching methods, and schoo! management. Records, Reports and Office Organization ENGELHARDT, FRED, and Von BorGersrope, FR!) Accounting Procedure for School Systems. New York: Teachers College, Columbia Universit; 1927. 130 p. 1A comprehensive bibliography on school records and reports will be found in the Research Bulletin which is ret ence No, 33 in this list. [ 134] RCH Re 929 eet ree es ww to we w 2 36. 39. 40. 41 35. SrRAYER, GEorGE D., . FREEMAN, Suggests record forms and technic in account- ing for funds, property, and supplies. Ganpers, Harry S. A System of School Records and Reports for Smaller Cities. Greeley, Colo.: State Teachers College, 1926. 191 p. Describes and illustrates a complete system of record keeping. Heck, ArcH O. The Administration of Pupil Personnel. Boston: Ginn and Company, 1929. +79 p. Discusses types and uses of pupil records. McALLISTER, A. J., and Oris, A. S. Child Ac- ounting Practice. Yonkers: World Book Co., 1927. 196 p. Record forms differences. MoEHLMAN, ARTHUR B. Child Accounting. De- troit: Courtis Standard Tests, 1924. 205 p. Discusses principles and types of fundamental which bring out individual records in education. NATIONAL EDUCATION ResEARCH. “School Records and Reports.” search Bulletin 5: 225-346, November, 1927. Discusses record forms and cites 368 selected ASSOCIATION, DIVISION OF Re- references. Peet, ARTHUR J. Simplified School Accounting. Milwaukee: Bruce Publishing Co., 1925. 118 p. An accountant suggests how to make financial records uniform and adequate. and ENGELHARDT, N. L. A Score Card and Standards for the Records and Reports of City School Systems. New York: Teachers College, Columbia University, 1923. 86 p. Helpful in developing a uniform and ade- quate record for a school system. Tests, Measurements, and Classification’ T esting—W hat? 1926. CorNING, Hopart M. After Chicago: Scott, Foresman & Company, 213 p. Tells how a superintendent used scientific de- vices in improving teaching. FRANK N. Mental Tests. Houghton Mifflin Co., 1926. 503 p. The history and use of various types of tests. Boston: . KELLEY, TRUMAN L. Interpretation of Educa- tional Measurements. Yonkers: World Book Co., 1927. 363 p. Emphasizes a sane interpretation of standard test data. McCALL, W. A., and Brxcer, Harotp H. How To Classify Pupils. New York: Teachers Col- lege, Columbia University, 1928. 83 p. How to use standard tests in grouping pupils. Mort, Paut R. The Individual Pupil. New York: American Book Co., 1928. 383 p. Suggestions for classifying and adjusting pupils in elementary and secondary schools. . Opett, C. W. Educational Measurement in + 3. High School. New York: Century Co., 1930 641 p. Lists best tests and discusses their use Rucn, G. M., and Sropparp, G. D. Tests and Instruction. 381 p School 1927 Veasurements in High Yonkers: World Book Co., Summarizes tests available in the various high school fields. Rucu, G. M., and Rice, G. A tive Examinations. Chicago: and Co., 1930. 324 p. A selected set of new-type tests in such sub Specimen Obye: Scott, Foresman jects as English, social studies, and mathematics. Witson, G. M., and Hoke, K. J. How to Meas New York: Macmillan Co., Practical suggestions on the use of tests in ure. 1928. 597 p connection with teaching. School Plant and Building Standards ENGELHARDT, N. L., and ENGELHARDT, FRED. Planning School Building Programs. New York: Teachers College, Columbia 1930. 574 p. Chapters XI and XII on building utilization and building standards, p. 262-94. University, REEVES, CHARLES E., and GANbers, Harry S. School Building Management. New York: Teachers College, Columbia University, 1928. 395 p. A comprehensive treatment of the care and the cleaning of the building and grounds SPAIN, CHARLES L., MOEHLMAN, ARTHUR B., and Frostic, F. W. The Public Elementary School Plant. New York: Rand McNally and Co., 1930. 602 p- Principles and technic underlying school de- signing. Principles, Objectives, and Curriculums RESEARCH ASSOCIATION AMERICAN EDUCATIONAL ( DEPARTMENT OF EDUCATIONAL RESEARCH OF THI NATIONAL EDUCATION ASSOCIATION The Curriculum,” Review of Educational Research 1: 1-64, January, 1931. Brief discussions and citations of scientific in vestigations on the elementary and secondary school curriculum. NATIONAL EDUCATION Division. “Creating a Curriculum for Adolescent Youth.” Research Bulletin 6: 1-79; January, 1928. Washington, D. C.: the Association. Summarizes best practices and the junior high schools. Particular given to the course of study. List of helpful ASSOCIATION, RESEARCH research in attention books. NATIONAL EDUCATION Division. “Vitalizing the High Schoo! Curric- ulum.” Research Bulletin 7: 174-275; September, 1929. Washington, D. C.: the Association. Presents in systematic and practical form data on the high school curriculum. Many references for curriculum and supervisory studies. ASSOCIATION, RESEARCH 1 See previous issues of the Research Bulletin for extensive bibliographies wa three publications of the National Education Association cited under this head refer to hundreds of books an articles, [ 13 b) ] PART III THE PRINCIPAL AS A WORKER IN A SCHOOL SYSTEM In studying his activities the principal will find many duties which cannot be classified readily as administration, supervision, teach- ing, or clerical work. Most investigators in- clude these under the general term miscellane- ous. A grouping of this sort is satisfactory for ordinary research, but it should not be inter- preted as indicating functions of little impor- tance. To some persons the miscellaneous group seems to be a Pandora box of petty troubles. Yet when one senses the principal’s whole task these responsibilities assume a sup- plementary and vital place in the whole scheme. Up to this point the presentation of this bul- letin has dealt with the principalship largely in terms of single school unit. Part III dis- cusses the problems arising when the principal works with individuals and groups outside of his own building. He comes in contact with the superintendent, the supervisors, principals of various schools, miscellaneous staff workers, and the general public. In all such relation- ships the principal is speaking or working as the head of one unit in a school system. His acts are not only influential in a single school, but they are significant to the entire local edu- cational program. Relationship with the Superintendent According to many superintendents the principal is considered the responsible head of his school with complete administrative and supervisory authority. Where this system of organization exists, the principal and superin- tendent have a complementary relationship. The superintendent and the board of educa- tion outline general policies for the principal to execute and administer. Cubberley' has given us a statement on the importance of mu- tual understanding which is well worth em- phasizing at this point: A principal should be able to sense the superin- tendent’s policy and to carry it out without bother- ing him continually for details. He should also note the results of the policy in action, and should’ be willing to call the attention of the superintendent to what seem to him to be needed changes or to danger ahead. Both superintendent and principal must be alike able and willing to shoulder respon- sibility, to be frank and helpful to one anothe: at times each must stand firmly in defense | other. In such specific activities as teacher selec! making local school rules, directing the jani\, and selecting instructional supplies, supe: tendents are delegating increasing respon: ity to principals. It is in these delegated sponsibilities that the opportunity exists principals to demonstrate the professi: skill and knowledge which will increas: superintendent’s confidence in the prin ship. Are superintendents justified in del; ing major responsibilities to principals seem to prefer petty routine? Can superinte: ents magnify an executive position which ' incumbents look upon as a stepping ston: other work? Koos asked high school principals to re; the positions of those who initiated vari activities in school systems. The answer to | question has been summarized in Table 10. Table J0 shows that high school princi; exercise full responsibility for many importin' functions. It is also clear from Table 10 1! principals and superintendents often cooper: in executing certain types of work. Howe\ there is evidence that some very critical dut\: are often withheld from the principal with: real reasons. This latter condition raises thv~ questions: Are superintendents unwilling | delegate responsibility? Are principals su! ciently trained and experienced to assume c: tain authority? In either case both princip and superintendents would agree with k: when he says: There may be good grounds for withholding i: ative in one or another of the functions in the | list from the younger principal and perhaps « for the more experienced, but this admission cann:' affect the conviction that the high school princi, ship must be vested with significant and not mer minor responsibilities.” The new emphasis upon the principal as supervisor raises the questions: Should prin pals help in the selection of teachers? Reed: writes on this point as follows: 1 Cubberley, Ellwood P. The Principal and His School, Boston: Houghton Mifflin Co., 1923. p. 19. ® Koos, L. V. The High School Principal. p. 95. [ 136] rhe principals likewise would nominate the ‘lable 11 gives some clue to the duties shared ers of their buildings. All nominations should — }, principals with general and special super- te " ¢ course come through the office of the super- wien ot urs . >. ‘ntendent of schools, and those that are there ap- TI ‘ n . prese mdenc ' _ { should be passed on to the board of educa- le present tendency is towar¢ cwo type rion which sits as the court of final authority. That of supervisors, (1) the general supervisor with such subordinates are not always competent to select administrative authority, and (2) the special their employees is readily admitted, but that is be- supervisor without administrative authority. je the point; such subordinates should be chosen =~, . . ' iJ ' =a Ihe general supervisor is usually known as an who are qualified to perform this service.’ assistant superintendent and his interest is in Several problems for study by local princi- the general improvement of the schools pals’ clubs are: Does the delegation of duties through the principals. The special superviso1 principals depend most upon city size, or is a specialist in penmanship, or music or art, the training of principals, or the policies of the or special classes, ete., who aims to improv board? How can principals exercise adequate instruction by advising the principal on the powers without disrupting the articulations supervision of specialized work.’ which superintendents must foster? What The schools will gain much from a harmoni- place should the principals’ conference hold in ous working out of the relationships of princi an the mutual administrative func- pals and supervisors. Supervisors are usually, tions? Could a handbook be developed which or should be, persons skilled in particular vould aid new principals to fit in quickly with phases of instruction. Their contribution to the central office? Can school heads help the the improvement of instruction should be a superintendent on committees in an advisory major one. On the other hand, the administra capacity ? tive supremacy of the principal in his own . ‘ : school needs to be clearly recognized, if chaos Cooperation with Supervisors is to be avoided. Many well administered The principal’s relationship with the various school systems regularly hold joint conferences supervisory Officers is often chaotic. This chaos between principals and supervisors. Ideas are is usually due (1) to the variety of super- exchanged, misunderstandings cleared up, and visors, and (2) to uncertainty of the adminis- authority delimited. In these conferences the trative authority exercised by various officers. principal comes to realize better the value of Reeder, Ward G. The Fundamentals of Public School Administration. New York: The Macmillan Company, : Spain, C. L. “The Detroit Plan of Supervision.”” First Yearbook, National Conference on Educational Method York: Bureau of Publications, Teachers College, Columbia University, 1928. p. 85. TABLE 10.—PERCENTAGES OF 421 HIGH SCHOOLS IN WHICH INITIATIVE IN CERTAIN ACTIVITIES IS LOCATED IN THE PRINCIPAL, THE SUPERINTEN- DENT, AND VARIOUS OTHER OFFICIALS Superin- Principal Activity Principal intendent Board and Super- Other intendent 1. Selecting new high-school teachers 16.6 40.4 5.5 7.1 10.5 2. Recommending salary promotion 15.0 46.1 6 1.9 9.5 3. Planning the course of study. .. 54.4 12.4 0.2 3 9.5 4. Organizing the class schedule. 87.9 3.6 4.0 :.5 5. Admitting students....... errr 67.7 17.3 0.7 8.3 5.9 6. Advising concerning courses and curricula 77.4 2.4 9.5 10.7 7. Visiting classwork lor supervisory purposes 51.1 11.2 4.5 7 .8 5 8. po map with teachers about class work 66.0 7.8 2.4 0.4 4.0 9. Calling and holding teachers’ meetings 79.3 7.4 0.2 11.2 1.9 10. Ordinary disciplinary control. . 86.7 1.4 2.4 9.5 11. Disciplinary contro! involving suspension or expulsion 38.0 11.4 5.5 18.3 6.8 12. Controlling athletic relations. . 69.1 7.6 0.2 6.2 16.9 13. Controlling debating, dramatics, etc. 70.3 5.2 6.2 18.3 14. Selecting textbooks. . . 27.8 15.2 1.2 2.3 33.5 15. Selecting equipment....... 26.4 23.8 3.6 26.4 20.0 16. Approving supply lists 27.1 42.3 4.3 16.2 10.2 17. Preparing the financial budget... 56.8 12.8 7.8 15.4 18. Directing janitors............ 54.2 19.5 3.1 14.0 9.3 19. Keeping records and reports. . 81.0 2.6 3.1 13.3 Taken from Table XV in The High School Principal by L. V. Koos. [ 137] | A aS ay a “ease the supervisor’s expert advice, while the over- zealous supervisor is wisely restrained. Whatever may be the ideal relationship be- tween principals and supervisors, we may be certain that it is the duty of both groups to cooperate in the improvement of the instruc- tion. Principals should ask themselves such questions as these: What are the administra- tive functions of these special workers when they enter a school ? Should special supervisors visit all teachers, the failing teachers, or the exceptional instructors? Should supervisor and principal confer regarding the work before or after visiting the classrooms? Are teachers to request help from special supervisors or are “surprise visits’ most helpful? Do supervisors have the opportunity to explain their programs to principals at group conferences ? Can princi- pals and supervisors study together their mu- tual supervisory problems ? Providing Articulation Between Units of the School System When school systems consist of a few schools, there is little chance for misunder- standing. Under such simple conditions pupils are promoted or transferred, teachers reas- signed, and equipment distributed without much difficulty. As a school system increases to include many elementary units, secondary schools, technical courses, special classes, and ‘See The Superintendent Surveys Supervision (1930), a large teaching personnel, there is a n widespread cooperation. To make these problems concrete \: refer to the Seventh Yearbook and th Yearbook of the Department of Supe: ence.2, Here is a list of typical arti problems : 1. Inarticulation centering in school organ a. Lack of continuity with reference to , ing b. Size of sections relative to brightn: dullness c. Lack of facilities for physically, mx and pedagogically handicapped child 2. Inarticulation centering in school admi: tion and supervision: a. Lack of familiarity with problems of above and below b. Inadequate records of pupils c. Vagueness in standards of promotion 3. Inarticulation centering in school instruct a. Compartmental teaching of subject b. Lack of well defined objectives c. Sudden increases in the formality structional methods d. Uneven distribution of the introducti new subjects into the curriculum 4. Articulation problems in the elementary sc! field: a. Kindergarten-grade six in 6-3-3 or; zation b. Kindergarten-grade eight in 8-4 orga tion. A few articulation problems facing elen tary school principals are: Should kinderga Department of Superintendence, and Current P) Supervisors (1930), Department of Supervisors and Directors of Instruction. ; f 2 National Education Association, Department of Superintendence. Seventh Yearbook. “‘The Articulation of | of American Education.”’ 1929. p. 11-286. Also, Ninth Yearb 544 p. TABLE 11.—REPORTS OF 57 ELEMENTARY SCHOOL PRINCIPALS AS TO DUTIES SHARED WITH GENERAL A ook. “Five Unifying Factors in American Educatio: ND SPECIAL SUPERVISORS Duty 1. Control of methods........ oviceezacnuenn 2. Setting up pupil achievement CMMI, 6°. 5 sup Seale ciated 3. Measuring pupil progress......... ae eee 4. Demonstration teaching........ fai nas ke Com ens 5. Plan teacher conferences............. a ee 6. Suggest reading to teacher............ eats canes By III, no wre ccc csv escceeerseces 8. Measure efficiency of teachers............. hs estate 9. Rate teachers.......... = Sepa aingitlin’s anita diane 0. Control class size................00.. sus dn 08 ONO See Number of pas nasieg 3 Duties With General | = Special Supervisor | ~dsncebamann With Both Total 8 7 7 2 6 | 5 6 17 | 5 11 5 21 5 8 6 19 x 11 10 29 13 9 5 7 8 | 10 il »9 10 8 11 »9 | 7 9 12 8 7 0 0 7 Read table as follows: Eight principals, out of 57 replies, Data —- from Table 8 of study by C. W. Crandell. Principals, Wt ational Education Association, 1929, p. 174. indicate that they share the control of classroom meth with general ae. Twenty-two of the 57 principals are not solely responsible for the methods. See the Eighth Yearbook, Department of Elementary Sch [ 138 ] \\ \\ en remain more than a year at this level ? \What part of the regular course of study hould the kindergarten attempt to teach? \Vhat standards should be used in admitting en into the first grade? What records | children take with them from grade to ? In platoon schools, at what point is de- »entalization most helpful for children? How can the problems of home study, health, sttendance be worked out with the homes? What special preparation should elementary hool pupils receive before promotion to the inior high school ?! Among the problems in articulation listed the Seventh Yearbook for the ol level are: What are the functions of the nior high school ? What are the functions of senior high school ? What should be the » of the secondary school curriculum for all secondary ipils? Hew can general types of education ind those introduced for vocational purposes be articulated to best advantage ? What size of classes is most efficient ? On what bases should students be admitted to college or university ? ? It will be obvious to principals that the above problems cannot be solved by any school ad- ministrator working alone. Nor is it in the interest of the whole school system for one principal to impose his own peculiar standards upon the other executives, as such a procedure would make for contention and would sacrifice the orderly progress of children. Obviously, the one conclusion is that articulation between the units of the school system demands friendly and active cooperation between the heads of each school. Suggestions on how principals’ or- ganizations may work on articulation problems will be found in Part IV of this bulletin. [ES ten percent underweight as sufficient warning that a child is not in good condition. Anothe: — Utilizing the Various Staff Workers school may prefer to note whether a child i T the R h Divisi gaining or losing weight from month to month. ie salary survey of the Research Division : N “danragity a ges What should the health workers do unde: ' ° ‘ Fi ¥ ~ AASSOCIé ws oe . a of the National Education Association sho uch conditions? Should they attempt to force the presence in city school systems of many 4 cinole. city-wide standard upon all schools? specialists.* County schools often have similar The above paragraphs raise a few of the workers. Among these specialists are the at- problems which arise when school systems are tendance officers, psychologists, medical work- {fortunate to have certain types of special work- ers, and visiting teachers. Attention has been ers. Immediately, the question arises, are these given to the curriculum specialists above under persons merely on call to each school or should the paragraphs on special supervisors. they make regular inspections of all school See pages 109-12 for other ent . iY, kb ik Answers to many of these problems are to be found in the Ninth Ye } p. 17-14 * See pages 285-86 of the Scvent Y cart lepartment of Sup le r 87-146 2See Salary Scales 9, \ [ 139 ] Attendance officers Lhese workers must work for the } whole system or among several schools. When the principal asks help from these assistants the policies of the whole sys tem are immediately involved. | example Should the principal investigate sences be fore he calls in the attendance ofkx P Is tl principal responsible for making and keepin a complete pupil census of the children in his 1 district ? What information should the school give to the attendance officer ? What prov ston should the principal make in his school for the officer’s headquarters ? Psychologist—A few principals are fo nate to have examiners assigned to the build ing. Other school systems assign time of the special worker to several buildings. Th psychologist often faces such problems as thes Does the principal want each child to have in dividual intelligence tests? If the psychologist wishes to establish a special adjustment class what effect may it have upon a similar class in the nearby school? How can the psychologist best help the teacher ? Medical workers—Doctors and nurses work in difterent ways in school systems. In son places the policy is one of examination and pre vention. In other cities, examinations are fo lowed by treatment and minor operations. It is not easy for the principal to establish practices along medical lines without influen ing other schools. For example, a survey of the food habits of pupils in one school might be made without difficulty. In a nearby scho a similar inquiry might provoke a storm of parental objections. Sometimes principals accept the standard of How may the principal use these workers most offectively ? Are there certain basic standards or practices which the specialist must apply to all schools because of the board’s policies ? Public Relations An important problem facing school people is that of fostering a vital and informed public opinion. Most of the existing books on the su- perintendent’s duties treat ‘“‘public relations” as an integral part of the superintendency. ‘Certainly the school personnel must expect the superintendent to set up certain general pol- icies, to initiate types of publicity, and to ap- prove the plans of his subordinates. Yet the fact remains that the bulk of the intimate, per- sonal, patron-school relationship must be done by the principal and teachers in each school unit. Participation in community affairs—It is generally accepted that the principal should not bring local political questions into his school. However, this principle of professional ethics excludes a relatively small proportion of the opportunities for vital public contacts. There are still many clubs, agricultural fairs, civic exhibits, and festivals which may legiti- mately expect school support. One study of elementary school principals shows that almost 50 percent of these school administrators are not members of any social- civic clubs. Only two percent report member- ships in such luncheon clubs as the Lions’ and the Kiwanis.' Can educators afford to miss these oppor- tunities to create an informed public opinion? Here is an illustration: In 1925 a western city of 75,000 population passed a bond issue by a three to one vote. Before the election many citizens said that the bond issue could not be passed because of the depression in agricul- tural and business circles. Yet the bonds were actually “sold” to the public by a Citizens Committee consisting of representatives of the local luncheon clubs. Data for the publicity campaign was supplied by the superintendent to the principals who were members of the various Clubs. The principals in turn passed on the facts to their club members. The . the whole procedure was that the lea the community accepted the informatio, enthusiasm and confidence because thy. cipals were known personally as citiz high ideals. The above example has a “spasmod ment” which is not desirable. Rather, ¢| gram of public relations should be co and constructive every day of the year.’ () wise, misinformed business leaders buf school system about from time to time criticisms can be avoided if business me led to see that education pays big divi This viewpoint has been summarized jn Schools and Business ® as follows: We must conclude that education is a | tive industry. If the effectiveness of our were to lapse, even for a short time, business lose an important market, merchants wo hampered by trying to sell to ignorant cust industry would lose in productive efficien standard of living would fall, the supply of t: workers and leaders would be cut off at its s and the subtle and complex economic st: would be disorganized. Setting aside all th portant cultural, civic, and social values of ed tion, the schools can easily justify themsel\ their contribution to business. The school i, most productive and basic industry. Good s pay their own way. The schools and busines partners. School publicity—Moehlman has estim:' that the typical citizen uses his 24 hours a as follows: 42 percent of his time is giv: ] sleeping, dressing, and eating; 33 percent devoted to earning a living; 12 percent is t up in recreation; 5 percent is spent in t: portation to and from work; 4+ percent is able for keeping him informed; 3 percen given to religious activities, and 1 perce: available for political participations.* School news must compete with hundred other types of information for four percen tACT the average person’s time! How much time \ the schools actually receive if this matt: left to chance? Reynolds reports the suggestions of editors for the improvement of news copy furnished by school people.° Among these suggestions the following: ey Seventh Yearbook, Department of Elementary School Principals, National Education Association, A 1928. 252. s Miller, Clyde R., and Charles, Fred. Publicity and the Public School. Boston: Houghton Mifflin Co., 1924. p. | 3 National 1 Bducation Association, Division of Research. The Schools and Business. 1931. ~ p. « Moeh!man, Aang B. Public Relations. Chicago: Rand, McNally and Company, 1927. p. 7-14. ® Reynolds, Rollo G. Newspaper Publicity for Schools. New York: A. G. Seiler, 1922. . 32-35. [140] \Vrite news, not propaganda—news is some happening, an event of some sort, not an ar- t to prove or disprove some theory or propo Give information rather than advice or in yn. Re accurate, truthful, meticulously exact as to names, and details. Write for the se of personal exploitations. + Names have great news value. A than a news public and not for the about ot story dividual is always better group Eliminate inconsequential details, trivial hap- gs, commonplaces in general. Don’t overem- isize nonessentials. Run in a humorous phrase when it doesn’t hurt ody and when it does not spoil the text. Make the story appeal to the average reader— human stuff. News should be written from the standpoint of public, not from the standpoint of the school. ) In general, avoid submitting the achievements recocious children unless the newspaper invites h contributions. Remember that nagines his child to be a marvel. 10. Give the news about exceptional pupils, the every parent st experiments in education, and the like. Farley asked 5,067 school patrons to rank the topics of school news in order of interest. [he topics of major interest according to these persons are: (1) pupil progress and achieve- ment, (2) methods of instruction, (3) health of pupils, and (4) course of study.’ When Grinnell asked Minnesota editors to list the school news of most importance they ported athletics, school honors, school board roceedings, school notes, and parent-teacher ssociation activities.* Neale * the most ot school publicity according to the opinions of lists valuable means 106 judges. In the order of estimated value the ten most useful devices are as follows: Newspaper articles Newspaper advertisements Campaign bulletins News bulletin of the “house organ” Slides and motion pictures Posters Mimeographed circulars Folders Monographs . Courses of study. type l 2 3. 4, 5. ople about the | Fa ley, Belmont. What To Tel ll the Pe } eau of Publications, Teachers College, Columbia University 2 Grinnell, John. Unpublished Master’s Thesis in the I lissertation, p. 56-57. _. ® Neale, M. Gordon. School lumbia, Mo.: Lucas Bros., 1921. p. 59. ‘Damrosch, Walter. “Radio and Music Education.” 5 Dickson, Virgil E. “Radio in Oakland Schools.” * Harrison, Margaret, and Weir, Dorothea. “Radio as a ssive Education 8:131-34; February, 1931, Veans of Sei “ur Reports as a Journal 17 :256 Journ 13:279-8 Stimt Are the pupils good publicity agents for a school ? No doubt the parents obtain many im pressions of the school system from their chil- dren. Whether these impressions are super- ficial or not does not greatly matter, for they often lead to parental action. Do the student publications give the community an irsight into the educational program? How can the prin cipal enlist the aid of his pupils and staff in giving the school patrons a fair picture of con ditions ? School publicity is not a problem for a prin cipal to undertake without consideration of the policies of the superintendent and the prac tices of fellow principals. Some questions for the local principals’ club to consider are: What are the board’s and superintendent’s policies ? How « quaint patrons with the accomplishments of thei: How groups the return which widespread education for local school publicity nm we ac schools ? can we show business brings? Is there value in having children pre sent their school activities for publication ? Radio—The vealed some of the possibilities of teaching Damrosch have re concerts music appreciation.* Even earlier, Dickson re the ot school lessons. Strangely enough in this Oak land, the arithmetic and penmanship proved to be most ported success broadcasting regular California, experiment lessons in popular and helpful.® Harrison and Weir have recently reported the radio as a stimulant to creative verse in a country school.® The children attempted to ex press in verse their impressions of the art les Henry Turner Bailey certs of Walter Damrosch. sons by and the con \t each meeting of the National Education Association the speeches of prominent educators are broadcasted. The Department of Superin tendence has used the radio in telling the public of the importance of educational research. The Ohio School of the Air, the sponsorship of the Ohio State Department of Education,\ broadcasts health talks, history dramalogs, stories, rhythmics, art appreciation unde: ‘ontributions to Educat Minnesota 1925 Library, Support for Educat Associatior Association, Verse in a Countt Nattrotal Education National Education Creativi October Nov embe T School ilation to [ 141 ] + ee re Sn a Be 7 Set = : lessons. Recently, this group has extended its services to Washington, D. C., so as to broad- cast talks by cabinet officers and officials of the United States Office of Education and the Na- tional Education Association. What use is being made in local communi- ties of the radio? Could schools broadcast con- certs by school orchestras, talks by principals, lessons by teachers, oratorical contests, and music festivals? Would parents rather hear their own children or the Zippo Mint Jazz Orchestra? Will education retain a fair share of radio broadcasting time if principals and other school people fail to develop an aggres- sive program? ! American Education Week—This special week is a huge cooperative attempt on the part of superintendents, principals, teachers, and pupils to acquaint the public with the ideals, needs, and accomplishments of the schools. Principals have the chance to illustrate to pupils the educational opportunities which are so often taken for granted. Here within the school itself we are creating attitudes which will rebound favorably or unfavorably on the schools of tomorrow.. Are school ad- ministrators using American Education Week to foster right pupil appreciations ? The program for American Education Week is built around the seven major objectives of ed- ucation: (1) health and safety, (2) worthy home membership, (3) tools, technics, and spirit of learning, (4+) vocational and economic effec- tiveness, (5) faithful citizenship, (6) wise use of leisure, and (7) ethical character. Will not a clear presentation of these objectives give the typical citizen new faith in the school’s en- deavors? After receiving reports from school adminis- trators The Journal of the National Educa- tion Association reports the following Ameri- can Education Week procedures: . Proclamation by mayors and governors . Attractive booklets describing the schools . Mimeographed letters to parents/ 10. Talks before civic organizations 11. Window displays 12. Parents’ night at the school. Can any school system fail to observe A can Education Week? Is there not a cha here for local principals’ clubs to put on wide program? Can state principals’ as tions prepare booklets on successful pul procedures? With what non-school age: can the individual principal ally hims: teaching this huge lesson in child and education ? Miscellaneous make it impossible to discuss further the | cipalship in relation to the whole school sys: There are opportunities in connection wit! Red Cross, the juvenile courts, the p! thropic agencies, the recreational activities adult education. Principals should give particular attentiv: the articulation of school and What provisions should be made for adult edu cation? What non-school agencies are engay: in educational work? What happens to +! child who drops out of school? These problem: and others are discussed in Chapters VIII, | \ and X of the Ninth Yearbook (1931) of +! Department of Superintendence.* contacts—Space_ limit communit Selected References * Relationships Between Principals, Superin- tendents, and Supervisors 1. ALMACK, JoHN C., and Burscu, JAmMes F. 7) Administration of Consolidated and Villa; Schools. Boston: Houghton Mifflin Compa: 1925. 466 p. Discusses the personnel and administratiy: problerns facing the principal in small scho systems. . Ayer, Frep C., and Barr, “A. S. The Organize tion of Supervision. New York: D. Applet and Company, 1928. 397 p. A systematic treatment of practices in organizing the supervisory pers nel of a school system. . CuBBERLEY, ELtwoop P. The Principal and !! School. Boston: Houghton Mifflin Compa 1923. p. 3-77. Presents the cooperative relationships w! must exist in a school system. principles and . Posters designed by pupils . Letters by children to their parents . City-wide school exhibits . Daily editorials and news items in newspapers . Slides in motion picture theaters . Special radio programs . Koos, Leonarn V. The High School Prin: Boston: Houghton Mifflin Company, 1924. 121 | Discusses the importance of the superinte! ent delegating significant duties to the |! school principal. - ~~) eee re “Seo lence ———, = he ee 5 a ee te ~ CPNAWNSFwne 1 Principals interested in some of the national problems of broadcasting should read ‘Radio Notes for Class St in the Journal of the National Education Associativn, February, 1931, p. 69. : - f 2 National Education Association, Department of Superintendence. Ninth Yearbook. Part II: The Articulation « hools and the Community. 1931. p. 183-250. Bik SE - “t See the references cited in connection with Parts I and IT of this Bulletin. [ 142] > o An. 2 oer ctr gene ype ( ¢ NaTrioNAL EpucATION AssociATION, DEPARTMENT ELEMENTARY SCHOOL PRINCIPALS. “The Ele entary School Principalship.”’ nth Yearbook) 7: 132-638; April, 1928. Wash- ington, D. C.: Suggests the division of duties which might the Association. agreed upon by superintendents, supervisors, ind principals. NATIONAL EpuCATION AssocIATION, DEPARTMENT or SUPERVISORS AND DirEcTORS OF INSTRUCTION. Second and Third Yearbooks. New York: Bu- reau of Publications, Teachers College, Colum- bia University. (1929) 307 p. and (1930) 252 p. [hese two yearbooks discuss the supervisory functions of principals, supervisors, and super- intendents. The Second Yearbook (1929) de- scribes various helpful conferences and study groups. NATIONAL EpUCATION ASSOCIATION, DEPARTMENT or SUPERINTENDENCE. “The Superintendent Sur- veys Supervision.” Eighth Yearbook, 1930. 472 p. Chapters III and IV will do much to clear up the relationships in administration and su- pervision. General Administration and Articulation Within the School System CuBBERLEY, ELtwoop P. Public School Admin- istration. (Revised edition) Boston: Houghton Miffin Company, 1929. 710 p. One of the first statements as to the funda- mental principles and procedures of organiza- tion in a school system. . Lewis, E. E. Personnel Problems of the Teach- ing Staff. 460 p. Treats such teachers, turnover, tenure, professional ethics, and legal status of teachers. New York: Century Company, 1925. problems as the selection of . NATIONAL EpucaTION AssocIATION, DEPARTMENT OF SUPERINTENDENCE. “The Articulation of the Units of American Education.” Seventh Year- book. Washington, D. C.: the Association, 1929. 616 p. Problems and solutions which arise in the ad- ministration of a system of schools. Many re- search opportunities for principals and students of education. NATIONAL EpucATION AssociATION, DEPARTMENT oF SUPERINTENDENCE. “Five Unifying Factors in American Education.” Ninth Yearbook. 1931. 544 p. Chapters on pupil promotions, community re- lations, and finance should be of particular in- terest to principals. . Reever, Warp G. The Fundamentais of Public School Administration. New York: The Mac- millan Company, 1930. 579 p. Summarizes much valuable material bearing on the problems which superintendents must share with the school board and the principals. Public Relations and Publicity . Fartey, BeLMont M. What To Tell the People About the Public Schools. Contributions to Edu- [143 ] Bulletin (Sev- cation, No. 355 tions, New York: Bureau Teachers College, Columbi: 1929. 136 p. Discusses what people want to know, are now being told, and should be told about the put lic schools GLUECK, Schools. 1927. 222 p. A survey ELEANOR T. The Community Us: Baltimore: Williams and Wilkins Co of community centers in s to administration, finances, and programs INSTITUTE FOR EDUCATION BY RApio. “Education on the Air.” First Yearbook. 1930. 399 p A collection of articles on educational broad casting. Describes conditions, experiments, and problems throughout the world. MILLeR, CLypE R., and CHARLEs, licity and the Public School Mifflin Co., 1924. 179 p. 3rief and pertinent discussion of the “ave Frep. Pu Boston: Houghton nues of public understanding” of the schools MoEHLMAN, ARTHUR B. Public School Rela tions, Chicago: Rand, McNally 1927. 262 p. and Company A practical handbook on types of publications and contents which make for good public rela tions. Facts on Public Education NATIONAL EDUCATION ASSOCIATION, DIVISION 01 ResEARCH. “Can the Nation Afford To Educate Its Children?” Research Bulletin 6: 257-94 November, 1928. 48 p. Presents evidence on national wealth in rela tion to the costs of education NATIONAL EpUCATION ASSOCIATION, DIVISION 01 ReseARcH. “Can the States Afford To Educate Their Children?” Research Bulletin 7: 1-44; January, 1929. 44 p The and pared with school costs. NATIONAL EpUCATION ASSOCIATION, RESEARCH. “Investing in Public Research Bulletin 8: 165-220; September, 193 56 P wealth income of each state con DIVISION OF Education Evidence that good schools pay their own Way. NATIONAL EDUCATION ASSOCIATION, DIVISION OF ResearcH. The Schools and Business. Special pamphlet issued in January, 1931. 24+ p Points out how good schools make for wealth profitable business, and social stability. Facts and figures for news articles. NATIONAL EDUCATION ASSOCIATION, PUBLICATIONS. Journal. Published cept July and August. About 64 p. Each issue has material on vitalized meetings, public similar topics. UnirTep STATES OFFICE OF EpucaTIoNn. School Life and Bulletins. Send orders to Superintendent of Documents, Government Printing Office, Wash- ington, D. C. Statistics and facts on education in the United DIVISION OF monthly, ex- faculty relations, school costs, and States. PART IV THE PRINCIPAL AS AN ACTIVE PARTICIPANT IN A PROFESSIONAL GROUP Much of the growth in recent years of pro- cipals answering the blank, 95 percent fessional consciousness and solidarity has been members of their state .eachers’ associati due to educational organizations. These groups percent were members of a state prin offer the individual educator countless oppor- department, and 12 percent were enrol|: tunities for unselfish contributions to the social _ city principals’ club.’ welfare. Superintendent Frank Cody has stated In the Seventh Yearbook, the 600 sup this viewpoint, as follows: ing principals replying to the inquiry re; The organizations most instrumental in the de- 77.2 aug in the National Educatior velopment of this growing consciousness and un- S0C!ation and 22.1 percent in the national : selfish ideal of social service may be considered as partment of Elementary School Prin | the national, state, and local bodies with their great Other groups mentioned frequently include; teacher membership. Roosevelt, that great American . , the state teachers’ associations, the pa leader and teacher, rightfully said that every per- “yaar ee Pee nips . teacher organizations, and the Nationa! son owes some of his time to the upbuilding of his profession. We go a step farther and declare that iety for the Study of Education." every teacher owes it to himself and to his com- Elementary school principals, accordin; munity to give not only a little of his time but a the Seventh Yearbook, averaged slightly little of his money as well in the effort to advance ¢.5 professional organizations each. Douy! the profession of teaching.’ : gre found that superintendents in cities over || What Associations Do Principals Join? 00 in population usually belonged to five p: fessional groups, while superintendents in cities under 5000 in population averaged three men berships.* Ayer asked school executives to indi whether they performed certain duties in « nection with their own professional impr ment. Twenty-eight items were repor' TABLE 12.—MEMBERSHIPS HELD BY _ Table 13 shows a few of the duties usu: — HIGH SCHOOL PRINCI- found associated with the programs of pro! sional organizations. 4 Foster received replies from 440 junior high school principals as to their memberships in professional organizations. Table 12 shows that about three-fourths of those answering the at questionnaire were members of the state and national education associations. OS ee | - — Gunite | a, General Educational Associations i ae" TELE Ae a WA The surveys of the principalship summariz National Education Association......... .| 344 ~ r State educational association........... 327 above indicate that there are three genera a 1h Parent-teacher association........... | 257 ° . ‘ . oH Local educational association........... _| 203 types of educational organization, as follow: 3 Set incipals ‘Shinesiamaiin. 191 national, state, and local. These associatic’ é 4 ounty educational association. 130 " 20 : 4 es aap} Department of secondary school principals. 77 may be divided again into two —— hii a “a i * those whose memberships are primaril) Foster, Frank Kale. Status - the Junior High H 3 ieee Scheel Poinctpot Dalerin, 1980, Mo. 18. 6). (Tatle stricted to educators, and (2) those who 50.) U. S. Office of Education, 1930. clude all interested citizens. ii — - National—The National Education As- ) In 1925 Crouch sent an inquiry form to ciation is an outstanding example of a protcs | members of the national Department of Ele- sion organized on a nation-wide basis. |! : mentary School Principals. Of the 600 prin- group began in August, 1857, as The Natio: ‘ © ' See the coriet from The Detroit Educational Bulletin in School and Society 18: 384; September 29, 1923 } 2 Crouch . “The Status of the Elementary School Principal.” Fifth Yearbook, 1926. p. 248-49. a4 3 National ‘ 3h. Association, Department of Elementary School Principals. Seventh Yearbook, 1928. p. 340-4 * Douglass, B. C. “The Status of the - penlmnaaa a ” First Vearbook, Department of Superintendence, Nat Education Association, 1923. Table 38, ® The Educational Directory of the a Office of Education, Bulletin, 1930, No. 1, contains a list of 35 internati educational associations and foundations. The World Federation of Education Associations is particularly well-know: readers of the Journal of the National Education Association. [ 144] s Association. It enrolled 43 members, and published a 24+ pages. By 1900 2,400 persons an annual meeting, ime of Proceedings of nembership had increased to ie Proceedings contained 809 pages. Be- 1» 1918 and 1931 the total membership eased from 10,000 to 216,000 persons. In 9.30 the publications of the taled 157,659,056 pages. A report of the re- ch, study, field, publication, and other serv- es of the organization is published each year.’ Che Educational Directory of the United States Office of Education lists 24 pages of itional and sectional educational associations.” The list includes a number school groups.” State—According to Pye the first two state ichers’ associations were organized in Con- necticut and Rhode Island about 1842. By 1850 there were 5 state groups, 14 by 1860, 21 by 1870, 26 by 1880, 34 by 1890, 40 by 1900, and at present there are 48 groups.‘ Granrud reports that by 1907 the state edu- itional associations had enlisted only 15 per- ent of the teachers of the country.’ In 1916, Association of civic and non- 34 percent of the teachers were enrolled. Sixty- one percent were state members by 1923, and according to recent estimates 72 percent of the ‘For example, the ‘“‘Associational Records 2 United States Office of Education, & 3 For a discussion of the by Ellwood P. Cubberley. Houghton Mifflin Co., 1927. * Pye, Charles F., in State Teachers’ Associations. 1926 »s in U. S. Commissioner of Education Report ° Granrud, John. © See the Journal of the 7In March 1931 the U. S 100,000 in population. Nati onal Education Office of Educ Ask for TABLE 13.—ADMINISTRATIVE and Information” in iucational Directory, work of semi-educational groups in relati« 711-60 1909, p. 251-7 The Organization and Objectives of State Association, ition will publish a b Hletin on Bulletin 1930, No. 18, by M. David Hoffman DUTIES PERTAINING TO PROFESSIONAL nation’s teachers are to be found in the state 6 groups. aims of state the major organizations, In determining teachers’ Granrud submitted checklist to 46 representative superintendents and 46 officers of state associations. ‘he seven leading objectives in order of importance were: 1) the unification of the state teaching body, (2) the development of a state program of education, (3) the preparation of teachers for active support of the state educational program, the education of the public as to the pur poses of schools, (5) the formulation and sup port of (6) the increase of professional knowledge ( 7) the constructive educational legislation, among teachers, and furtherance of educational research. Loc al- the number and activities of local teachers’ as Yet that teachers are not found in some kind of Usually the informal meetings called Few published reports exist as to sociations.* observation shows few local trom group. these associations range by superintend- ents to the active teacher groups which operate more or less under their own direction. are The purposes of local teachers’ groups the same as those stated above for the national the 1930 volume of Proceed (1930) No. 1. p. 116-39 n to public educatix Bulletin m see State Also, “State Educational Associations 4 Teachers Associations. 1926. p. 1 88: March, 1929 voluntary teachers IM- PROVEMENT OF SCHOOL EXECUTIVES \ttend state education meeting Read optional professional literature Hold membership in state professional organization \ttend county educational meeting. Hold membership in national professi: Attend local school conference... . . Hold membership in local profession: il organization Hold membership in county professional organization Serve as officer in educational organiz: og \ttend superintendents’ section of N. A Write magazine article on school ag Serve on staff of educational journal mal organization Adapted from Table 1929, p. 60. 26 in ‘‘ Duties of School Administrators Percent of Executives Performing High Schoo! Principals General Principals Elementary Principals Superin- tendents 82 04 8&8 87 13 73 54 62 7 9 0 " by Fred C. Ayer in School Board Journal, = tse (ee ee ee with and state associations.: However, the local groups usually are found applying the general objectives in such practical projects as loan funds, homes for retired teachers, professional libraries, lecture programs, musicals, and _rec- reation. Data on the types and procedures of local teacher groups will be available in the 1931 Yearbook of the Department of Class- room Teachers, National Education Associa- tion.” Principals’ Organizations This section presents certain general facts on principals’ organizations. No space is given to the teachers’ associations in the various sub- ject fields* or to groups interested in special tvpes of education.‘ Principals will want to refer to the Educational Directory of the U.S. Office of Education for data on organizations which space limitations eliminate from this presentation. National—The Department of Elementary School Principals was formally organized at Atlantic City in February, 1921. At the Des Moines meeting in June, 1921, the new organi- zation became a department of the National F-ducation Association. The basic purposes are: (1) to stimulate individual principals to self- improvement, (2) to foster the development of state and local principals’ associations, and (3) to weld all elementary principals into a self-respecting, trained group of school execu- tives. The department’s activities are: bulle- tins, yearbooks, committees, enrollment, and conventions. According to the Journal of the National Education Association for January, 1931, the membership includes 4818 persons. The Department of Secondary School Prin- cipals was organized originally in 1916 as the National Association of Secondary School Prin- cipals.* At the midwinter meeting at Boston in February, 1928, the Association voted to be- come the Department of Secondary School Principals of the National Education Associa- tion.’ According to the January, 1931, nu: of the Journal the Department enrolls 4 high school principals.* State—In 1925 there were about six elementary school principals’ association departments. By 1927 the number had trip The Ninth Yearbook of the national de; ment in 1930 listed 25 organizations, and | liminary tabulations for 1931 indicate 30 sta: groups.° According to the Educational Direci (1930) of the U. S. Office of Education, th are associations of secondary school princi; in the following states: California, Massac! setts, New York, West Virginia, and Wisco: sin. State schoolmasters’ clubs exist in I]lin: Michigan, Nebraska, and Vermont. No dou several departments for secondary school pri: cipals exist in connection with the state teac! ers’ associations but these were not report separately.’° Local—The 1930 Yearbook of the Depar: ment of Elementary School Principals contain a list of over 180 local principals’ associations A number of these groups include both ¢! mentary and secondary school executives. The Educational Directory lists principal groups in Boston, Chicago, Cincinnati, New York, and Philadelphia. Principals’ organizations offer opportuniti for individual and organized research. Her the principal may compare and discuss the r sults of his study with his colleagues. In a: organization there are unlimited possibilities for comparative studies of a type needed fo: rapid and effective solution of practical schoo! problems. What Is a Reasonable Allowance for Memberships in Professional Associa tions? The question has often been raised: How many professional groups should a_ principa! join? The most obvious answers are: (1) as many as he can afford to financially, (2) 1 See the discussion in Personnel Problems of the Teaching Staff by E. E. Lewis, Century Co.. New York, p. 363-9° 2 The 1931 Yearbook on the “Welfare Activities of Teachers’ Associations” will be available May, 1931. Send chec! $n.68) to the Department of Classroom Teachers, National Education Association, 1201 Sixteenth St., N. W., Washing ton, 3 For example: The National Council of Teachers of English which sponsors The English Journal, 211 West 68th S! ver) Illinois. ‘For example: The Progressive Education Association which publishes Progressive Education, Washington, D. C 5 For further details write to the Department, 1201 Sixteenth Street, N. W., Washington, D. C * See historical notes in First Yearbook, National Association of ™ See Bulletin No. 20, Department of Secondary School Principals, p. * For further details as to the Department, write to Secretary H. W. 10 Jackson P! ? Secondary School Principals, 1917, p. 2. 44. Church, J. Sterling Morton High School, Cic« *See Tenth Yearbook, Department of Elementary School Principals available April, 1931. ® See pages 140-46 of the Educational Directory, U. S. Office of Education, Bulletin (1930), No. 1. M See pages 659-68 of the 1930 Yearbook, Department of Elementary School Principals. [ 146] many as are necessary to provide knowledge ad skill for his job, and (3) as many as he chould in order to advance the profession which vides his income. No doubt most principals weigh these three viewpoints, consider the social pressure” of their colleagues, and de- cide accordingly. Would it be reasonable to consider the professional memberships as es- sential as “recreation” in the personal budget ind to make allotments accordingly ? Cost of living study of teachers—Harry made a study of the cost of living in about 100 cities in New York.’ He took the budget of the single woman teacher living away from home and assigned the following weights: food, 25 percent; rent, 20 percent; clothing, 20 per- cent; miscellaneous articles and services, 15 percent ; savings and further education, 20 per- cent. Harry assigned weight to the miscellaneous items, as follows: laundry, 30 percent ; amuse- ments, 12.6 15.0 percent; medical service, 19.9 percent ; toilet articles, 5.0 percent; carfare, percent ; newspapers, 7.5 percent, and inciden- tals, 10.0 percent. On this basis, a teacher re- ceiving $1200 per year would be expected to use $22.68 for amusements. TABLE 14.—ESTIMATED COST OF AMUSEMENTS AT SEVERAL SALARY LEVELS | Annual Allotment to Amusements (10 per- cent of miscellaneous costs) | Annual Allotment to Salary | Miscellaneous (15 per- cent of total budget) $180 $18 360 36 540 54 720 72 900 90 $1,200 2,400 3,600 4,800 6,000 Read table thus: If 15 percent of the salary were assigned to miscellaneous costs, at the $1,200 level this would amount to $180 per year. If 10 percent of the $180 were spent on amusements, the cost of this single item would be $18 per year. In other words, under a reasonable budget plan it would be safe for a teacher receiving $2,400 a year to spend $36 or thereabouts on amusements. Similarly, an annual amusement bill of $54 would not be unreasonable out of a salary of $3,600 per year. Is it unreasonable to expect a principal to spend for professional dues a sum equal to that allotted to amuse- ments? See Table 14. 1 Harry, David P. Cost of Living of Teachers in the Sta York: Bureau of Publications, Teachers College, Columbia U 2 Peixotto, Jessica B. Getting and Spending. New York te of New Professional expenses of college instructors— Peixotto studied the expenses of 96 professional families connected with the University of Cali- fornia.2 She reports that the bulk of the pro fessors pay from $10.00 to $20.00 a year tor dues in professional groups. The average ex- penditure for dues was $14.00 per year. Me dian total income (regular salary plus sup- plementary income) for the group was $4800 per year. \ faculty Yale tabulated data on the expenditures of 272 in committee at University structors and professors. Table 15 shows the ot instructor. salaries and average cost protes rank of In structors paid dues to an average of two pro median sional dues for each fessional groups while full professors averaged five memberships. TABLE 15.—AVERAGE SALARIES AND AVERAGE PROFESSIONAL DUES OF COLLEGE PROFESSORS Median | Average Cost Salary of Profes- sional Dues Number Reporting » 200 $14.66 3,000 23.54 500 26.25 000 50.49 Instructors $ Assistant profes Associate profe 4 Full professors Taken from pages 24, ne Cosl faliy , v Fa Academic Standard of Living, Professional dues and the principalship- How much of his income should the principal allot to the support and services of professional eroups? Let us make some comparisons withthe proposed budget allowances for amusements. First, we shall assign 15 percent of the total budget to miscellaneous items. Of the 15 per cent, we shall allot 10 percent to the theater and similar amusements. (Harry assigned 12.6 to On this basis, the annual expenditures for the theater percent amusements, see above. ) for different salary levels would approximate the figures shown in Table 14. Let us refer to Table 15. College instructors with a median salary of $2,200 pay an average of about $15.00 annual for professional dues. Examine Table 15 in connection with Table 16 which gives the median salaries of principals in city school systems in 1928-1929. York. Contributions to Education, No. 320. New 184 p. See bibliography f other references. in Company, 1927. 1 ) ive ty. 1928 The Macmill [ 147 ] TABLE 16—MEDIAN SALARIES PAID PRINCIPALS IN 1928-1929 IN CITY SCHOOL SYSTEMS : | : | Supervising) Junior | Senior | Elementary |High School High School | Principals | Principals | Principals City Size $4,330 3,405 2,831 2,158 1,859 $4,922 4,193 | 3,574 } 2,950 2,478 ' Over 100,000 | 30,000 to 100,000. 10,000 to 30,000. . 5,000 to 10,000... 2,500 to 5,000... | 2,235 , 360 | Data from Charts IV, V, and VI of ‘‘Salary Scales in City School Systems, 1928-29,"" Research Bulletin, National Education Association, May, 1929. The above discussion and Tables 14, 15, and 16 have presented facts on the problem of in- come in relation to professional dues. Is it reasonable from these data to say that princi- pals should allot a minimum of $20.00 a year to professional memberships ? Members of the Chicago Principals Club pay local dues of $40.00 per year. A large proportion of the Chicago group are also members of the Na- tional Education Association and the national departments for school principals. How should the $20.00 be allotted among the various local, state, and national groups? At this point much depends upon personal in- terests, need for technical information, and the type of position held. For these reasons the proposed allotment in Table 17 does not in- clude the official titles of any educational or- ganization. Does Table 17 fit your case? Is the distribution of the $20.00 reasonable in terms of the needs of principals? Can you suggest a better distribution ? What would the proposed memberships in Table 17 bring to the principal? Briefly: the satisfaction that he is supporting the profes- sion from which he derives his income; the publications whereby he is kept informed ; the opportunity to meet and to study with persons interested in similar problems; and the avenues for oral and written expression of his own creative educational experiences. Can_princi- pals stand by and let others win for them better working conditions, more adequate sup- port for educational costs, retirement systems, and all of the other means of improving teach- ing? Problems for Group Research It is a safe prediction that principals’ clubs of the future will prosper to the extent that they offer an effective means forthe compa: study of the problems confronted by members. Principals’ organizations whic! not carry a program of solid professional! as one of their major purposes cannot ¢ to enjoy full support from the principal! is actively endeavoring to improve his w: Vague nature of present standards—| cipals’ organizations should welcome thy portunity of making the qualifications fo principalship comparable with those in 1; cine, law, and other professions. At the pri time the requirements of appointees to the | cipalship are not definite. Some of the |a: cities have developed definite systems fo: selection of principals, but this procedure is widespread. In cities where selective sys: are not in use the requirements are stil] va, A summary of common local requirement reported by superintendents is as follows 1. Type of previous experience—teaching administrative 2. Number of years of experience—approximat five years 3. Sex—either 4. Amount of training—bachelor’s degree 5. Miscellaneous—personality, leadership, exe: tive ability, and tact. State requirements for principals have no! been extensively developed. In 1930 fift: states had special administrative or supervis certificates affecting the preparation of eleme: tary school principals. A partial summary requirements follows: 1. Type of previous administrative 2. Number of years of mately three years 3. Years of training—approximately four years 4. Number of professional units—from fifteen ' thirty units. TABLE 17.—SUGGESTED DISTRIBU- TION OF THE MINIMUM ANNUAL PROFESSIONAL DUES experience—teaching a experience—appro Allot- ment Number of Groups Type of Organization I. National A. General educational as- sociations............ B. Principals’ department. . C. Special subject group... II. State A. Teachers’ association. ... B. Principals’ department. . III. Local A. Teachers’ association... . B. Principals’ club....... , | [ 148] One of the most usetul means of protes izing the principalship lies in raising the lard of preparation among members of the ». The approach to this problem must be by improving those now in service and nting the entrance into the profession of ns with inadequate training. he local principals’ club has an opportunity verate W ith the superintendent of schools letermining adequate standards for the pat lar community. The program involves first, “mmittee to study the training of the local icipals, to investigate the requirements of er cities, and to assemble data from other rces. Second, the local organization should ninister a program for increasing the pro sional study and preparation of its members. plan may include lectures from educa onal experts, reports of studies by individual principals, committee reports, professional ding circles, or enrolment in formal courses in education. In addition to stimulating local groups to professional study, the state association can exert influence in raising the level of state certification requirements. An instructive ex- imple of this has been the work of a com mittee of the New Jersey State Principals’ As- sociation. This body has gathered data on exist- ing standards to guide it in developing the necessary state legislation. The need for a professional wage—The school principalship must pay a_ professional wage if persons with first-rate ability and ex tended technical training are to be secured. In 1928-29 the median salaries of supervising ele- mentary school principals ranged from $3,443 in the largest cities to $2,360 in cities between 2,500 and 5,000 in population. The median salaries of senior high school principals ex tended between $4,922 and $2,478 per year. A conservative estimate of the range of pro- fessional salaries in the United States is from $2,000 to $8,000 per year. Obviously, there are many principals who do not receive a pro- fessional wage. There are two alternatives in this salary situation. One is to keep the requirements for the principalship low and to pay principals for functioning as clerks and petty administrators. he second alternative is to lift gradually the See the following Research Bulletins: “Salaries in City S May, 1927 Chapter { Teachers’ Salaries,”’ Vol. V, 2 See the Seventh Yearbook, op. cit., XXIV specifications for the principalship to a highe: professional level and to provide compensation which must necessarily accompany the in creased standards. Wise policy supports the latter alternative. yr ; Usually in a salary investigation the pri cipals’ association appoints a committee gather data and make recommendations. ‘The steps in the committee’s work are as follows: 1. Gathering information: a. The purchasing power of the do period of years and at the present ti Che increase in local principals compared with wages of othe: cupied persons The American Ihe principals in the local system as determin salaries of principals i cities. and economik professional status by preparation, experience, depender of living, ete The ability of the community t pared with similar communities Yetermining the proposed salary schedule: Theoretical and practical bases for salary schedules. Application of local data of pendents, cost of living, etc training, de on the sche dule c. Decision upon the proposed schedule. Maintaining support and confidence a. With the principals: a Progress reports to pl! incipals’ organiza tion. 2. Conferences b. With the superintendent and board: with individual principals 1. Presentation of plan of study 2. Progress reports. 3. Report on publicity program c. With the public: Newspaper write-ups. \. magazines, et ° ’ service clubs, i. 2. Special articles in P. T 3. Reports to P. T. A. groups, etc. The proposed schedule: a. Form of the report. b. Approval of the principals c. Presentation to board of education and su perintendent. In carrying out the proposed work, the com Resear h Education Assox ia mittee will find suggestions in the Bulletin of the National tion.! Another source of data is the Seventh Yearbook of the Department of Elementary School Principals of the National Education Association.” Other studies should prove sug gestive as to questionnaires, technics of pro chool Systems.”’ Vol. V, March, 1927; [ 149 j of presentation. The principals’ handbook—The researchand study necessary in developing a principals’ manual offer interesting work to local associa- tions. The final product proves of great value in acquainting a new principal with the local system. Older principals may use it as a refer- ence for the more standardized procedures and for the regulations which they enforce. The typical substitute for the principals’ handbook is the printed rules of local boards of education. Usually these contain briefly stated local regulations governing the pupils, teachers, principals, and other school em- ployees. In a recent study of ninety-five cities it was shown that there was little inspiration in these rules, for they were largely concerned with administrative and clerical activities of the principalship. Supervisory functions of the principal were concerned in but 10 percent of the prescriptions. Other difficulties or weaknesses of the ordi- nary local rule books are: (1) the omission of state laws and regulations, (2) the acceptance of obsolete educational theory and practice, (3) the suggestion of detailed procedures which handicap the principal, and (4) the inclusion of vague statements. Largely because of the weaknesses of local rule books, there is a definite tendency to re- vise the rules, and to supplement them with bulletins, handbooks, and more-detailed state- ments. In Saint Louis, several issues of the Public School Messenger have included the general and specific technics of supervision. These pamphlets are made up in four parts: (1) gen- eral principles of supervision and teaching, (2) specific principles of application in the various subjects and grades, (3) case studies of good teaching in kindergarten and elemen- tary grades, and (4) case studies of good teaching in intermediate and high school grades. A workbook for principals and supervisors has been prepared in Los Angeles by an assist- ant superintendent and a group of principals.” The six chapters of the manual present data on these questions: cedure, publicity, proposed schedules, and form . What do I know about the principals! - Am I proper material? . How shall I get and keep the machi; my school in good working order? - How shall I make my school a con asset? . How shall I measure my efficiency as cipal ? . How shall I improve the learning activi: my school ? The contents of the handbook for princi, would depend somewhat upon the local si tion. In some cases it might be advisab! combine the rulebook and handbook, wh other cases separate editions would be bes: suggested list of contents for these manu as follows: A. Rulebook: 1. Rules of local principals’ association. 2. Local board of education rules. 3. Digest of state laws affecting the elements schools. . Handbook: 1. The principal and business department r: tionship: a. How to order, check, etc., supplies. b. Standard supply list and basis for requis tions. c. How to secure repairs and alterations d. Cooperation service. . The principal and the superintendent: a. How to arrange individual conferences b. The staff conferences—time, place, purpose. c. The superintendent’s committees. d. Delimitation of the principal’s authority . The principal and the supervisors: a. Kinds of supervisors. b. Delimitation of the supervisor’s auth c. Delimitation of the principal’s authorit; d. Suggested cooperative procedures. . The principal and the research division a. Delimitation of the administrative aut! ity of the research division. b. Work of the division. c. Types of service the principal may ex; d. Suggested cooperative procedures. . The principal and the community: a. The opportunities for local school and c munity cooperation. b. The advantage of a local interest. c. Principles governing the principal’s p ticipation in local affairs. . The principal and his duties: a. General consideration and time allotment b. Supervision: 1 McGaughy, James R. (Director). Teachers’ Salaries in New York City. New York; Bureau of Publications, Tea College, Columbia University, 1927. 256 p. 2 Enlarged and now published by the “Macmillan Company as A Workbook for Principals and Supervisors by Ro! Hill Lane, 1930. 263 p. [150] in directing the janitoria 1 Teachers’ meetings Class observation. ] ? 3. Pupil adjustment. 4 Measuring results. 5. Individual conferences 6. Demonstration lessons 7. Etc. Administration: 1. School organization 2. Programs. 3. Janitor service. 4. Classification and grouping 5. Visitors. 6. Ete. Teaching (regular) : Should the principal teach? If so, what should the principal teach If so, how long should the principal 1. 2. ? 3. teach? 4. Ete. . Clerical duties: 1. Supplies and equipment 2. Repairs and alterations. 3. Reports. 4. Records. 5. Attendance. 6. Telephone. 7. Correspondence. 8. Etc. Miscellaneous: 1. Extra-curriculum activities 2. Community contacts. 3. Professional study. . The principal and self-improveinent: a. Self-rating scales. b. Professional reading: 1. Books. 2. Periodicals. Professional associations: 1. Local. 2. State. 3. National. Professional courses and study . Writing of professional articles. The above list of topics is only suggestive and does not include many important problems which might arise in local conditions. Some of the topics could be developed by the local com mittee into the form of standard procedures. Others are in such a state of change that it would be better to deal with them in the pe- riodical bulletins and yearbooks of the local association. Other problems for study—Research into problems of the principalship is one of the most stimulating “in-service-training’’ procedures which principals can employ. No doubt most of the persons who have read this bulletin to this point have sensed the hundreds of problems in administration, methods, curriculum, and su- pervision awaiting the principal's study. A few of the questions which might be summarized at this point are: What are the genuine duties of } the principalship? How may these duties be executed most effectively? How should the school head distribute his time? How can the principal work most satisfactorily with special supervisors, nurses, doctors, and other visitors to his building? By what standards should the superintendent judge the principal's work? What extra-curriculum activities should a school have? How can the school work most effectively with the parent-teacher association ? What reports should the principal send to the parents? How can schools develop and utilize libraries? How can schools develop charactet in children ? Publications of Principals’ Organizations Every day principals are testing, evaluating, adopting, or rejecting various school proced ures. Much of this individual experimentation is lost to the profession because no one takes the trouble to put a description in writing. Even more wasteful are the group studies which are so often given as oral reports ind then for gotten. How to avoid this waste in the ‘world’s most practical laboratory” is a mayor problem facing local, state, and national prin cipals’ groups. Types of publications—The publications issued by organizations of elementary school principals usually take the form of a bulletin or yearbook. Usually the bulletin is a small pam phlet of current material issued several times during the school year. The yearbooks contain current material, committee reports, and a gen eral summary of the year’s activities. The con tents of the yearbook tend to group around sev eral large topics, while the bulletins contain miscellaneous articles of current interest. The Chicago Principals’ Club publishes the Reporter several times during the school year. The pages are 6 x 9 inches in size and usually total 32 for each issue. The January, 1931, number contains articles on the size of high schools, state taxation laws, health education, safety work, and the activities of the club. The New York Principals’ Association pub lishes The Principal in 6 x 9 size. The January, 1931, issue contains 48 pages printed in modern type style. The contents include articles on a —— mental hygiene, the White House Conference, and reports of the health committee. Other numbers have been devoted to several topics and the activities of the local association. The Elementary Principals’ Association of Washington, D. C., issued their first Official Bulletin in January, 1931. Articles in the first issue were prepared by teachers and principals in the schools for white children. The bulle- tin includes units of work, summaries of ar- ticles in educational magazines, and book re- views. The Department of Elementary School Principals of the Ohio State ‘Teachers’ Asso- ciation publishes a bulletin in December and April each year. The first bulletin in Decem- ber, 1927, contained articles on teacher par- ticipation in administration, the principal and the parent-teacher association, the distribution of the principal’s time, democratic supervision, and other similar material. Another issue, in March, 1928, contained material on the principal and supervision, the problems of the principalship, standards for the principalship, and other articles of professional interest to principals. The 1929 and 1930 volumes have followed the general arrangement of 1928. Yearbooks are issued by the state elemen- tary school principals’ organizations in Cali- fornia and Michigan. Among yearbooks of city clubs are those of Chicago, Dayton, and Phil- adelphia. ‘The Chicago yearbooks deserve fur- ther comment. The First Yearbook in 1926 presented evidence on pupil failures. The year- books in 1927, 1928, and 1929 have contained articles on reading instruction, radjo in educa- tion, use of visual aids, pupil failures, educa- tional measurement, and supervision. The Fifth Yearbook in June, 1930, is on health education. This latest volume contains 252 pages 634 x 10 inches in size. Value of publications—The yearbooks of principals’ associations offer to individuals and groups opportunities to make a contribution to the literature of elementary education. Every year excellent committee reports and individual studies are compiled, discussed, and filed with- out exerting the influence which they deserve. The loss could be prevented by putting the re- ports into mimeographed or printed form for each pret Also, the Bulletin of the and October. See selected references at end of this section. 2 Communicate with Sixteenth Street, N. W., Washington, D. C [ 152] general distribution. When an associat: sembles its committee reports and othe; fessional articles into permanent form it tributes to the practical reference mate the elementary school field.* Probably the greatest single value publications to the individual principal the outlet offered for professional ar Many elementary school principals are menting with technics of instruction, vision, and administration, which should | scribed for the benefit of others. Further: the description of experiments in concis understandable statements is excellent tr: and tends to clarify thinking. It is a mea: self-improvement which principals shoul, ignore. Organizing for publication — Princi; associations usually adapt their editorial! printing services to conform with local con tions. The secretary of the Ohio State Pri: pals’ Association, as editor of the bulletin sembles the material to be published. In ' Michigan State Principals’ Association the itorial work is in the hands of a committe: ten. The administrative details of the work executed by the chairman or editor-in-ch The printing in this case is handled by a re lar commercial establishment. Other committee reports, bulletins, yearbooks have been handled by other forms directive organizations. It is usually desi: to centralize executive responsibility in person. This person, as editor, works in « formity with the general policies of the ex: tive committee or of an advisory editorial « mittee. The mechanics of publication are import enough to require careful consideration of | editor and his advisory committee. Publi tions of many different sizes are not conveni: or easily filed. At present the tendency is | ward bulletins of 6 x 9 inches in page siz This size conforms with the standards reco: mended by the Educational Press Associat of America in their Sixth Yearbook, Ap 1930. Editors of professional publications wi! find suggestions in this yearbook concernin the editorial, advertising, and mechani phases of their work.” * See the Bulletin of the Department of Elementary Schoo! Principals, published in October, January, April, and J Department of Secondary School rincipals, published in January, March, April, \ Morgan, Chairman of the Committee on Standards, Educational Press Association, | Selected References The National Education Association IONAL EpUCATION ASSOCIATION. Proceedings, 1930 inclusive. Washington, D. C.: the sociation. \ unique collection of speeches, reports, and lutions which reflect the development of merican education. JATIONAL EpucaTion ASSOCIATION, GENERAL ice. Annual Report of the Executive Secre- Washington, D. C.: the Association, 1930. 33 p. Summarizes the work of the association and attention to lraws several major educational iblems. State Education Associations CHARLES S. “State ms.” Report, U. S. tion, 1909. p. 251-74. \n early and fairly extensive summary of Foos, Educational Associa- Commissioner of Educa- the activities and characteristics of state teach- ers’ associations. GRANRUD, JOHN. tives of State Teachers Associations. Contribu- tions to Education, No. 234. New York: Bureau College, Columbia The Organization and Objec- f Publications, ‘Teachers University, 1926. 71 p. A comprehensive analysis of the objectives, organization, and activities of state teachers as- sociations. NATIONAL ASSOCIATION OF SECRETARIES OF STATE TEACHERS ASSOCIATIONS. (Everett M. Hosman, Editor) State Teacher Associations, 1926. 206 p. The aims and practices of state teachers asso- ciations as written by their executive secretaries. Local Teachers Organizations NATIONAL EpucATION AssOcIATION, DEPARTMENT oF CLASSROOM ‘TEACHERS. Bulletin. Pub- lished in October, January and May. Wash- ington, D. C.: the Association. 4 p. A news sheet of activities in local, state, and groups of teachers. NATIONAL EpuUCATION ASSOCIATION, DEPARTMENT or CLAssroomM TEAcHERS. 1931 Yearbook. (To be published in spring of 1931.) Washington, D. C.: the Association. Data will be presented as to personal prac- tices in school systems and the welfare activities of teacher groups. News national classroom Principals Associations NATIONAL EpUCATION ASSOCIATION, DEPARTMENT oF ELEMENTARY SCHOOL PRINCIPALS. Bulletin and Yearbook. (Three bulletins and one yearbook, totaling about 700 pages for the year.) Wash- ington, D. C.: the Association. These publications, issued in October, Janu- ary, April, and July, treat the various problems of elementary school principals. NATIONAL EpUCATION ASSOCIATION, DEPARTMENT OF SECONDARY SCHOOL PRINCIPALS. Bulletin. Pub- 1 See the selected references at the end of parts I, II, and III 14. [153 ] March, Ay ril, lished five times a year, January, [ May, and October. Be he issues of the bulletin summarize rwyn, Ill.: the Department the ports of committees, give annotated refer on pertinent topics, and report b The March speeches and reports of the February meetin siness issue contains the Department. Research Procedures and Technics’ ALMACK, JOHN C. Research and Thesis Writ Boston: Houghton Mifflin Co., 1930. 310 p. Many suggestions on how to make investig tions and how to prepare manus BucKINGHAM, B. R. New York: 386 p. ts Fipt t Research for Teacher Silver, Burdett and Co., 192¢ Practical procedures for the classroom teache who would use with intelligence the recent s entific procedures. Crawrorp, CLAupe C. The Technic of Research in Education. Los Angeles: University of South ern California, 1928. 320 p. Discusses the use of such resea the interview, questionnaire, and historical How To Do Research in Edu W arwick York, vey, statistics, Goop, CARTER V cation. Baltimore: and 1928 298 p. as sources Presents treatments on such topics techni Many of information, scientific investigations of research, and reporting research references listed. McCaLi, WILLIAM Education. New York: A. How To Experiment in Macmillan Co., 1923 281 p. Che fundamental statement of how to plan to direct, and to control educational experimen tation. Many practical suggestions for princi pals. NATIONAL EDUCATIONAI Researcu. “The Questionnaire tin 8: 1-52; Suggests sane procedures in using the ques ASSOCIATION, DIVISION OF Re sfare¢ h Bulle January, 1930 tionnaire in research work Reever, Warn G. How To Bloomington, Illinois: Public ing Company, 1930. 216 p Thesis Publish Write a School \ revised and enlarged edition of a well known handbook on thesis writing Miscellaneous AMERICA Address Street EDUCATIONAL PRESS ASSOCIATION OI Sixth Yearbook, April, 1930. 32 p. Committee on Standards, 1201 N. W., Washington, D. C. Lists educational periodicals, gives standards Sixteenth for editing, and indexes editors of periodicals. UNITED STATES OFFICE OF EpucaATION. Educa- tional Directory. Bulletin (1930) No. 1. 156 p. Lists names of city and county superintend ents, college presidents, and educational asso ciations. of this bulletin. 19 ee —a Note: A majority of the selected references listed in connection with Parts I, II, III, and IV are textbooks. References to current pro- fessional magazines have usually been limited to footnotes. The purpose of the following section is to list a number of helpful articles found in professional magazines only. ‘Two criteria of selection have been kept in mind: (1) does the article supplement the references previously cited, and (2) does the article suggest problems for further study by princi- pals? This list should be supplemented by con- sulting The Educational Index, The Reader's Guide, and The International Index to Pe- riodical Literature. The Principalship 1. BRINKERHOFF, GeorGce I. “The Principal as a Professional Man.” Bulletin of the Department of Elementary School Principals 7: 46-47; Octo- ber, 1927. Discusses principal’s work and need for train- ing and experience. 2. Crark, R. C. “As Is the Principal.” American School Board Journal 75: 49-50; September, 1927. A discussion of the essential qualities of the principal. 3. Compton, C. V. “Functions of the Principal.” Journal of Education 105: 37-38; January 10, 1927. Classifies the principal’s functions as clerical, managerial, and supervisory. Makes suggestions on the conduct and topics of faculty meetings. 4. Courtis, S. A. “Possibilities and Potentialities in Measuring the Work of a Principal.” American School Board Journal 73: 37-38, 135-36; Decem- ber, 1926. An article dealing with basic problems in measuring the principal’s work. 5. ENcLIsH, Micprep. “A Comparative Study of the Time Distribution of Rural and Urban Principals.” Bulletin of the Department of Ele- mentary School Principals 7: 4-19; October, 1927. Reports data on the time distributions of rural and urban principals. 6. Gist, ArtHur S. “The Art of Supervision.” Journal of Educational Method 5: 192-96; Jan- uary, 1926. Outlines certain personal qualifications de- sirable in a principal in connection with super- [ 154 SELECTED ARTICLES IN PROFESSIONAL MAGAZINES visory work. Suggests possession of plans, an art of supervision and a den attitude by principals to eliminate the ob to supervision. i | . Hines, HARLAN C. “The Teacher as an istrator. Part I—In the Capacity of Prin American School Board Journal 73: 47-48 vember, 1926. Considers the principal the superinter representative and describes some of his adn istrative, supervisory, and social duties. 8. Jupp, CHARLEs H. “The Possibilities 0! Principalship.” Bulletin of the Departm. Elementary School Principals 5: 131-37; 1926. Considers the position of principal in cont with that of the teachers. 9. Kropp, W. J. “A Study of the Professional Activities of Elementary School Principals Elementary School Journal 28: 140-46; Octobe: 1927. Describes a plan of organization to red principal’s time given to routine activities 10. KugHNY, MEN Lo S. “The Effect on the Use and Distribution of the Elementary School Princ pal’s Time by the Adoption of Daily Schedu! or Programs.” Bulletin of the Department Elementary School Principals 5: 42-51; Octolx 1925. States that the adoption of a working | gram improves the work of the principal 11. LoncsHore, W. T. “Principalship Not a S: ping Stone.” American Educational Digest 200-202; January, 1927. Stresses the importance of the elementa: school principalship and advocates placing on a par with the high school principalshi, 12. McC.ure, Wortu. “The Elementary Sch Principalship.” Journal of the National Edu tion Association 16: 283-85; December, 192 Discussion of the status of the elementa: school principalship, its opportunities, develo; ment, duties, and requisite training. 13. Morrison, J. Cayce. “Some Unsolved Probleims of the School Principalship.” Educational R. view 74: $9-93; September, 1927. Raises questions on the preparation, compe! sation, functions, and equipment of the sch principal. 14. RABERNORT, WILLIAM. “The Changing Status the Principal.” Bulletin of the Department 0} Elementary School Principals 4: 131-34; Ap: 1925. ] Che development of the principalship during past 25 years. rson, Paut C. “The Progressive School neipal.” American School Board Journal 75: September, 1927. States that leadership comes from continuous ywth along certain lines. Srone, CLARENCE R. “Development and Present Status of the Elementary School Principalship.” fmerican School Board Journal 75: 41-42; No- 1927. vember, Discusses four stages of the school principal ship: the head-teacher, part-time teaching, man agerial and professional leadership. Winsuip, A. E. “Elementary School Principals.” of Education 102: 181-82; September Journal 3, 1925. elementary the importance of the school principal’s work and notes his improved Stresses status. Principals’ Study Groups CHASE, LAWRENCE S. “The Importance of State Elementary Principals’ Bulletin if the Department of Elementary School Prin- cipals 5: 27-31; October, 1925. Associations.” Reports data the status of elementary principals’ organizations. on CHASE, LAWRENCE S. “Why Principals Should Organize.” Journal of Education 102: 44; July, 9, 1925. state ele- Recommends the formation of a mentary principals’ association. DiRtMPLE, Bete. “Study Groups of the Seattle Principals’ Association.” Journal of Educational Method 4: 397-98; May, 1925. A brief description of activities carried on by branches of the Seattle Principals’ Association. Tr LoncsHorE, W. T. “Establishing the Local Or- ganization of Principals.” Bulletin of the De- partment of Elementary School Principals 2: 93-95; April, 1923. Outlines the initial procedures in establishing a local principals’ club. McCuiure, Wortu. “Helping the Principal to Grow Professionally.” Elementary School Jour- nal 26: 339-44; January, 1926. Points out the lack of an inclusive program for the improvement of principals in service and presents a program worked out by a Seattle superintendent. > > 3 [155] Rose A. ‘Work of in Maintaining the Professional Bulletin of the Department School Principals 2: 101-109; PESTA, the Principal lub Status the Principal mentary 1923 Describes the development and activities the Chicago Principals’ Club PiInksTON, Eva G. “Some Professional Programs of the Dallas Principals and Supervisors Asso ciation.” Bulletin of the Department of Ele mentary School Principals 6: 91-93; 1927 January Outlines topics discussed by groups of the Dallas Principals and Supervisors Association Aims and Theories of Education for Funda E duc ational 361-70- One Go Bove, B. H. “Where Does mental Assumptions in Education: Supervision 14 Administration and September, 1928. Assumptions should be replaced by scientific facts or converted into theories which are sub ject to change. Bruce, WILLIAM F, “Whither Secondary Educa Educational Administration and Super 431-40; tion vision 15: September, 1929 Discusses the Seven Cardinal Principles and other statements as to the aims of secondary education. as the Source Education.” Su pe rvi FREEMAN, FRANK N. “Psychology of Fundamental Administration Assumptions in Educational and sion 14: 371-77; September, 1928 Indicates how psychological factors underlie the whole educational procedure CarTerR V. “An Analysis of Studies in Theory.” (,O0D, 1dministra 19 9 Educational 519-48: Educational tion and Supervision 15: October, A selected bibliography of 417 references on educational theory. Jupp, CHARLES H. “The Unique Character of American Secondary Education.” School Review 36: 95-117; February, 1928 some of the characteristics and school Discusses problems of high education. Compari sons made with secondary schools in Europe. Peters, C. C. “Educational Sociology as a Source of Fundamental Assumptions in Educa tion.” Educational Administration and Super- vision 14: 385-92; September, 1928. classification of A study, description, and social groups suggest problems for education. ers = : SI RIN LM me . . Retsner, E. H. “The History of Education as a Source of Fundamental Assumptions in Educa- tion.” Educational Administration and Super- vision 14: 378-84; September, 1928. The historical approach gives concreteness and perspective to presentday viewpoints. . SNEDDEN, Davin. “Democratic Vocational Edu- cation.” School Review 36: 522-27; September, 1928. A viewpoint on cultural and_ vocational education. . THomson, Lyte G. “Objectives of Secondary Education According to the Opinions of Pupils.” School Review 37: 198-203; March, 1929. Attempts to find out whether high school pupils realize the objectives of secondary edu- tion. . Watson, Goopwin. “Education and the Best of All Possible Worlds.” Educational Administra- tion and Supervision 16: 411-21; September, 1930. Raises pertinent questions regarding educa- tion and the social order. Relationships Between School Workers 35. Ayer, Frep C. “Types of Supervisory Organi- zation.” American Educational Digest 45: 341-45; April, 1926. Discusses departmentalized supervision of six special subjects. Presents data on the duties and administrative relationships of supervisors. . Beattey, Bancrorr. “The Battle of the Spe- cialists in Secondary Education.” School Review 36: 496-503; September, 1928. Discusses the administrative relationships be- tween the high school principal and the subject specialist. . Gostinc, THomas W. “The Adjustment of the Duties of the Supervisor to Those of the Princi- pal.” Elementary School Journal 26: 18-21; September, 1925. Suggests how the clearer definition of the functions of each group may bring better rela- tions between supervisors and principals. . Hupparp, Frank W. “Do School Systems Need a Principals’ Handbook?” Elementary School Journal 29: 590-93; April, 1929. Suggests a handbook in clearing up rela- tionships and duties of principals. . Lonc, Harvey L. “What Do School Nurses Do?” Elementary School Journal 29: 296-302; December, 1928. [ 156 ] An analysis of the reports and dia school nurses. - McCrure, WortnH. “Cooperative Effort pervision.” Elementary School Journ 256-64; December, 1926. Describes the work of schools in fur; cooperation between principals and supe: . Tiecs, E. W. “A Study in Special Supery American School Board Journal 75: 39-4 44; August, 1927, and September, 1927 Presents data from special supervis different fields concerning their activities Supervision . Barr, A. S. and Rupisitt, MABEL. “Ine enced Teachers Who Fail—and Why.” Na: Schools 5: 30-34; February, 1930. Analyzes causes of failure in young tea . Betrs, Georce H. “Teachers Remedies Classroom Difficulties.” Elementary § Journal 29: 54-62; September, 1928. Teacher opinion as to how certain class problems could be solved. . Brim, O. G. “Changing and Conflicting ceptions on Supervision.” Educational M 10: 131-40; December, 1930. Calls for the formulation of a philosophy) supervision in conformity with modern p ples of education. . BRUECKNER, Leo J. “A Diagnostic Chart Determining the Supervisory Needs of Teac! in Arithmetic.” Elementary School Journal 96-103; October, 1929. Suggests a detailed chart for analyzing supervisory needs of teachers of arithmetic . Burscn, C. W. “Taking Stock of High Sc Teaching.” Nation’s Schools 3: 44-48; A 1929. Suggests checklist and record of class: observations. . Courtis, S. A. “Problems in the Appraisa Supervision.” Educational Administration Supervision 15: 269-78; April, 1929. Discusses some of the perplexities in m uring the effect of supervision. . GAMBRiLL, Bessie L. “A Critical Review of |! searches in Supervision.” Educational Adm tration and Supervision 15: 279-89; April, 1929 Summarizes a number of supervisory experimental studies. Me tvin C. “Supervision from the Stand- nt of the Supervised.” School Review 3 { 40; September, 1930. [eacher opinion regarding classroom visits nd conferences. BBARD, FRANK W. “Obtaining Time for Su- vision through the Teachers’ Handbook.” mentary School Journal 29: 748-53: June, 929 Suggests that routine administration should described in bulletin form so as to avoid edless interruptions of the principal's sched- e pp, CHARLES H. “Scientific Methods of Su- ervision.”’ Educational Administration and Supervision 12: 345; May, 1926. Suggests that supervision should stress suita- le methods of follow-up rather than a definite routine in teaching, owing to individual differ- ences among teachers. Metsy, E. O. “The Organization of High School Supervision in Certain Cities.” School Review 37: 736-46; December, 1929. Summarizes practices in high school super- vision in cities between 10,000 and 20,000 in population. STONE, CLARENCE R. “Objectives of Supervision by the Principal.” American School Board Jour- nal 758: 47-48; December, 1927. Names specific objectives of supervision by the principal. Allots 40 percent of the princi- pal’s time to supervision. WRINKLE, W. L. “The Improvement of Super- vision.” Educational Administration and Su- hervision 16: 641-48; December, 1930. Describes a rating scale to be used by teach- ers in evaluating supervisors. Administration Foster, H. H. “Schedule Making in the Small High School.” Educational Administration and Supervision 14: 170-78; March, 1928. Illustrates practices in a school which enrolls about 200 pupils. Goop, CARTER V., and Roperts, Epwarp D. ‘Curriculum Titles and Curriculum Constants in Senior High School.” School Review 36: 679-84; November, 1928. Summarizes 466 curriculum titles found in 65 school systems. Points out great amount of specialization in high schools. Hosic, JaMes F. “The Organization of the Ele- mentary School.” Educational Method 8: 11-14, 81-84, 147-50, 199-202, 395-98 Begins in Septer number. Seven instalments describing the 1 p! an” of elementary school organi: KIRBY, Byron C., “Evidences f Inefhciency Building Control.” Elementary S 30: 336-45; January, 1930 Discusses certain standards relating to the organization and management of an elementary school. MatHuews, C. O. School Education.” Educational Administration and Supervision 16: 561-74; November, 1930 “Progress in Junior High Discussion and references on such problems 1s articulation, guidance, and the curriculum McNaLty, E. J. (and others All-Year School.” Elementary School Journal 30: 509-18; March, 1930 “Report on the Summarizes practices and opinions on the all-year school type of organization Netson, M. G. “Subject Combinations in the Programs of Teachers in Small Secondary Schools in New York State.” School Review 3 $26-32; June, 1929. Reports data on 1,128 teachers in 210 small high schools. Patty, W. W. “Camouflage vs. Character with Special Reference to Administering a High School.” Educational Administration and Su pervision 16: 519-27; October, 1930 Calls for an inventory of the aims and prac tices of high schools. Reavis, W. C. and Woertner, Roserr. “The Time and Personnel Available for Administra tive Duties in Secondary Schools.” School R 36: 576-92; October, 1928 First of a series of summaries of checklists received from 522 secondary school principals regarding administrative practices. Published as a book, see footnotes in Part II of this bulletin STANTON, EpGAarR A. “Saving Time in Office Routine.” Elementary School’ Journal 28 December, 1927. Outlines methods whereby time devoted to office routine in schools may be reduced UNZIKER, S. P. “A Study of Teaching Loads in Junior High Schools in Wisconsin.” School Review 37: 136-41; February, 1929 A study of practice in 23 junior high schools. ; g [ 157 ] 66. 67. 68. 69. 70. Study and Adjustment of Pupils Cook, Inez, and GoopricH, T. V. “How High School Pupils Spend Their Time.” School Re- view 36: 771-78; December, 1928. A study of how 700 boys and girls divide the total day. Includes suggestions of teachers as to how the day should be divided in the interest of health and studies. Cornett, Eruer L. “Why Are More Boys than Girds Retarded in School?” I and II. Elementary School Journal 29: 96-105, and 213-26; October and November, 19238. An analysis of the records of 749 pupils over a period of three years. Dvorak, Avucust. “A Comparison of the Achievement of Superior Children in Segre- gated and Unsegregated First-Grade Classes.” Elementary School Journal 29: 380-86; Janu- ary, 1929. An experiment which indicates that superior pupils make more progress in segregated classes, if the curriculum and the instructional materials are adapted to their needs. Goutp, Sitas E., and Davis, Ropert A. “Some Reasons Why High School Pupils Choose Cer- tain Subjects.” School Review 37: 602-14; Octo- ber, 1929. A survey of the interests of 1,500 high school students. OsSTERBERG, HiLpur C. “A Study of the Load of Senior High School Pupils in Los Angeles.” School Review 36: 359-69; May, 1928. Summarizes data on about 2,000 students. Brings out relationship between load of studies, scholarship, and intelligence. . Prerce, Paut R. “Maladjustments of Adoles- cents.” School Review 37: 679-86; November, 1929. Points out some of the educational implica- tions of a study of delinquent children. . Towett, J. F. “The Social and Educational 77. [158] . KING, Status of the Pupils in a Residential Suburban Community.” School Review 37: 49-58; Janu- ary, 1929. A study of the characteristics and_ back- ground of 54 percent of the persons in a high school district between the ages of seven and twenty-one years. . Turney, Austin H. “The Status of Ability Grouping.” Educational Administration and Supervision 17: 21-42; January, 1931. Reviews a number of studies of ability group- ing. Teacher Rating . Atmy, H. C. and Sorenson, HEerBert. “A Teacher-Rating Scale of Determined Reliabil- ity and Validity.” Educational Administration and Supervision 16: 179-86; March, 1930. Discusses reliability and validity in teacher rating. . Barro, JAMES, and Bates, Guy. “The Basis of Teacher Rating.” Educational Administration and Supervision 15: 175-83; March, 1929. Raises questions as to the validity of teacher rating. . Hess, BertHa Y. Samples of Teacher Self- Rating Cards. U. S. Bureau of Education City School Leaflet No. 18, February, 1925. Presents self-rating schemes for teachers and a bibliography on teacher self-rating. Kent, Raymonp A. “What Should Teacher- Rating Schemes Seek to Measure?” Journal of Educational Research 2: 802-807; December, 1925. States that little consideration had been given in rating schemes to the composite resultant of teaching and the effort of the teacher. LeRoy A. “The Present Status of Teacher-Rating.” American School Board Jour- nal 70: 154-57; February, 1925. A survey of the status of teacher rating in the United States. rs er ; i j eee Research Bulletins Now Available Teachers’ Salaries and Salary Trends in 1923. Vol. 1, No. 3, May, 1923. 116 p. Price per single copy, $1.00. The Problem of Teacher Tenure. Vol. Il, No. 5, November, 1924. 40 p. Price per copy, 25 cents. Public School Salaries in 1924-1925. Vol. III, Nos. 1 and 2, January and March, 1927. 72 p. Price per copy, 50 cents. The Ability of the States to Support Education. Vol. 1V, Nos. 1 and 2, January and March, 1926. 96 p. Price per copy, 50 cents. Efficient Teaching and Retirement Legislation. Vol. 1V, No. 3, May, 1926. 72 p. Price per copy, 25 cents. Major Issues in School Finance—Part 1. Vol. 1V, No. 5, November, 1926. 32 p. Price per copy, 25 cents. Major Issues in School Finance—Part Il. Vol. V, No. 1, January, 1927, 64 p. Price per copy, 25 cents. Salaries in City School Systems, 1926-27. Vol. V, No. 2, March, 1927. 64 p. Price per copy, 25 cents. The Scheduling of Teachers’ Salaries. Vol. V, No. 3, May, 1927. 64 p. Price per copy, 25 cents. The Advance of the American School System. Vol. V, No. 4, September, 1927. 32 p. Price per copy, 25 cents. School Records and Reports. Vol. V, No. 5, November, 1927. 132 p. Price per copy, 50 cents. Creating a Curriculum for Adolescent Youth. Vol. VI, No. 1, January, 1928. 80 p. Price per copy, 25 cents. The Advance of the Teacher Retirement Movement. Vol. VI, No. 3, May, 1°28. 56 p. Price per copy, 25 cents. Practices Affecting Teacher Personnel. Vol. V1, No. 4, September, 1928. 52 p. Price per copy, 25 cents. Can the Nation Afford to Educate Its Children? Vol. VI, No. 5, November, 1928. 48 p. Price per copy, 25 cents. Can the States Afford to Educate Their Children? Vol. VII, No. 1, January, 1929. 44 p. Price per copy, 25 cents. The Principal and Progressive Movements in Education. Vol. VII, No. 2, March, 1929. 60 p. Price per copy, 25 cents. Salary Scales in City School Systems, 1928-29. Vol. VII, No. 3, May, 1929. Price per copy, 25 cents. Vitalizing the High-School Curriculum. Vol. VII, No. 4, September, 1929. 104 p. Price per copy, 25 cents. The Principal as a Supervisor. Vol. VII, No. 5, November, 1929. 84 p. Price per copy, 25 cents. The Questionnaire. Vol. VIII, No. 1, January, 1930. 52 p. Price per copy, 25 cents. A Self-survey Plan for State School Systems—Part 1: Checklists. Vol. VIII, No. 2, March, 1930. 36 p. Price per copy, 25 cents. A Self-survey Plan for State School Systems—Part Il: Handbook. Vol. VIII, No. 3, May, 1930. 76 p. Price per copy, 25 cents. Investing in Public Education. Vol. VIII, No. 4, September, 1930. 56 p. Price per copy, 25 cents. Current Issues in Teacher Retirement. Vol. VIII, No. 5, November, 1930, 64 p. Price per copy, 25 cents. Ethics in the Teaching Profession. Vol. 1X, No. 1, January, 1931, 89 p. Price per copy 25 cents. [159] S CHOOL PEOPLE ARE limited in competence not so much in the details of their jobs asina large com- prehension of their significance. In other words, like the lay public they need more than anything else an understanding of what education is for, of the ends that it is supported to achieve._Thomas H. Briggs, The Great Investment, p. 29-30.