— — (hs Le Al ie] 4 4 el fo] | (hy “yy 4 a a) "i . liy . taas oe -F “ = e actga retainirg = apravyements ar rather rowed these - - and su teachers sade the educational prograa not only ligited is Stgators ifn he adginistrato Ae | a “ “i 4 0 0 wv ea’ ay a 9 4 b 9 J “i 4 - be bhusan of - a adain — eas which ~ +> Va ized provision inadeguate act Administration in a Small Community School mae Naceoral Edoocoe memes x te Depart s Sorctrwes, Wast- ‘ EARBOOK COMMITTEE : DUC FECA Otacuoaess xDOoOs, &£ SLVSV Was pt ee Oe ISSA S cS FRYE .. and Leadership Is His ost Important Contribution ~wa. flown Cie . . a of I 135 a an an es > _ - Ce 7 . . < ~ . ~ 7 ~ . — ; - ie i : } 4% 2G 71¥ $ 4 f- mer ‘is » omc wie 1 seme . . = a Pees F trmemistr ‘ a deomensvcera? ST} . => < - ~s at - asia * 7a + es ~*~ ¢ we -~ . = > : ~— On revealed the absurdity of her logic Just as ny relentless And the F G tix Mivatiions ae ae = eeSs ~~ sc gtuze the Va'ue Of a : , , . arr 4 OF Pewee Ret eos ; ents anc Other proresszOnal nall communities, discharging ems a his We Belleve eacs to nowhere. person who ca ‘ {6 ADMINISTRATION [SNS TH SMA COMMUNITY SCHOOL Or ravt u~©, Hi w about > se that have. let’s sav. not more than < Or —. a —- — > — — | > ol, > . ~ 51} ayvoe W COuIg put if anom € Way 2 Say OUF Si i . c am < ~ a - > ~ . ’ } SCHOOL Systems e those that have not more than 1000 pupuls in erades - oe - > . oe . > wy Kindergarte zh twelve. Could we push that t 0? Or maybe aceon Eu canine tn sdacn a a i } more some prefer to thin K Of the size of the schooi in terms of the number of teachers emploved. Schools which employ fewer than 40 1. ~ Sin - —— —— > | ] . : large school systems, any such standard would be small. To o*hers a Fe ~< rh > m3 . oc 7 5 a = > ; = K-12 system with as many as 1000 pupils is a tremendous -nterprise Administration of any school system (ex cept perhaps in our very largest bia On mene iain meme aihe dnd ah Pier oe im Aare thar tres ) has sO Manv Common eiements, except perhaps in deyree, that . rrer r > ny abbacnn? sei - f for worse ) attempt is made tO put specific Lumut $s upon what the d: sstONn thro sburseud obs he vke peoarde ax ema) In thic — nat the dis MON TNTOULMNOUT TOIS DOOK regards as S™Malil in cnhis Way -_ os c . ' . sceceoe > ; : a . +} le 2$ an opportunity to assume that the edarcational goals } , 4 rh bo Txt — = sil . ‘ * 4 3 ce-cribed, the [2anmiwork calied for, the trout ble spot S, and che sources of have each heen tailored to a school system precisely th nave eacn deen tauored tO a SCNOO! System preciseiy the e ot that = which ire has major concern. Only the most insensitive One point teak be emphasized at the outset. To term a community or a school small or Jarge does not automatically imply that it is good” or “bad.” Value judgments and their concomitant emotional rbook of the same kind.” Certain specific data revi iewed in this chapter give ; ; - : reactions can ciutter ud understanding For Purposes of this yea small” shall mean merely “not large as compared with other thi i] 99 A bases for a fairly precise application of such a definition. But even so, “small’’ will continue to be relative Most Communities Are Small A community is more than a localized population group. It is a local culture area where people associate naturally in the everyday affairs of life. It is made up of a town, village, city, or other population cluster and its tributary rural or country area. The community is the smallest area that is relatively self-sufhcing—within which a majority of people can satisfy their economic, religious, educational, social, and recreational interests. But a mere aggregate of people without these mutually reinforcing interrelationships cannot be regarded as a com- munity. Communities ate social organisms, each with a personality you look at it. ; intimate acquaintance and the degree of mutual regard, d good will are § * the 3070 counties in the United ntain even one urban place (2500 or more popu- lation) in 1950 and 127 others had only one incorporated place that barely exceeded 2500 population. The 168 standard metropolitan areas delineated in 1950 comprised seven percent of the area and 56 percent of the total population. The remaining 44 percent of our population was scattered throughout the nation in numerous hamlets, villages, and cities. The fact that the majority of these are small is quickly demon- strable through either statistical data or a hundred mile drive in any direction from any starting point. Of the 17,118 incorporated places identified by the Bureau of the Census in 1950, a total of 13,235 had populations under 2500; the population of more than half (9827) of all the incorporated places was under 1000 One of the characteristics of small communities in every section of our country is that they are getting smaller. Generally, when we think e about small communities, we are impressed with their stability. But for the past several decades most have been losing population. The descrip- tion of one small Michigan community will serve to illustrate what has happened in thousands of others. The village of Eagle, Michigan, is an incorporated place with 147 inhabitants. Eagle is located seven miles from Portland (population Scion Rp. Fe . -SU } ve ie@s ff 306) on fone, FT an Co x) ”) mul rom Lansing 4.000 ) - , . & she > LIVE TT Cem eNF oO : ts Ui : > aavertisement in > ; ; \ vr? tne Lz y PT Maninitachiric bSbeRS VAL GL LULL Lal Small communi sii” osing population. With a vastly increased level of 1 endency to De- "seems to be } f r - ome Popu n so reg ce This hat small communities 7 j rr 1} i } . a 4 are disappearing nor will they ever complet appear a few . nT } > . } : -} + hic instances where the basis of thei n exhausted, this could happen to some. B in m changes they are ' experiencing are nothing more than an adjustment to new circumsfanc bitall The changes are overtly social, but their r - 6 rr wr ‘ fer - % on] & od jo) we eal < Q) “ ~y o> - / - =D a Description has been adapted J. F. Thaden, Department of Sociology and Anthropology, M at the Great Lakes Conference on Rural Life and Education, Ann ; : igan, November 28, 1949 Small Communities Are Different n scat- tertile valleys “OmMmmMuU KUM a unifies are compact ound in the vast slatively den \ativeiv aense Xx ofl wns natene fie nali ce mmunities ha com- In certain areas of the which are developing into rich might be regarded Increasingly there are small) surburban or fringe com- in the city but who seek utside the metropolitan ific occupational ‘ small communities are the main the economy of most is closely related ual ar While gia every large city wealthy sections” which are readily identifiable, wealth and in the general iassifications can be applied almost in whole Cis hile most are some medium category, ies which may be desczibed as “poor” iis wealthy” commun depending upon the general of the majority of its people. There are many more of nities > ye ~ : } atterns of the peopi Peo} what its program and purposes sho uch they react to forces of change hich i feel ir established way of life. With wide variations and between ns of the country, there unity a high degree of ‘ ‘ public education in small communities cannot help fluenced by attitudes of the people of the community—the S| -] mat s< all se the “\¢r in Q . on N clumate—as well as the economic base for school support PI But They Do Have Much !n Common In spite of specific differences, small communities do have much in common. Many of their common elements result from or are related directly to smallness. People live close together—not always close geographically but close :n terms of their associations. Their continuous face-to-face relationships —_ them aware of the strengths and weak- nesses, the problems and needs, of their fellows. There are few places to hide anything in a small community. What is considered socially ac- ceptable is more clearly drawn, more widely understood and respected ; deviations are more quickly met by social disapproval. But these characteristics of people in small communities, as they act and interact, ~OYern vern ; . Mr eEMtiAe oa ACI MGIe SCHOO! Saortente MiMtl eg SCHOOL . .. the center for many kinds of community activities. >MMUNTTY — isegqu Qi oor aie din : tram rom Pha! Uian | snarl l mens enroiimen and others. Ycar School District Reorganization Education Association, yee Departmen 2. Howard J Comm and McGhehey. Marion A. Treed of the Schoo! of Education, Indiana ngton: I six Research and MUN TC “wry sete a a a munity quent turnover of teachers of small sc “oOmmMunity x9 school operation is a tuted quasi-corporation which functio thin the frame- immediate d f a local board of entities they can be identified, counted, classified, id major characteristic nm @iiu wi ‘ numt sh > by day Maa kik by the Departmen Public Instruction, State of Iowa n were sendin majority of usually by a superinter by the board o . oie tion.) sialisias by the prin- ruNnCcTIONS ; With but few excep two, or three teachers it would seem that approxi- data relative the numt nd characteristics of school districts or school units inclu in this s except as otherwise noted are drawn from Scbco! ct Organizatios im the United States, 1954-55. Prepared use Contere Edu by its subcommittee on “In What Ways ze Our Schools Mc Bciently and Economically?” Washington, D. C ents, Government Printing Office, 1955. Revised Jaowary 19, upon U Department of Commerce, Bureau of the Census. Scdool tricts ta 1937 Census of Governments, Advanced Releases, No. 1. Washing- ron 5 the Bureau, November 13, 1956. 2 p *There was in 1955 a total of 39,061 ome-teacher schools operating. Approximately 15,250 such schools were operated within larger administrative units lementary elementary etfe tive seco ent er linn Cn TrOLiiiinik of Documents, Government Printing Office Mmoer bLitS ‘ = a} } le . ion refers to school districts tt also be called school syster : Within many operated— a sizable portion Ilment of ementary schools to be b | (the result of efforts to keep -e secondary units large enough for n inspection of secondary school operation), an istrative r (the most recent data availa a) there sien ry schools in operation.’ Of this 3 percent) were located and Gaumnit ter H. Ssatistics of Public Secomdary Day Schools, Survey of Education in the United States. Chapter 5. U. S. Depart- ducation, and Welfare, Office of Education. Washington, D. C.: Super- Mice, 1954. p. 42-43 > wee ik, b Of very smai evident mentary school attendanc< ip the “enters make u that at raance Nak however, the seconda all secondary school of fewer than $00 yur secondary school ile pils in the United wdary sch ool p put h had enrollments ~ : SACU . dary, or the combined Secor iry rs, be they Most school adveliiaadiia ‘ ncipals of administrative units or un ties mri ph Aa INE} S alan) Abhi located in small con ' ' -} i. SMNOOLS is clearly school districts ~ ; ' uzed districts } }» snr “ __—e * Lali At pe expected ft — a $8 A oS | hime thd ; > ‘ ; and needs. But basic letermi wi 8 ue ; | } } . —— ane eve nrecer tantiy Deen protected and presery ' 1S AlWaVS Met res ce 1e NEA Department of emoh Ciiipriie rt? 2 “5 - eftrective ealeal Pete ea SS: Department of Rural Yearbook 1954. Washington Jorntit na BAAS AAATL Ail Jieadwan? Cisacvanta : ; > ,l< Vo ewrePr hu UST 2iSO 1aentriry, ) ther men ; . er? at LAL AQU does ally make somethin nents and concomitant em motional reactions c CHAPTER 3 There’s a Job To Be Done EVERAL men were anxious to see Superintendent Bidwell before he went to his General Math class. He informed his part-time secretary to warn him when class time approached. Too many sessions had already been missed, and he wanted to be sure to get to class this morning In came the sales representative from the book company with just the thing to solve all the curriculum worries of the school. Mr. Bidwell had a high respect for book salesmen for they were among the most professional sales people who called upon him. But time was slipping by, and he had to see the other people before class started The building custodian followed and said that the representative from the Skiddymore Wax Company was here to iron out the diffi culties that the school had with their products Superintendent Bidwell felt something had to be done. A lot of money was spent on the Skiddymore Waxes, and they just didn't seem to work out to well This conversation was interrupted by a long distance call from a young married woman interested in the fifth grade teaching position left vacant by an unexpected resignation. The candidate asked for a Saturday afternoon interview to which Superintendent Bidwell agreed James and George were causing trouble in Mrs. Perkins’ biology class once again, and she sent them to the office for another “ good talking to.’ At this point, Superintendent Bidwell told Miss johnson to send his class to the study hall; he'd have to miss it again, The lunch period brought the Lion's Club meeting, after which the architect wanted to go over some of the color schemes for the new build ing addition. This would certainly chew up the afternoon Mornl! M Hall, Assistant Specialist, Local School Administration Section, Office of on, U. S. Department of Health, Education, and Welfare, Washington, D. C., the original draft of Chapter 3 40 41 The evening well, let’s not talk about that. It's just a steady stream of telephone calls at home or 7 eetings all over town as the day progressed, and it seemed to push another. At times he felt he was doing his keep going—-even though he wasn't quite sure of where he was going and didn't have time to plan for what might come next That Which Is To Be Administered It's not hard to get ca ton a merry-go-round. You keep moving id look so busy, but often little forward progress is evident. You go ind and ‘round, but remain in the same place. The faster you move more blurre ings become. Eventually means and ends seem to ine one. Purposes get lost in the shuffle. You don't know where roing—but you're going School administration is exceedingly complex, and there is no sign that it will be getting any simpler. For all its complexity it must be repeated that school administration is not an end in itself. One of its primary functions is to provide the situations and circumstances which . and it's so easy to yet caught on the merry-go-round. 32 ADMINISTRATION IN THE SMALL COMMUNITY SCHOOL make an instructional program possible. The activities which take place in the classrooms and related instructional areas. the relationships be- tween teachers and pupils, the provisions for continued professional growth of the staff, and the like are all parts of the educational program The purp re of school administration is t terve as the vehicle or imple- menting machinery for putting what is known about desirable educa- tional expertences into practice. The effectiveness of the administrator can be judged by the adequacy and appropriateness of the educational Opportunities within the school. Machinery is important, but it can also create problems when purposes get lost in fast moving parts There is some justification for the statement that it's a lot easier for an administrator of a small school system to get caught in the machinery of administration. It’s not hard to dissipate vital energy as one is driven by the pressure of diverse activities. The small school superin- tendent or principal lacks the staff of non-teaching specialists to assist him with the many duties and responsibilities and challenges that meet him every day. He is supposed to be a supervisor of instruction, trans- portation officer, publicity director, personnel manager, paymaster, ac- countant, ‘chief complaint receiver,” part-time office secretary, and, if the janitor gets sick, he's that too. Let's not forget that more often than not he's scheduled to teach a class or two which is lucky to see him and much less likely to find him well prepared. It bothers him that he doesn't have time to prepare for his classes—but time waits for no man. The small school administrator personally participates in the Organization and operation of almost every activity in the school pro- gram. This type of direct and personal involvement in the total business of education is far more likely to be found in small community school district administration than in large urban educational systems. The variety of activities and details which command his personal atten- tion are such as to make it easy to lose sight of the important tasks in administration. Discrimination can be dulled by the heat and pressure of varied day-to-day activity. A pause to refresh one’s memory and to recapture some purposes is in order when this state of affairs is reached. One must back away from immediate tasks to survey the terrain. Some soul-searching questions should be asked. ‘‘Perhaps I'm not delegating sufficient work.” ‘Maybe I can organize my time a little better.’ Or more realistically, “Is this more than one man can do, even in a school system called small?” Above all, “Am I keeping my eye on the ball?” IXONE 43 . j >be } . : To lose sight of the ball means aimless motion and small chance of hitting the important tasks. Does activity justify itself? Hardly, if at all Keeping Your Eye on the Ball It's most easy to lose sight of the educational program in the name of getting more urgent things accomplished It is possible to get ‘too busy” to do the things that should be done. But purposes should drive a man, rather than pressures which may be beyond control and often inconsistent with each other Would you please tell me which way I ought to go from here?” That depends a good deal on where you want to get to,” said the Cat [ don't care much where,” said Alice. Then it doesn't matter which way you go,” said the Cat so long as I get somewhere,” Alice added as an explanation Oh, you're sure to do that,” said the Cat, “if you'll only walk long ern ugh Many of the problems which plague school superintendents are similarly of no consequence unless he cares where he wants to go Honor societies, high school graduation requirements, the teaching of languages in the elementary school—these have real significance only when approached in terms of what schooling ts designed to accomplish But for a school administrator not concerned about basic direction, such questions might well be settled by tossing a coin. Keeping your eye on the ball is another way of saying that the purposes should remain in full view at all times.' Lose sight of the educational program and you're at sea without a rudder or a guide. The administrator cannot be an effective educa tional leader unless he clearly understands the educational needs of the community which he serves. There Are Stars To Guide Us Available to every school administrator are a number of well-organ- ized statements of educational objectives. Each attempt to formulate goals in education has helped clarify the role of public education. They have given direction to efforts to improve educational programs See Krug, Edward A. Curriculum Planning. New York Harper and Brothers, 1957. p. $ ; A genealogy of educational aims was presented in the 1955 Yearbook of the Department of Rural Education. It 1s presented a4 follows A GENEALOGY OF EDUCATIONAL AIM! Ss) (19458) (1952) Seren Cardinia Ps NCI Die } ur Cyront r < hr te site Té ‘7 lon perative Needs (Commission on Reorganiza (Educational Policies ( Educational Policies tion of Secondary Education) Commission) Commission ) Worthy Home Membership Famuly Lite Health Health Command of Fundamental Selt-realization hink and Communkate Processes ( learly Worthy Use of Leisure Arts (aesthetic ) science Use of Leisure { Occ upational Skill Vocation Economic Efficiency } | Wise Consumer Citizenship Civic Responsibility Civic Understanding Ethical Relations Human Relations Human Relations As the above chart discloses, there is a close relationship in the various statements of aims in education. It behooves every administrator to comprehend the significance of the ends of education (no matter how stated) for the organization and administration of the school system Purposes give meaning to his activities. Neither immediate pressure alone nor the flip of a coin is satisfactory justification for a superin tendent’s decision To be more specific, let's refer to the “Charter of Education for Rural Children.’ Im Article I of this ‘Charter’ it is stated: “Every rural child has a right to a satisfactory, modern elementary education. This education should be such as to guarantee the child an opportunity to develop and maintain a healthy body; a balanced personality; to acquire the skills needed as tools of learning; to get a good start in understanding and appreciating the natural and social world; to partt- cipate happily and helpfully in home and community life; to work and *"National Education Association, Department of Rural Education. Rural Education- A Forward Look. Yearbook 1955. Washington, D. C.: the Department, 1955. p. 71 *National Education Association, Department of Rural Education. The White House Conference on Rural Education. Washington, D. C.: the Department, 1945. p. 14-15 THERE'S A JOB TO BE DON! 34 play with others; and to enjoy and use music, art, literature, and hand- crafts Elementary school experiences should be designed with this point of view in mind. This would result in an enriched program rather than one limited to the three R's alone. Teachers as well as administra- tors can justify their work if it contributes to the realization of the goals stated The second article of the “Charter” pointed out Every rural child has a right to a satisfactory, modern secondary education. This educa tion should assure the youth of continued progress in his general, physi- cal, social, civic, and cultural development begun in the elementary school and pr vide initial training for farming of other occupations, and open the door to college and the professions.’ This 1s more than a secondary school program limited to meeting college entrance require ments. There is a need for administrative activities which can help to achieve a comprehensive high school offering in all small schools Although broad outlines of a desirable elementary and secondary school program can be found in the “Charter,” there is more to an edu- cational program than the course ofterings alone The task would be made easier if all children were cut from the same pattern and cloth But children are as different in mental ability as they are in the more readily apparent physical shape and size. There are the gifted and there are the slow: there are the interested and the bored. There are homes that help the child's learning and others that contribute little Educational programs to meet the needs of the ‘‘in-betweeners the great majority of children and youth who fit in the normal range are common. But the challenge to small school administrators 1s to marshal the resources necessary to prov ide for those who are exceptional and different (in any direction) from that large group known as ‘the average. Limited enrollments in small communities present special difficulties in the design of educational programs to fulfill the needs of the exceptional as well as the average A teaching staff with all of the competencies needed can seldom be provided by the small school system alone. The need for effective intermediate units to supplement the services the small community s-hool district can provide becomes .n- creasingly apparent when efforts are made to provide for all children and youth. There és an alternative to doing without. Intermediate units can help This is discussed in a later chapter : ‘See Chapter 6, page 96 DMINISTRATION IN THE SMALL COMMUNITY SCHOO! + neru — . aol +? ; en 4 unity schools are faced with the task of providing irtunities for another type of child whose most schools are prepared to accommo from what have been termed estumated that a substantial an school-aged children who are not enrolled in are among these disadvantaged rural minorities. Among these e children of migratory agricultural workers and the children of ultural munority groups such as Indians and Spanish are other disadvantaged groups, those mentioned are a st U e to rural and small communities A Wide Variety of Services Ils Needed In addition to grouping children into grades and courses with com- petent teachers, there are a number of other services which support and gment the instructional program of the school. As stated by Article Four of the ‘Charter of Education for Rural Children” Every rural child has the right through his school to health services, educational and vocational guidance, library facilities, recreational activities. and. needed, school lunches and public transportation facilities at expense. Such special services, because they require the employ- ment of specially qualified personnel, can be supplied most easily through enlarged units of school administration and the cooperation of several small schools.”’ Meeting the need for some of these services in a small school system often poses unique problems. A few will be identified as illustrative Access to a wide variety of books and other materials on the part of both pupils and teachers is as essential to a good educational program in smaller schools as it is in larger ones. The small community, however, is less likely to have the services of a public or private library outside of what the school provides. In addition, it is frequently true that the work or educational experiences of school board members in many small communities may never have given them an adequate appreciation for the type of library facilities which should be available. This, coupled with a limited school enrollment, severely limits the variety of books and materials which is provided in many small community schools. Some communities have been able to solve this dilemma, at least to some extent, through developing a combined school and community library *National Education Association, Department of Rural Education, op. cit., p. 83. , | ' books purcha f materials } Not PoOssil le he quantity and rovided depends largely upon the lassroom teachers to understand and work with responsibility im this area is greater than ts rer school systems. They have to their advantage a ils and their homes which provides many and frequent know their pupils well—both in school and in other ion. Much of the information that can con comes informally. This is important and t enough. Certain types of information for adequate understat ding must be obtained in more objective Administrative assistance and encouragement are needed Outside assistance must be obtained regularly. The welfare and ap propriate adjustme nt of pupils depend upon it There is even more to a school program than what ts taught during regularly scheduled classes and certain other supporting services, how ever. Actually the educational benefits derived by some students from extra curricular’ activities may be as great as that gained in any other single class. Small schools have great difficulty in providing a sufhcient range of student activities to meet the real interests of all pupils. The tendency too often is to focus all the attention and enthusiasm of the small school upon one or two activities and to excel in these far out of proportion to any real values the activity actually has for the educa tional or recreational development of the child. Examples of almost entire states or of individual communities where basketball (or girls basketball), baseball, skiing, or ice hockey form the axis about which the rest of the school program revolves come quickly to mind. Sure they have good basketball teams! But the) thould when this is the dominant emphasis of the school. Falling into the trap of too much emphasis on a limited area and not a sufficient variety of activities is a special problem of small schools Other problems arise in regard SMALL COMMUNITY SCHOO! . and there are some who may have other interests. who are transported, the inability of already heavily loaded t adequately supervise student activities, the lack of con- tinuity resulting from frequent teacher turnover, and hnding time in the schoo] schedule when such a program can be arranged Special problems exist in small schools in regard to health services Contrary to general opinion, the health needs of children in small com munities and rural areas are frequently greater than in larger com munities. Transported pupils have a longer school day. Food eaten at home, although plentiful, may not constitute an adequate diet. Periodic health checkups are often more likely to be the exception rather than the rule. It is also true in many small communities that the or ranized health agencies are very limited at best. These circumstances provide certain unique challenges to the educational program in small schools all too frequently totally unprepared to meet them The special problems small schools have in relation to the transporta- tion of pupils, the maintenance of school buses and school buildings, providing a school lunch program, and the problems associated with securing competent personnel in these service areas quickly become obvious to every administrator who serves in a small school. The neces- sity for the administrator to keep in close touch with these varied pro- grams in addition to the program of instruction, the problems of pupils, and the needs of teachers tends to put him in the position of being many ind ex avatlable in larger communities, but are not nearly as accessible ction of the administrator to do what he can to closely link the school with resources for learning within the com earning should extend beyond the walls of the » are material and human resources in each community enrich the educational program provided is a two-way street. Community resources are available for enriching learning experiences, and so too must school resources for enriching community living. ¢ hildren are not the Adults can learn as well. Adult education programs in not conflict with the primary function of educating are many illustrations of fine adult education pro tly operating in small communities. Schools can contribute unity improvement, particularly in the betterment The rewards for community leadership can be varticularly gratifying to the small school administrator Instructional Leadership—A Must! There is ample evidence to support the contention that, in general, school administrators recognize the improvement of instruction as one of the most persistent profe ssional problems Unfortunately much con fusion about instructional leadership continues to exist Some accuse ool administrators of being overly concerned with ‘buildings, bonds, and budgets This could be a valid criticism. But, on the other hand, helping to design a better school building is setting the stage for instruction. When the superintendent is instrumental in getting larger budget appropriations for teachers salaries, he is creating con ditions which may result in better teaching, and therefore ts working for the improvement of instruction Better lighting and better acoustics enable the child to devote a greater portion of his physical energy to the problems of learning. Less physical effort is drained in the adjustment ADMINISTRATION THI L COMMUNITY SCHOO! Visual atmospheres of poor auditory conditions, and more remains to be applied to learning ‘he administrator 1s primarily con cerned with setting up the satisfactory onditions which can mean improved instruction. Clearly, then, most superintendents do more role of instructional leader than often they are given rr. Admittedly, this is an indirect contribution There are many ways to contribute to instructional improvement even though the superintendent's office may be far removed from the class room. Instructional leadership was studied in considerable detail by the 1957 Yearbook Commission of the American Association of School ee Administrators This group emphasized that bringing about instruc tional improvement necessitated facilitating certain kinds of changes in classroom teachers, supervisors, and administrators as well as in parents and other citizens. This was more likely to be achieved by in direct means or through other people. The larger the school system the more indirect the superintendent's contribution. The administrator in the small community school district has the advantage in realizing a direct role in instructional leadership. As a matter of fact, one of the characteristics of any small school superintendent is that he is directly concerned with all aspects of administration. There seldom are aides, directors, coordinators, assistants, or what have you, to serve as “go betweens.”’ This ts a distinguishing feature of the small school ad ministrator and rather sharply differentiates him from the large school superintendent The keynote of AASA’s 1957 yearbook is that organized involvement of staff members in the solution of problems related to instruction offers great promise for significant improvement in classroom teac hing. The superintendent is regarded as the one person who can do the most to provide conditions and encourage and arrange processes for cooperative action. His willingness or recognition of the importance to do so, of course, is most necessary A recent survey of practices aimed toward improving instruction reports a number of recommendations, among which are: a pre-school year meeting of school personnel; classroom observation by the admin istrator followed by a personal conference with the teacher; intervisita tion by teachers; demonstration teaching within the school system; all "American Association of School Administrators. The Superintendent as Instructional Leader. Thirty-Fifth Yearbook. Washington, D. C.: the Association, a department of the National Education Association, 1957. 223 p THERES A {JOB faculty meetings concern } fOpics related t currice. structional method UPL pe©rsor nel: and co perative staff projects.’ There is general agreement that the professional school administrator is executing the responsibilities of instructional leadership when he pro poly ies and. desigs the organizational structure required to put into practice the kinds of activ ‘es which are likely to result in in structional improvement. To illustrate. a superintendent may seek board j approval of ; i Ouraging teachers to spend one day each year in observing teaching in other school systems. If the policy is adopted, ‘ ‘ it 1s necessary to provide the framework to effectuate the policy. Thus teacher applications for visiting other schools and the securing and pay ing of substitutes to replace teachers who are visiting must be organ ized to insure the practical success of the policy. In a small school the ucture which helps to realize the policy can be much simpler, but the administrator's efforts remain a contribution to instructional leadership nonetheless [here are other ways to enable a staff to perform more effectively Making some clerical help available « ould free teachers for participation in Various activities planned for the impr vement of instruction. Actu ally, the clerical work done by teachers could be done less expensively by part-time clerical help or by certain high school students. Part-time help is not always difficult to locate in small communities. Commercial education students can be very effective aids to elementary and secondary teachers. Pupils who are interested in becoming teachers (or those who might be encouraged to become so interested) will in most instances accept ‘teacaing chores’ eagerly and with a great deal of responsibility Leadershi, on the part of the school administrator ts needed to convince the school board and the people of the community of the value and importance of such services to classroom teachers The real purpose behind instructional improvement is to enhance learning in the classroom. Recognizing outstanding teaching through special events and honoring extended service by teachers can improve morale and classroom instruction. Recognition is often much better and more appropriate than promotion of teachers to administrative positions There are many ways to express appreciation through notes of commendation from the administrator and the board of education on the fine work observed or through mass media such as press, radio, and "University of Chicago, Midwest Administration Center. What About Improving Instruction? Administrators’ Notebook, Vol. $, No. $. Chicago: the Center, January 1957 The y again first step CHAPTER 4 Who Is on the Team? ~ UPERINTENOENT Jim was busily working about his yard trying to take care of te huge backlog of tome chores that will accumulate at any superintendent's home. As usual he had just a few minutes between the late afternoon closing of his office and an important board meeting His small daughter trailed hin here and there as he rushed about Suddenly, in a burst of enthusiasm, little Jane cried out, “Daddy, is that board ~ are cartying the one you are going to meet with tonight ? It seemed to Jim that there had always been a board of education in his life--some helpful, some d.thcult. But here was someone who didn't know about a board of education. Hey! Here is a pupil in my own school system who doesn't know what a board of education is Here is my own daughter, the daughter of a school superintendent, and even she doesn't know what a board of education is Drawing upon his experience in an attempt to assemble and produce a satisfactory definition for his daughter, he was somewhat uneasy Lost momentarily in his reflections, he finally stumbled through a definition that seemed to satisfy little Jane. Not, however, before what seemed like a hundred questions had raced through his mind Had he ever really talked this whole matter over with his board of education? Did they have a clear understanding of their place in the sun? Was he sure of where their work ended and his began? Did the people of the community understand all of this? Did the children in the school know of the community service rendered by the fine men and women on the board of education ? John Wilcox, Supervising Principal, Candor Central School, Candor, New York, prepared the origina! draft of Chapter 4 43 44 ADMINISTRATION IN THE SMALL COMMUNITY SCHOOL As so often happens, a small child had asked a question so simple as to strike at the very depths of a problem. For the child a simple answer to a simple question seemed sufficient, but Superintendent Jim was to ponder on the matter all through the evening's board meeting and finally to tell the story of his daughter's question to his board. After a little good-natured banter, the board members agreed that Jim and his daughter had put their finger on a vital problem. The short discussion at the close of that board meeting raised such questions as: Where does the superintendent's job begin and end? How much of the board's job is administrative and how much of it is legislative? Should employees have a voice in policy making? What should be the relationship between a board of education and a parent- teacher association? How can a board of education be sure that the educational program is meeting the needs of the community ? Trite? Certainly, from many an administrator's point of view. The school administrator ts a trained professional. But what of the board of education? Like Jim's board, the board in many instances may know little of how they can best function to represent their community, to provide leadership for their community, and, at the same time, utilize the professional services of a superintendent of schools in getting the whole job done. You Can't Tell the Team Players Without a Label Some groups and forces within a community have a direct influence upon administration of the community's school system. Others are more indirect but must be recognized nevertheless. School administration is no one man show. There are, of course, those who are formally identi- fied as the school board, the superintendent, the principal, and the teachers. Pressure is an uncomplimentary name for the influence of people in the community not formally associated with the school. But there are key citizens in every community who help formulate educa- tional policies (for better or for worse) even though many are unaware of it. The power structure of the community cannot be ignored by school administrators. The administration of a community school is a dynamic process—per- haps more so in a small community where relationships are more of the face-to-face type than in a large community where people tend to escape into the crowd and where leaders can feel lonely by the sea of strange faces. The closeness of the school to the people can be an advantage in WHO IS ON THE TEAM? 45 school administration in small communities. It can work to the con- trary as well. Fundamentally it’s a problem of teamwork—in policy formulation and in policy execution The administrator who develops the team approach can look for help from the school board, professional staff, the non-professional em- ployees in the system, the children in school, the parents of those chil- dren, the businessmen of the community, and the countless other specialists and professionals. Each in turn will have a highly developed knowledge of some special area, and each in turn is capable of con- tributing from that knowledge to build a better school system. But the lines of communication must be kept open for all to contribute. What is the character of these individuals and groups, and how can we get them to work in concert as members of the administrative team ? First let's look at the formally titled and more easily recognized mem- bers of the administrative team—the school board and the superinten- dent. In the Beginning There Were School Boards Actually this is not quite true. In the beginning there were people who valued education. They selected representative people to serve as school boards. School boards, in one form or another, have been a part of American public education since its inception. In the beginning they were committees appointed from New England town meetings. Their job was to organize, build facilities, secure a teacher, and admin- ister a school program for their little community. Education was then strictly a local function, and the school committee was law unto itself. But always it was the people of America who gave birth to public educa- tion—professional workers in education followed. Education was too powerful and important a factor in America’s development to be left entirely to the whims of localities or to be carried on in a helter-skelter fashion. Soon after the United States became a nation, the states began to pull together some of the loose ends, and soon laws and constitutional provisions were established to dispel the disorder. Fortunately, a large degree of local control of schools persisted, even after the establishment of free public schools was made mandatory. Boards of education became a means to keep the control of schools close to the people of the community. The value of parental interest in the education of the child continues to be recog- nized in a nation where education is legally a function and responsibility 46 ADMINISTRATION IN THE SMALL COMMUNITY SCHOOI of the state. The state's responsibility has been decentralized by dele- gating authority to local school districts of various types. Each is con- trolled by a board of education, and board members actually serve as state officials when they serve their local district. A school district is a political division of the state, created to aid in the administration of government. Every state has delegated great responsibilities to local boards of education in its desire to keep education close to people. School Boards Have Character No two school boards are exactly alike. This is fortunate, for no two communities are alike. Some school boards are elected and some are appointed. In some parts of the country, school boards are elected at the time of the general elections; in other places, they are chosen at special elections or special school district meetings. Most elected school boards are chosen by non-partisan ballots, and the actual degree to which school boards are identified with local politics differs state by state and community by community. Even in appointive situations, it would be unfair to brand the school board as a tool of the appointing agent or agency. There are many illustrations to the contrary. Fortunately, a high level of integrity in matters affecting the education of our children has been our tradition. The number of members on a school board is as variable as it ts controversial. The merits of the five-, seven-, or nine-man board are dis- cussed in every section of the country. Some of the joint districts in Pennsylvania have twenty-seven, thirty-six, and even sixty-four member boards. Generally the preference is for a board of a size to act effec- tively as a committee of the whole, but not so small that they can be dominated by a single strong personality. Examination of the situations in individual commumtties will reveal many unique arrangements. Often in the small community there is un- written agreement as to the make-up of the board. There may be agree- ment for geographic representation of the various parts of the district, or the agreement may concern the proportion of farm to village repre- sentation. The unwritten law may decree that there shall be at least one farmer on the school board of a newly formed community school district. In earlier years it wasn’t unusual for the school board in many small communities to be largely determined by a single family. Such family-dominated boards of education have now become a rarity. The WHO IS ON THE TEAM? 47 enlargement of districts and mobility of population have largely elimin- ated such practices School boards should reflect the hopes and aspirations of the com- munity for its schools. Some boards achieve this through a strong con- trol of every detail concerning the educational program. Other boards function as a “rubber stamp” for the thinking of the professional ad- ministrator. Between these two extremes lies the kind of school board- superintendent relationship more likely to result in educational progress. More and more, boards of education regard themselves as playing two roles: (a) fulfilling their responsibilities spelled out in the state statutes, and (b) forming policy for the local school within the legal limitations. All boards want their local district schools to be good schools. They employ forma! and informal means to evaluate what goes on in the schools. Fortunate is the school staff where the school board tries to formalize its evaluation. Subjective evaluations based on strictly in- formal and unscientific approaches may be both humorous and terroriz- ing The school board meeting that opens with a member saying, ''I under- stand that Mrs. Jones’ boy has not been......,” may be off for an extended discussion of petty ttems, none of which has any direct bear- Some school boards evaluate teachers from back fence gossip. 48 ADMINISTRATION IN THE SMALL COMMUNITY SCHOOL ing on the real problems of a board of education. Individual board members and boards do exist who evaluate their teachers through what they hear on the street. Usually it is the disgruntled who talk the loudest; the stable and thinking people hold their counsel. “Back yard” evaluation, wherever practiced, generally leads to dissension in the community and a level of staff morale that virtually precludes the possibility of a good educational program. The superintendent has the duty to keep the board fully informed. Objective information on educational progress gathered through self study or a survey conducted by consultants from without the school system are often necessary to supply boards of education with the perspective they need to evaluate complaints or other remarks gathered through informal channels Since World War II a great deal of attention has been focused on the functions of school boards. Perhaps war-time concern with personnel management and the dynamics of personnel relationships developed interest in this concern. The restriction on democratic procedure that existed during the emergency and a subsequent reawakening of the desire for the practice of democracy at a more idealistic level also may have contributed to the need for another look at the job of the school board School Boards Do Have a Job To Do The chief responsibilities of school boards have been identified as the followim,: 1. To develop and constantly improve the educational program 2. To provide personnel for staffing the program To provide and maintain an educationally efficient physical plant 4 4. To secure adequate financial resources 5. To maintain a two-way contact with the adult community and schools 6. To choose the chief executive and work harmoniously with him.! These are important responsibilities for they cover every phase of edu- cation. But they are general statements which fail to specifically declare how a housewife, the operator of a grain elevator, or a farmer can ful- fill these functions by meeting for a few hours each month. It is impera- tive that those who expect personally to execute all aspects of educa- tion have the technical information and professional preparation for the ‘American Association of School Administrators. School Board-Superintendent Rela- tionships. Thirty-Fourth Yearbook. Washington, D. C.: the Association, a department of the National Education Association, 1956. p. 35 WHO IS ON THE TEAM? 49 task. It is fortunate that many boards of education in small communities are coming to realize that the whole task of school administration can't be done by lay people with full-time occupations in areas other than education. Teamwork calls for each member to do what he is best able to d+ Boards are in the best position to know the hopes and aspirations of people of the community and, therefore, to determine the broad policies necessary to fulfill them. Their chief executive (the superinten- dent), if he has been carefully selected, is prepared by virtue of profes- sional education and experience to implement the policies of the board. The executive officer marshals the human and material resources and organizes them to achieve the spirit of the board policies. To illustrate, the problem of who is to select teaching personnel is one that haunts many a school board member and administrator in the small community. It is not uncommon to find school boards who cling to the desire to interview and employ all teaching personnel, with or without the recommendation of their administrator. And yet the superintendent is held responsible for the work of all school personnel. Such views toward the employment of personnel are common in small communities but not in large communities. The team approach in the selection of professional personnel has been more highly developed in the larger communities. The team approach takes into consideration the professional status of the teaching members of the staff and gives them voice in nominating candidates with whom they would like to work; it gives status and responsibility to the administrative staff in screening candidates so nominated and gives final responsibility to the board of education to act upon a list of carefully screened nominees. The board can set the policies which spell out the kind of teachers or other employees they want in the school sys- tem. The superintendent with his staff executes the policy. Many and different people comprise the membership of boards of education in America. Effective action demands that they pull together as a team where matters of education are concerned. Differences of opinion are not to be squelched but rather examined with educational purposes in mind. The American Association of School Administra- tors recently enumerated six basic requirements of individuals who aspire to school board membership: 1. Acceptance of the principle of board unity and the subordination of self- interest ADMINISTRATION IN THE SMALL COMMUNITY SCHOOL Effective understanding of the executive function and the willingness to support it when administering board policies Demonstrating initiative, informal leadership, and insight in board plan- ning and policy making Effectiveness in personal relationships Effectiveness in staff and group relationships Courageous action for the good of the school in spite of pressures and influences.? The recruitment of candidates who can meet these six basic require- ments often constitutes a seemingly insurmountable task in the small community. Qualified leaders are often reticent about declaring them- selves available for a job that carries so little compensation and the possibility of so much criticism. Not infrequently those best able to se* ve have to be asked to give of their service. This seeming dilemma is sometimes solved when other board mem- bers encourage competent community leaders to run for election or to seek appointment. In a few small but progressive communities, specific machinery has been set up to select high quality nominees. In such in- stances, a selection committee that is representative of the community considers the requirements of the office and sponsors able candidates. Such a committee often originates with a non-partisan group such as a community council or parent-teacher association and is composed of representatives of many community groups and organizations. Often the candidates selected are people who have demonstrated their interest and ability through service on an: advisory committee to the board of education. Yes, boards of education are very important people on the team. The laws make them so. But their communities make them even more important. The key to the board's effective operation lies in its rela- tionships to the people of the community and to the superintendent of schools. Superintendent Jim and his board can spend many profitable meetings just ironing out working relations. The Superintendency—An Evolutionary Product Much of what we have said thus far has strongly hinted at the concept of teamwork in the development and functioning of a school system. Today's team involves a school superintendent—but it wasn’t always that way. 2Ibid., p. 30-31 WHO IS ON THE TEAM? $1 Early in the development of the American public school system, it was the chairman of the school committee who had the responsibility of the day-to-day administrative details. In some small rural districts a single trustee ran the schools between annual meetings. The vestigial remains of this type of school administration which still persist are most likely to be found in small communities. With the development of cities, the task of administering schools became too time consuming to expect an unpaid layman to do the work as a part of civic responsibility. The first city superintendencies were established in Buffalo, New York, and Louisville, Kentucky, in 1837. Most of the large cities employed school superintendents before the beginning of the 20th century.’ It was during this same period of time that states were establishing an intermediate level in the organizational structure for administering the state system of public schools. In 1829 Delaware enacted legislation establishing the county superintendency and by 1879 only four of the 38 states then in the union had not created such an ofhice.* A general super- visory type of responsibility for the administration of the multitude of smali districts outside of cities was assigned to country superinten- dents. Most of the local districts in rural areas and smaller communities continued without a professional administrator of their own until relatively recently. Many dis*ricts are stilf without administrative service except as provided by the county school office.® One of the difficulties encountered in the administration of the small comunity school can be traced to the fact that the concept of the super- intendency is a “Johnny-come-lately” in most small communities. It is not uncommon, even today, to observe the superintendency function- ing incompletely in many small communities because of remnants of a concept of school administration as the sole function of trustees or boards of education. It is truly a challenge to the small school superin- tendent to remain professional and statesmanlike under such condit‘uns. Sometimes he is torn between his need for personal security and what ne knows to be for the best interests of the children in his community. *American Association of School Administrators. The American School Superintendency Thirtieth Yearbook. Washington, D. C.: the Association, a department of the National Education Association, 1952. p..55 ‘National Education Association, Department of Rural Education. The County Super- intendent of Schools in the United States. Yearbook 1950. Washington, D. C.: the Department, 1950. p. 31 "See Chapter 2, p. 24. 52 ADMINISTRATION IN THE SMALL COMMUNITY SCHOO! The needs of the children must always come first! However, the super intendent of the local community can work at many problems without “going too far out on the limb" 7f he makes problems the issue rather than himself The superintendent is the professional representative of good educa tion in every school board meeting. It may be that he feels his superin- tendency too small to offer a good educational program; it then falls to him to supply the vision necessary to cope with the problems of the district in supplying a good program. The solution may lie tn either reorganization or cooperation. Before he despairs and starts on the nomadic treadmill of seeking Utopia, he should look about him to see what can be done with the resources near at hand. The Portrait of the Man Who ts this small school superintendent? What manner of man ts he? How is he compensated? An lowa study portrayed the typical small school superintendent in that state in 1956 as a man 45 years of age He ts likely to be married and to have two children. The chances are that he grew up in a small community as a son of a farmer. The small school 7 j superintendent has earned 47 semester hours of credit in professional education courses. Social studies, mathematics, or science are likely to be his teaching fields. He holds a Master's degree in educational ad- ministration. He has attended college or university within the last six years, and says that he reads five professional books per year and reads five popular professional magazines. He is likely to be a member of the State Education Association and the National Education Associa- tion. He attends approximately three educational conterences per year. He rents his home in the community and participates in at least two civic Organizations. As his age indicates, he is a man of maturity and has had about fifteen years of public school experience, nine of which have been as school superintendent. His average salary is $5,743 with no outside income. The board pays his traveling expense to professional meetings and on school business trips. A 40 hour week is an undreamed of luxury for he puts in about 63 hours per week.°® *Meverden, Merville L. Functional Relationships Between School Administrative Officials in Small School Districts of lowa Operating at Least a Twelve-Grade School System. Doctor's thesis. lowa City: State University of lowa, College of Education, 1956. 452 p. (Typewritten) WHO IS ON THE TEAM ? 53 This lowa picture corresponds closely with the “typical” rural super- intendent in 1950 as described by The American Association of School Administrator's study. The “typical” rural school superintendent was older, more experienced, better prerared professionally, and somewhat better paid than his counterpart in 1931. In comparing the urban superintendent with the rural superintendent in 1950, it was found that the urban superintendent was two years older, had one-half year more of college preparation, was more likely to have majored in school administration, and was better paid." A Big Wheel or a Little Cog Regarless of the size of the school system, a superintendent can make # statesmanlike contribution to education. One does not have to go ay.and continually in circles to become a “big wheel."” A primary fur.tivin of the superintendent is that of providing leadership. To do so however, requires that he travel in ever widening circles “ne superintendent at the intermediate level is in a position to coordi- ate certain human and financial resources of a large area to provide facilities and services for community schools. He faces the challenge of doing this big job without destroying the identity of the community schools within the area. The superintendent of a small school has just as big a job and a chance to measure the outcomes of his work in terms of its effects on children. If his superintendency embraces an identifiable community of a size justifying a twelve-grade school system, he must provide the leadership necessary to make this kind of educational program avail- able for the community. The children of the community are dependent upon him to provide that leadership; the people of the community are dependent upon him to provide leadership in protecting the integrity of their community. Doing this type of job may require a largeness of stature that enables the man to work cooperatively with fellow superin- teudents, alone if necessary, or through the intermediate unit if an effective one exists. Before a superintendent of a small unit gets the idea that his job is unimportant or develops a ‘‘left sitting’’ complex, he should appraise his job in terms of genuine service to pupils rather than numbers of pupils served. "American Association of School Administrators, op. cit., p. 334-38 54 ADMINISTRATION IN THE SMALL COMMUNITY SCHOO! One must recognize, however, that all school districts are not ade quate nor efthcient. There are instances where the most statesmanlike action that a superintendent could take would be active participacion in the dissolution of his superintendency and reorganization of the admin istrative area to insure a more adequate program Actions such as this are not unheard of, and the vision and statesmanship of the individual is almost always rewarded posit ely.’ One of a Team The past decade has seen a most remarkable focus of attention upon almest every aspect of educational administration, Much of this effort had earlier roots but received tremendous impetus with the creation of the Cooperative Program in Educational Administration. Through selected coordinating institutions, the research facilities of almost every college and university which prepares administrators was involved. Administrative leadership was studied in every area of the country and many publications describe the findings. One of these identified four aspects of the job of the superintendent, as follows: 1. Maintaining effective interrelationships with the community ? Imprc ving educational opportunity 3. Obtaining and developing personnel i). Providing and maintaining funds and facilities.” Not one of these aspects suggest much sedentary or chairborne activity Even in these four broad categories, it 1s evident that the superintendent has to be a ‘doer’ of things. It is also evident that what he does will involve intricate human relationships at a very high level. The superintendent thus becomes a member of a large and varied team involving parents, non-parents, board of education members, members of the administrative staff, the teaching staff, and pupils. The superintendent alone is a generalist. The ultimate goal is a satis- factory community-school educational program. This requires that all elements of the tasks of the superintendency be accomplished, and, yet, that a balance among them be maintained. The CPEA study suggested that in fulfilling these responsibilities, the superintendent must work through a problem solving process, the elements of which may be described in order as follows: "See Chapter 5, p. 72 "Davies, Daniel R. CPEA Reports to the Profession on—A Developing Concept of the Superintendency of Education. New York: Bureau of Publications, Teachers College, Columbia University, 1954. p. 4-15 ON THE TEAM? Sensing the problem and surveying its aspects Relating the proble m to the pe ople 5. Making decisions ! ] j Implementing ind reviewing." To follow through with the team concept, it ts fundamental to sense the fact that several people working to identify a problem are more apt to see all of its facets than is just one individual, Several individuals, each representing the values, concepts and problems of his own living, are together more likely to construct for the superintendent a complete relationship of the problem to the people than he could construct through his individual and isolated effort. Again, the decision and the subsequent evaluation assume a completeness when representative of joint eftort It is not suggested here that democratic process is a means by which the superintendent can delegate responsibility for major policy making in order that he may have more time on the golf course « « at his favorite fishing stream. To the contrary, this approach to administration through teamwork requires more time, thought, and effort on the part of the Supt rintendent than would unilateral action Administrative process involving participation by the groups affected implies an organization or structure through which to work. Chandler and Petty suggest Unfortunately, there is no untversal rule-of-thumb or magic formula for establishing and effective organization. There are, however, some common elements in the process of establishing and maintaining a pattern of operation on the local level. These elements include |. As a beginning, establish an educational planning committee composed of representatives selecte d by the staff Set up additional committees to meet specific needs (such as curriculum committees, personnel poli y committees ) Provide committees authority commensurate with responsibility Maintain open channels of communication Establish advisory groups that include citizens and students in their mem bership 6. Continuously and cooperatively evaluate the organization," Thid., p. 4 "Chandler, B. S., and Pexcy, Paul V. Personnel Management in School Administration. New York: World Book Co., 1955. p, 64 56 ADMINISTRATION IN THE SMALL COMMUNITY SCHOO! To Illustrate To bring theory to grips with reality, let us consider the case history of a community in turmoil. This ts a real community—the facts related here are the facts of the situation. Only the name of the community remains anonymous Little River’ had been a quiet little community for over a century Its school reflected tradition in both its offerings and its operation, The community saw superintendents come and go in rapid succession Two factors upset the balance of this community. At the time of the upset it would probably have been difficult for any of those involved in the situation to have been objective enough to identify them The first impact upon the complacency in the community came with pressure for reorganization of the area served by the school and the program of the school. The people of the village and the surrounding area were caught up in violent argument over a plan involving the creation of a (consolidated) district, building of additional school facilities, closing of a number of one-room schools, and additions to the school program The plan was made by a small group representing board of educa tion, administration, and state department of education officials, In short, the plan was made at the top and handed down. The plan was “sold” to enough voters to be carried in a referendum. Enemies were made, and they remained enemies long enough to make sure the superintendent lost his job. Further community discord was created between those who thought he should have been fired and those who favored him. The second impact came upon the community during the tenure of the succeeding superintendent. The suburban movement began and the community of “Little River’ began to count many new faces among its population. These new people were demanding a voice in community affairs. It was natural that the “natives” of the community should express some reluctance to give up power to the ‘‘newcomers.” Unfortunately, Superintendent No. 2 identified himself with the new- comers and became the focus of the struggle for power. Amidst great furor he also found himself without a job. In the process, old animosi- ties were aroused and new ones were created. Superintendent No. 3 found himself facing a community in turmoil. Neighbors were not on speaking terms. There seemed little chance WHO IS ON THE TRAM? 37 of cooperation between the ‘ins’ and the “outs.” There was, however, a rather immediate and pressing problem. Additional school building facilities were going to be needed and soon Superintendent No. 3 talked the matter through with his board of education. He led them to see that, if there was to be improvement in the situation, people must be helped to work together Among the many techniques employed was working with a citizens committee to make a comprehensive survey of the total educational program. The committee was selected deliberately to represent dis senting groups, but also carefully to select only individuals known to be capable of objective thinking Other committees were subsequently appointed to perform other specific tasks. Soon, over one hundred of the community's leaders were involved in committee consideration of various phases of the school program. Their recommendations were made to the board of educa tion and given most careful deliberation. In two years, a recommenda- tion came from the people to the effect that something must be done about more school facilities. The board of education appointed a committee to help plan facilities. The parent club stepped forward with a committee to publicize the need The community voted a bond issue for the school—not unanimously, but it was by a substantial margin. This new school in the minds of all was to be “their” school. Needless to say, all the old animosities were not forgotten, but people learned to work together in seeking a common goal. They learned to compromise differences, and you can bet that some of them learned that the other fellow wasn’t so bad after all This experience by no means ts the exclusive experience of ‘‘Litttle River.” It is an experience that has been repeated to some extent time and again all over our country. It points out that citizens can be made part of the administrative team; without them little can be accomplished Who Is the Principal? When one tries to analyze the job of the. building principal, he finds himself faced with a multitude of varying situations. There are situa- tions where the principal is part-time administrator and supervisor, part-time administrator and teacher, or full-time administrator—of an elementary school or of the high school. In other situations he is 58 ADMINISTRATION IN THE SMALL COMMUNITY SCHOO! responsible for administration and supervision of the twelve-grade program. He may in some situations be in a position analogous to that of a local superintendent, with direct responsibility to a local board of education In rural areas, it is common to find the principal filling one of two roles: either that of a part-time administrator and supervisor, or that of the chief school officer of the community Numerous surveys have to a large extent defined the responsibilities of the rural school and small school principal. In general, these surveys reveal that in most schools having fewer than 500 pupils, the principal ship is a part-time job. In these situations, the superintendent usually fills the role of both the chief school executive and the principal, Prin cipals frequently teach up to five classes a day in schools with less than 100 pupils The “typical” high school principal in the small lowa communities in 1956 administered a secondary school with 112 students. Classroom teaching ocupted a large part of his day. He spent less than 15 percent of his time at supervisory duties, If the principal of the small school is fortunate, he has some part-time secretarial service." Elementary principals in most small communities where districts have not been reorganized are difficult to locate. The chances are that where a person has the title of elementary principal he is a teacher first and then a principal. Most elementary school principals in small com- munities perform only those administrative and supervisory functions that can be performed outside of regular class hours In many small high school situations the principal is somewhat of a “fifth wheel.” The superintendent is actually head of the high school and there may be no need for two trainea officials for handling of the administrative and supervisory functions. In some such situations, the principal is charged with coaching responsibilities, and the tenure of his position may well depend upon his ability to produce winning teams Boards of education should recognize the need to study the super- visory and administrative duties in their school system and arrange time for a trained person to handle them. In most small school situations, the efforts of a superintendent can often be better supplemented by the assistance of a guidance specialist, an instructional supervisor, or clerical personnel than by additional administrative personnel "*Meverden, Merville L., op. cit AM? 59 la many small communities and rural areas where the school districts have been reorganized into a substantial community school district, the full attention of the superintendent is usually demanded by such func- tions as Coordination, transportation, program building, recruitment and selection of personnel central purchasing and the development of co Operative of shared services to strengthen the local units Under such circumstances, it is possible for the principal to attain honest profes sional status in the supervision of personnel, the development of imserv ice traming programs administration of salary and promotion polic i€S at the local level, and general integration of his program with that of the superintendency. The prin ipal becomes responsible for clearly delegated activity; for maintenance of physical fa ilities: for the activi ties of his staff. When conditions such as these are the case, the prin ipal 1s an active member of the team. Good human relations depend upon clearly defined functions The principal can be a key figure in keeping personnel optimisti¢ alert, and interested in the accomplish ment of the objectives of the school system One of the administrative problems somewhat unique to small school systerns. therefore, is the variability and uncertainty which often sur rounds the position or functions of the prin ipal. In all too many cases principal’ 1s an honorary title given to a person who might perform h clerical chores as collecting lunch money or s¢ ling tickets. What yUICT research and opinion there ts available casts considerable doubt as to whether an administrative principal can be justified in most small com munity schools if the superintendent can be sufficiently free from teach ing and routine duties to permit him ample time for the necessary ad ministrative tasks Power Play by the Principal Assuminy that the board of education understands its role as a legislative and judicial agency and that the superintendency is efficient in size and organization, what things can the prin ipalship do to back up the play? One of the most recent analyses describes the general ontent of the secondary school principalship in four general Improving the educational program Selecting and developing personnel ADMINISTRATION 'M THE SMALL COMMUNITY SCHOOL Working with the community 1. Managing the school.'4 Al , al Although the above duties are reported in regard to the secondary school prin ipalship each 1s undoubtedly equally appli able to the elementary principal ship as well It must be kept in mind that the principal ts a member of the team omplished will vary from day to day and from situation to situation The way in which the specific duties of any principalship will be ac In some instances, action will involve de ision; in some, delegation: in others, recommendation. Over-all, it is the principal's responsibility to encouraye staff, parents, students, and others to work cooperatively toward the best school program conceivable in the local situation The role of the principal is to provide: A climate of efficienc cooperation, service, and stimulation within which the school program, as it exists, can operate most effectively Leadership and coordination in periodic and continuing evaluations of the effectiveness of the total school program in meeting the needs of the students Leadership and coordination in continuous revisions of the total school pro gram to meet the needs of the students '*4 Principal Bill had been discussing curriculum problems with the superintendent and fellow principals from throughout the district The group had not come up with any formal conclusions or any course of action to be followed, but they had expressed a feeling that things could be better and that there was need for change Bill became more aware of his own situation as a result of those conversations, and, over a period of several months, took an inventory of what was happening in his own high school It appeared obvious to him that there were many curricular prob- lems of which he had newly become aware. It was also equally obvious that the teachers seemed not to be aware of them, or chose to ignore them How was Bill to bridge the gap between what existed and what might be? In his search for an approach to the situation, he discovered that the school’s rate of drop-out between the seventh and twelfth grades was 60 percent. He knew that this situation was a cause of some con cern to both parents and teachers. Perhaps this was the starting point needed to develop an awareness among the faculty and in the com- *< ooperative Development of Public School Administration. Your School and Staffing- Secondary Principalship. Albany: New York State Teachers Association, 1955 p. 8 *thid., p.9 WH I N THE TEAM 6) munity that Sunnyside High Schooi had some unresolved curricular problems Bill started out by asking a teacher group to determine the drop-out rate for themselves. Using past attendance records, the teacher com mittee tracked down each pupil who was a % venth grader in 1948 They sorted out those who had transferred to other schools from those who had actually dropped out, and they finally came up with a list of those who had not finished high school Miss Henry, who worked with the teacher committee, became espect ally interested in those who had left school. She asked Prin ipal Hill af he would approve of her studying the reasons for their dropping out as a part of her program for an advanced degree at the neighboring unt versity and if she could have access to all of the records, reports and data that she might need. He gave his consent readily and offered his assistance in any way possible The teacher committee reported their findings to the PTA, and a committee of mothers was appointed to talk with families where a child had recently left school Is the limited school program really worth their staying? rel MALL COMMUNITY SCHOO! When Miss Henry and the mothers had completed their investiga tions, they made detailed re ports to the PTA and others groups. Parents and teachers discussed the reports in a lengthy meeting. It was decided that a joint committee of parents and teachers should get information about the drop-out situation in other schools Principal Bill helped the committee find out about some schools that had higher holding power It deve loped that there were clear differences in educational purposes petween Sunnyside’s program and that of many of the other schools There was a heated debate at one PTA meeting over whether a school should teach more than the 3 R's During the course of several meet ings, reports were given by people from other schools and from the neighboring university Principal Bill wisely played the role of helping the teachers and parents get information and resource people. He patiently waited for the framework of a school philosophy to grow from the group At times his patience grew rather thin because the deliberations extended over months and then over a year. Yet, the awareness of problems that was growing in facuity and communite was source of sufficient satis faction to prevent his attempting to dictate any specific action by the f ac ulty As time passed, there was an increase in the number of Sunnyside teachers attending summer schools at nearby colleges and universities, and the participation by Sunnyside teachers in professional meetings and conferences increased Under Principal Bill's leadership, teachers and parents directed their efforts toward spelling out a philosophy for their school 7d finally toward changes in courses and course content in order to implement the philosophy. The new Sunnyside program gradually developed into one far different from what the community had previously known Anderson and Davies indicate that administrators secking ways to build -es onsible leadership within their staffs can profit most from an atternpt to develop certain capacities in thernselves and in staff members to the maximum possible degree. These capacities are identified as follows 1. Functional leaders know how to work cooperatively with others hey know how to keep the group's effort pointed toward a mutually accey ted goal They appear to have a highly deve loped sense of integrity THE TRAM? They have ideas — functional leaders are not conservative “stuffed shirts.’ hey know how to listen and to interpret the wishes and the needs of the KrOUy they [hey symbolize the group's aspirations as to conduct, dress, bearing, and , 3 | general behavior.! Reserve Forces The teaching staff, custodial staff bus drivers, and parents in any community represent a tremendous reserve of energy that 1s often left on the bench in a community. Too often when the superintendent or principal steal the ball and run with it, there is likely to be some tendency for the reserves to move over to pli ay on the other team. In the foregoing illustration, Principal Bill used his reserves knowing full well that, when it came to winning the game, they would be the ones who had to transfer the plays into action The urges for freedom of expression, independence of action, and freedom from autocracy that were expressed so vividly in the founding of our country are not now latent or dormant. They are fundamental human drives. As such they must be recognized by the school adminis- trator in his dealings with all of the people concerned with a school system The faculty that is left out of policy planning ts never wholly sure of the job that is to be done. Such a faculty never quite gives its full support to the program Such a faculty more often than not exudes an air of negativism that penetrates to the far corners of the student body and the community The community that js not involved in problem solving may ¢ tevelop a community character that ranges from apathy to opposition Fac ulty members also may feel like outsiders. And what about the children ? Or is it assured that their feelings can be overcome by some “motiva tional’ hocus-pocus ? People work best when there is a chi illenge to be creative. They work best when they have true status and clearly de ‘fined re sponsibilities. John Q. Taxpayer supports his school system when it is clear to him what the system ts trying to do. He supports the teacher when he knows just gp she is trying t.*z best to help his child Mr. Public likes to be asked to help determine the policies of the school system. When asked, he will go to great lengths to give of his ad der: son. Vivienne, and Davies, Daniel R. Patterns of Educational Leadership Englewood Cliffs, N. J.: Prentice-Hall, 1956. p. 21 64 ADMINISTRATION IN THE SMALL COMMUNITY SCHOO! time and ctHort to be constructive. When ignored, he may work vehemently to bring about change—-right or wrong Progress Comes from Teamplay Each school system is unique in its functioning; yet in each there are common elements. The concept of local determination within the framework of state statute has led to the formation of boards of educa tion or boards of trustees at the local level. Such boards have evolved to where many of the actual implementing responsibilities have been delegated to a superintendent or a principal, dependiny on the size of the community or the amount of growth that has taken place. The principal or superintendent in turn interprets the policies of the board of education to the staff of teachers, custodians, bus drivers, cafe teria workers, clerks, and others Evolution of thought and practice in personnel administration has tended toward discounting the strict line-and-staff type of organization as less effective and less efficient than a dynamic organization that places emphasis on interaction and individual creativity The more fluid, teamwork approach to public school administration is in keeping with the basi principles of democracy under which we live Yet it is essential that clear delegation of primary responsibility be made and that, through systematic evaluation, these responsibilities be carried through to « ompletion On the other hand, it is essential that, for progress to be made, all levels of responsibility be represented in policy formation. Such demo Cratic participation in policy formation insures an avenue for expression of creative thought for each individual and, at the same time, insures a higher degree of understanding of over-all goals by each individual in a school—board of education, administration, teachers, pupils and parents To function properly in this fluid situation, the professional adminis- trator must be skilled in the process of leading, schooled in an under standing of community organization and in an understanding of the psychodynamics of human behavior, and, above all, competent in the art of communication When a teamwork approach is assumed in school administration, the goal should be a maximum development of human resources, not just pupil resources, but a// resources—including those of the community and the total school staff ON THE TRAM? ee In the be vinings bwar Is of education were the gale school sdmunistra tors Boards of education keep the schools close to people. This ts true in a nation where education ts legally regarded as a function of the state of the field of education. Neither time nor professional education qualify board members to execute the details of school operation The vestigial remains of administration by boards of education alone are most likely to be found in small communities Most members of boards of education have full-time occupations outside Fach member of the administrative team should perform those functions best suited to his talents and position The power structure of the community cannot be ignored by school administrators The typical small «hool superintendent is a mature man with family rest onsibilities He is a protes ional qualified by experience and educa tion as an admunistrator One is more likely to find a secondary school principal than an ele mentary school principal in small communities in many snall community schools it might be better to have a spec ialist in guidance w instruction rather than a second administrator The teaching staff, custodial staff, bus drivers, and parents in a com munity represent a tre mendous reserve force for the administrative team (lear lelegation ol primary responsibility, free and OF en channe!s of communication, and the tapping of all human resources arg es*-atial for efhicient teamwork in school administration CHAPTER ‘4 Trouble Spots in Small School Administration t ris © hecause the ( f vanted jt that way and 4 villing pay the price But the e may not al iy bye frie Not fily | if necessary to hel people i i] ire c the nee 1 f rf 2 better kind of f Line ift nal program but Iso to see the relati nship between improved edyc tional programs and ct | list mization Lhe ory inal attern of school districts : cot ly j edt ry ile tror thy hye vf if | differentiated ree 1s of MI children. Many a child back in the “good old days” left schoo! he Cause hie ck ! the j crest of the inh lination foo Stu ly what thie che (1 require | I he innate ibality f succeed ify che | Wa often pre ert but he faltered heca ise OF some deficiency in re iding of writing which | ha been remedied in more extensive sch | programs. Much vent unre ized in the od old day ind often promising pupils were | ta if | isa re lf It is unre ihistie for administrators to } pef lly iit f those tudentes who have a lirrite ! interest in a lirmute | edu iiOnal program t » droy Out Dror ifs are not educ ited tudent Furthermore. our « mpulsory education law demand that Sewer? = ~ ~ esmrom tO a2Sn One Ommmumty School Destnct The peodlems that lay before hum Ot the cocal faculty ten teachers, two vacances ousted i been made to fll them The sxhool 5 dong had given the kund of summer removaton to which he bad heen accustomed. Desks m the classroom looked as they did when school was let out bast spang. To compiacate the difheulty, the board made plam that nothmg was budgeted for amproving the aperarance of buriding Ordenmg textbooks, school supelies, and «a host of other details were neglected durmg the few months when the distnct was without 2 supenntendent A car pulled to a stop m front of bis home aged man. waved a hand and smiled beoadly as he step : | am est on my way banks to Rand. How are thangs comung aquired the county supermntendent [ hardly Know what © say oc where © start, Dr. Brown I! can’t belp but feel frustrated. I smill need two teachers and frankly don’t know where to start lookimg. How can we attract teachers? There is mo houwsmg out here. Teachers must live im Rand and drive the 15 Lee BR Hart, Dest Superumtendent of Scheots, Poedbam Unier Elementary School, Cai Pond, whores, preparcd che orygume!l Graft »f Chapeer 6. 3s Uty new SCHOOL, Things were happening in this school office. as et e NM ape c DF ararme as ne es was y > Aw she bs ’ : S SP meres a 4 ~ Jecade it was given VL Aue es r?moane 5) 2 Nore where morent! ‘ wR A CHAPTER 7 The Challenge in Small Community Schools ‘ frator ner mer ustrator must perform ’ weawesbe Raa xecuted by th superintendent. He is not once or ; x . ‘ q | * put into effect. School problems e removed from where polices z hool : ’ > i ' Alt AS Well aS SCNOOL Gis h his desk with little delay. The news of trouble in the system hits } > . . . » } _ > ~~. almost the moment it occurs. His closeness to all that goes on within on the firing line every day % a tremendous advantage. The organiza tor ethcient administration can be simpler Formal advisory committees, steering com- ustrative councils, and the like are parts of machinery They can be replaced in small CONaITIONS mittees, admu large school situations a § frequent contacts and ease of reaching 4 ‘ The many face-to necessary in schools by any stat? member by a short walk down the corridor face contacts make communication a relatively simple matter Informality ts part and parcel of the way ot life in small communities ings get accomplished in small communities without elaborate cere The school located tn the small com mony or complicated machinery i S. I. Knerevich, Associate Professor of Education, State University of Lowa, Iowa City, and Editor of the Yearbook, prepared the original draft of Chapter rere supernrn } ; Sri TV if could mean ; int of detail work ts required in every position, One of ever, iS Petting } > scPrivia AAMUNISTIVIR ry) muct : Ip 1WyUunNistiivia idministration are to be executed properly " } } } it possible for the small school admit satharity neces rm fh ‘omp! -} the le author necessary fo accompush the ae ime keeping an accurate “feel” of the school system MUCHUMAL A leader iS realizing the need tor o so without losing the “pulse. the skill of an administrator than a wNmMuNnitv the mrohe eS) TERE MpMeN RATER RA EERE profession merry-go-round. It “it. Means get con “ to oblivion? where, backing away viewing the purposes of edu Xa Backing off to appraise what you actually do is yr the UF (ile Teathy Proressio! + ae ership process and , situations take the is all } ; also be prepared to mited vision of educational rict char ; needs an effort t ' in protessional o the many small sche worked themselves out of 3 } } } education for rural youth and chil Stature have placed educational im There is a direct rel tionship between im and school district reorganization most of the recently enriched th elementary sch ings in educational opportunities within is probably far development of the intermediate greater still than munity in quest sibilities of intermediate unit services are grans are developed and improved +) ion as Well ac There is evidence to indicate what has as yet been achieved nunity school dis im competent in as an understanding of wt telad te ceded ta wich mart iS neeaed to meet in inade if rise quate ‘ Peet oye SAUiIST actor , torily organized local schoo! wunall school administrators eadership necessary iministrators have in the and have impeded reorganization i admunist On the other hand, our nation owes a debt of ol administrators who have virtually e position to promote bette ‘hese people of professional ‘ ‘ _— hea provement in the forefront >roved educational programs that to some degree expanded course offer- The potential for improved districts The cy to local dis st of these reorganized -= a service age -velopments for the small com- ucational program. As the pos- understood and service pro- the handicaps of smallness can be eh the ib s iS aS Necessary TEE : lithcul " MMinis(ratio! S adimeculft fo achieve W ‘ aia . . ¢ } competen cern themselves with eee . by yb + - tv which requires the ‘ © ? ; . wn > " amwork | hool admunistratt when BR EEER ALS minimize -hoo!l administrator tionships between and principals There are more troul pots small se administration than those just mentioned. But there is also ai + to resolve problems. It was decl t democratic school administration was not just something fash: able but a way to tap the creativeness of staff mem- More efficient ge is possible through democratic adminis- ym and the more effective utilization of resources—particularly human resources. People are a part of administration. Understanding the motives that drive people will yield dividends. But understand ~ > > » } . HALOS Kn 2a opportunities seek the important vid being a part of it } } . 1oOn epartments provid aA variety of consultant the intermed: seam 6 ed tat cdepa school systems. Uni long history sations sources to be tapped in solving difficult ator need not walk alone won dering what to a about people outside the school district > the emphasis has been on the school administrator as a ynfronted with a variety of problems found in ual he is also a human being. It ts more than likely AA iho. nd making professional contributions is just ‘a self. It isn't right for a school administrator responsibilities of + } err Q ) mis tota ‘ ompletely neglect his family in order to fulfill the d be hypocrisy of the rst type if the super- group on how the schools benefit in order to make such an were fO address a civic when parents remain close to children, but, he had almost no time to spend with his idress and others like n of superintendents reach adulthood too fast. aad own tamily nt to a professional man if he has to wait until and gone before he realizes that he never ; ered Seeeia* relece mrececjire Th marvr comple si «@ ~ ifiess DOressure ne martvr cCOMpieX Will get aM rowhere The Responsibility for Providing Good Schools } mmrmartant role LIPO anit POL " » | SNOOLS ner vrr et SUPDOTTOu » | 2 ! , rT ame? 4 f mite | mor - ery ALLE prame if i iumpiues Aa personal oride Lil : . ste o hir ~~ | : .} sas~a oe if it connotes Ownership or sole responsiDility for education At times. the superintendent can fin } } o ere | FAL CHliecs CMe SUPDOETHILCIIUCTIL Call lidtu il ™“ Personally ve ae ee wt that every , she knew . : cine ; > with the school that every time the Doard at $s to accept a given recommendation, he considers a personal rebuke. He be - } | . ss comes unduly anc emotionally upset when bond elections fail yncerned but not to the point where the ability to lo problem is replaced by emotional upheaval. This is apt yr cardiac trouble The maturity of a man is measured best by his actions when things don't go his way There always are times when things will go wrong Setbacks are inevitable. But they must be appraised in an objective fashion. The quality of patience is born of understanding. It takes time for some communities to fully comprehend the importance of certain improvements in education. Resigning when things are not just right, is like running away. Little 1s accomplished. The real test of them W thew Baad there are prodaDily no simp e or sre Y1< aos > ¢ c | . tions. But there is, certainly, no - _ : 1 ws + : DessimMuNMT I i ts in smali communities a. nefhici te di t of ration, sch in small good Rg With the administrators they become n of human and material district they can achieve > of every larger school a note of hope and c to the members of the team in 96 community ls. Wherever courageous, ip oe ‘sca exerted, impro ved edu- Official Records Department of Rural Education, NEA THE DEPARTMENT OF RURAL EDUCATION : s+ eh Dep Ltrs - + t tne eparimenre or the NEA Board of or | resent Imre Zz present name interested in rural education are they are members of al Education Association the annual convention artment, t and to hold receive the Yearbook, the NEA issues per year), Rural Education as available The Department of Rural Education operates under a Constitution nd Bylaws which provide for the organization of Divisions to serve grouy irrently active are the Division of County and Rural Transportation he special commit t itt have continued to deal recruitment and preparation of rural teachers; and education on the world scene; sociological impact of community organization and process roups sponsored by the Division of County and Rural Area Superintendents is - Nattonal Commission on the Inter- mediate Adminiztrative Unit ADMINISTRATION IN THE SMALL COMMUNTTY SCHOOL OFFICERS OF THE DEPARTMENT OF RURAL EDUCATION Executive Sec rv-—Howarpd A. Dawson, Director of Rural Service. NEA, Washington DC aresboene panenatilh ns Executive COrmsrnistiee » > Pos - > . President Vice President, Presidents of Divisions. plus W. E. BisHop (1961), Superintendent of Schools, Englewood, Colorado Mary M. Conpdon (1960), State Department of Public Harrisburg, Pennsylvania J. C. FrvzGeracp (1959), Director, Audio-Visual Education, Oklahoma A and M College, Stillwater, Oklahoma W. E. PaFrorp (1962), Director, Division of Field Services, State Department of Education, Atlanta, Georgia A. Roserts (1960), Superintendent of Schools, Dallas County, Dallas, Texas THOMAS E. RoOBiNSON (1958), President, State Teachers College, Glassboro, New Jersey Howard G. SACKETT (1958), District Superintendent of Schools, Lewis County, Port Leyden, New York Mrs. JUANITA THOMPSON (1961), Director of Rural Education, Kanawha County Schools, Charleston, West Virginia Mrs. VioLA THOMPSON (1962), Superintendent, Hennepin County Schools, Minneapolis, Minnesota T. M. VeRDIN (1959), Director of Rural Service, Division of Instruc- tional Services, Greenville County School District, Greenville, South Carolina R. E. Harris, Retiring President, Superintendent, Caldwell County Schools, Lockhart, Texas WINSTON BROWN Waukesha, Wisconsin President—R. |. LAWRENC! ron Springs, Alabama Howarp A. Dawson R. STAFFORD CLARK, Superintendent, Troup County Shools, LaGrange. LEN J]. NELSON. Superintendent, Albany County Schools, Laramie. W yoming ]. Bryan RitcHte (Deceased), Supervisor, Nevada County Schools, Prescott, Arkansas JOHN A. TorRENS. Superintendent, Lee County Schools, Dixon, Illinois Harry W. Gross, Past Pressdent, District Superintendent of Sct Nassau County, Mineola, New York DivisiON OF PUPIL TRANSPORTATION ( L erms expire in February 1958) President-—-W. Eart DarNe tt, Director of School Transportation, Greenbrier County, Lewisburg, West Virginia Vice President— MICHAEL J. HAGGERTY, Stare Supervisor, School Trans- portation, State Department of Education, St. Paul, Minnesota Executive Comsittee Westey L. Camp, Director of Transportation, State Department of Education, Oklahoma City, Oklahoma Lester C. Winver, Director of Transportation, Normandy Consoli- dated School District, Se. Louis, Missouri Louts A. YANDELL, Supervisor of Public Transportation, Fayette County Schools, Lexington, Kentucky ADMINISTRATION IN THE SMALL COMM USSTY SCHOO! , PUBLICATIONS OF THE DEPARTMENT OF RURAL EDUCATION Ln 105 — I ere nee the 1958 Yearbook were first . uppeort tne arse hay ePnthus 1 i Con yn Publications an Flathead County Schools, LARA E. COCKERILLE (1961), Superintendent of Schools, Armstrong County, Kittanning, Pennsylvania , , . ) 1962), Director of Guidance, Board of Cooperative j New York Services, Port Leyden GLYN Morris « GORDON |. SWANSON (1960), Assistant Protessor, Department of Agricultural Education, University of Minnesota, St. Paul THE DEPARTMENT RECENT ; ’ E fective Intern ; 4 i c Educati y} ( loth $3 Guidance in a Rural Warburton Physical Education in Small Schools ate l nits National Commission on the Intermediate Administrative Unit. 16 p i’ RURAT POUC ATION 127 DEPARTMENT PUBLICATIONS , ty s ! pyri | sentative of the wide | “ if Depa t of Rural Education serves \ } ] , : . y t{ 1) { { § heady ifte » ff ati fe Y FARBOOKS ‘ Cor i? Yearbook 6 Robert S. Fox | th $3 arbook 19S Report of the Cloth, $3.50 on Rural Education. 486 p w. Yearbook 1955. Robert M. Isenberg, editor OTHER PUBLICATIONS NEA Centennial 1 Guide for Development, 1955. By the Migrant Children, 1954. By Shirley E. Greene, 179 p $3., Paper, $2.50 Industrial Community p. Cloth, $4.; Paper, $3 1954. By Amber Arthun ; 1954 Revision. By Elsa Schneider, editor. 158 p Paper $1 j / Gride for Anal) ing 4 Pupil Transportation Program 1953. By Robert M Isenberg lO p Sik ROSTER OF Itt DEPARTMENT Ot MEMBERS > RURAL EDUCATION A Department of the Education National Hoockholdtt ALABAMA H.. Superinte { ! hilton Schools Martin Soh tr 4 { ounty arnipbell ( ourty ola, Cr art ! Loving ton ¢ ! Lowndes of Education Auburn Ftrowah County tute uperinte trys ( ounty slumbiana Superint Pickens County srroliton 2 ols, | le Sul Monroeville Superimtendent, on ntendent, Walker as rit ( oun Preston \utauga Schoo! attville of lnsteu ation, Montgomery Tack County wort Supers on Sc he Scottshore olloway of Fducatior Auburn Honea, |} Schools, lum | s Polytechnn H (tte inricu iboratory \laha 1 1a Institute Wiley DeKalb Cour Ft Kermit 4 Superintendent P \ ool Tuscaloosa National \dministrats Tore . j Schools, Camden Kuykendall, I 4 Schools, Lawrence: R County Schools mittee Member a | iyvine Superintendent, Tuscaloosa Addy ”y tson (oun Luter mory the runt. the C ommiss \ ntendent to K on ¥ rit ¢ Super Wilcox County Superintendent, Rarbour ayton Superintendent, Bullock Sprit State Com Vie lent, Divs ut “Superinten County Cl Un Second Rut t Presic Are t sion ounty and i lent Lyon, W lent Marshall County Schools MeCrowan W County Schools, Bay Mellowr Flgin W County Set Newell County Nortor ewe Bemon, Superinten Crunthersville Superintendent Baldwin finette Superintendent, Sumter I ivingston Superintend Anniston ident, State ( ounce 1001s Frank, School EK. B Pre Floren ert Calhoun ol the Rural Teachers Acivisory il to and Program for “tT Committee Policies I on ducation Association ot the United States and lists respon available the year s¢ and states Depart following Instruction, State Departt of State lhirect 2 Manager, Madison Hunt le Ma upervisor of lucation, Montgomery F Business nent fi vil ent on County ttendent, Butler County tireenville flerson Com Scout Superintendent } gha State ommittee rity { on Supervisor Ss Cullmar Young folks p ming! { ounty 0) Editor, The ’ rat Ass the Turse Acly Committee on Policies and t I rllege RK Pre { lent (oun cwe Still mtant to yan rloe the 4 ory ctl to Program Rur rrence Agricult I ols tor lucation lrew P Btu Superintendent itur I Acting ation, Head, Department Tuskegee Institute Morgan wal { t r er < ( oun Se he Ye TIONAL MenMarr Polytechnic Institute Auburn ARIZONA Daniel R., Head Teacher istrict No. of, Phoenix Superintendent, Yavapai County Preseott Della M Chadwick, Cave reek | A denen Set Sarah ools Haldemar | Ciwyneth, Superintendent, Yuma Count Teacher, Ganado School, at ’ 4 Hoar Sch Superintendent of Mary McCollum Pea Florence Pima ols, Tu W Superintendent Superintendent, State Director of « con ta Schools, srold ARKANSAS i { Supervisor Anderson, Homer Ouachita Rell, N. H t Russellville H H., { ounty supers isor of Schools, t County amden of Schools, Pope Coun y Blanchard Lawrence Supervisor of Schools, Powhatan way CALIFORNIA wK : Santa Barbara College, Goleta x il ti (tee on Education ta Harbara Superintendent of Schools, lence her, Yreka M Superimtendent of Schools, Tuolumne County, Sonera Gansberg, Lucille Superintendent of Schools, Lassen { Susanville Gerholdt, i" Creneral Supervisor of unity Santa Kosa Superintendent of Yuba City Director of Curricu t(entro (rreshat ) lent of Schools Schools, ¢ ' . Com Imperial A¢ entre Hall, Wallace Superintendent of Marin Cor san Kafael Hamilton borest Superintendent of , Santa Rosa Superintendent of ourty Lakeport uperintendent Schools Schools, Advisory on slivies and lucation Supervisor Schools ittle , District Superintendent of ! Committe } ife Education on the World an Helen Chief Bureau Education, State D partinent sOF Schools ion sac ation ‘ ramer State © ommittes Stat Director il (Mrs.) Margaret } onal Commission Barbara nuinistrative Unit Hoihjelle, Anne I Southwest Regional San Diego ¢ Teacher Santa Curriculum Coordinator, ounty San Diego Advisory Leadership Council to the Committee on Policies and Program for Rural Education MEMBERS nas B.. Cou Mariposa | Mariposa Alvin F, 8 VWirenn i ’ ittee M rrvrraett ee Fiducation Rakersheld ‘ perintende ounty, Salinas ‘| Superintendent of t ounty Uk Burton dit Schools Superintendent of Schools Bernardino itendent of ’ t{ ounty Hallie M County Schools Schools Ventura , Superintendent of Schools, » Angeles County, Los Angeles Van Matre, (Mrs) Clara F S, hoole Trinity { ounty Walter in BR, Chief of Schools, Los Angeles County Wapple, Robert J Yuba County With Post Tulare County Wilson, BR. © Contra Costa County Superintendent of Weaverville Deputy Superintendent San Gabriel Superintendent of Schools Marysville Superintendent of S« hools, Visalia lent of Schools Martiner: State Com mittee Member Committee on Policies and Program for Rural Education President Division of County and Rural Area Super intendents, Advisory Council to the National Commission on the Intermedi ate Administrative Unit Wishart, Blaine, Superintendent of E! Dorado County, Placerville Wood, (Mrs.) Helen Cowan Flementary Education, Fresno Superinte 19086067 Schools, Consultant in Fresno County, s, Redlands San Jose Diego COLORADO M A le state Superinter lent rf Schools, mmittee of the De Director { ogtam for Rural ‘Educatiot Frances B Superintendent ar Creek County Empire Divisior { Field Service atior r tien Denver Member rintendent itive ¢ mmittee on ! Atmmiagfr Superir tendent « ° ools, Littleton ldine Superintendent of ty Steamboat Springs 1, Superintendent of Fads Superintendent of Sterling Superintendent = of Brighton Superintendent of arimer ( ounty, Fe { ounty lanet County Schools, Schools, Collins State Com mittee Member johnson, R. H Jr Superintendent o . Jefferson County, Lakewood Kettle, Frances t Superintendent of Schools, Custer ¢ nity West fle State Committee Memt King yi Bin Elbert Latting District Superintendent of Kiowa Lucille H., Elementary Super visor, State Department of Education, Denver Lockwood, Marian, Superintendent of Schools, County, Fort Morgan Yaul N Superintendent of Schools, ounty, Creeley Schools, Schools Coun ij Inter Superintendent of Advisory Commission on the mediate Administrative Unit MecClaskey, (Mrs.) Cecile G., Superintendent Schools, Cheyenne County Cheyenne a lurnta Mary C€., Superintendent of Schools, Pueblo County Puebt Martensen, Miriam, Superintendent of Schools, Jefferson County, Golden Martin, (Mrs.) fare!) I Superintendent of Schools, Bent County, Las Animas Martinez, Polito Jr, Superintendent of Schools, Costilla County, San Luis Maxwell, (Mrs.) Vivian J., Superintendent of Schoo!s, La Plata County, Durango o ADMINISTRATION CONNECTICUT Mi Hi DELAWARE Calvi t Rural F! State Department }* State n Transpor Instruc visor of of Publi mittee Member Education et G., Sup State Department State Cor Delaware State armingtor ipal, Millsboro District boro: State Committee Member R cher. Fden School. New State Director New Elementary { ounty ogan, Betty P Meitrier Wilmer K., Commodore MacDonough School, St Piper, Viola W Teacher, District 196-c, racher Castle Principal Creorges Milton COMMUNITY SCHOO! OF COLUMBIA at lucatior mber Specialist Office of Edu Health, Educa Council to the Program for Department of Welfare Advisory on Policies and n Curriculum Co U. S. De id Welfare National Principals, ation sistant Director, Divi National Education Executive Secretary of the Department James, Stephen, Directo Fducition and Rural Division, Automotive Safety Foundation Tohnsor Flizabeth S.. Chief, Division of Ch Labor, Bureau of Labor Standards, U Department of Labor Reuben Assistant Legislative National Farmers Union Gertrude M Upper Grades, Elementary Instruction, Organization and Serv Branch, Office of Education, U. S. De of Health, Education, and Welfare Tohnson Secre tary, Lewis Schools, FLORIDA . Titu rockett Me¢ Superinter hools inty Sur W Super ’anama City rabeth Children I West Paim B cil to the Committee on for Rural Education Thompson A | Si River County Watkins Howe Beach runty o I School Weisner Tohn T Schools i County Schools Woodham, William ] Escambia County Committee Member S ipervisor of Superintendent, Fernandina Schools, ommittee Marion ommittee Santa Seminole Coun erintendent Monroe est intendent, Bay County Fducation of Beach County Advisory ( and Program “OTs alm ¢ach oun Policies iperinrendent Ind in Vere Beach Superintendent s, West Palm Palm Beach Nassau Beach Ir, Superintendent Pensacola: State GEORGIA ‘ WW perintend Vert Superintendent 10n piste DeKalb County Louneil t the iten liate rintendent he) Iperint ndent, (range State Policies Exec and Com and tutive Rural Commission mittee on tucation 4 ounty National dministrative Unit rt yhoson Coun lent, ' . Superintenc Hart Schools, Hartwell D.. Superin lucation, A Superinter Depart County hn Superinter Dougherty Schools, Albany Johnney \ Director, Supervisor Train ing Program, University of Georgia, Athens Advisory Council to the Committee on Policies and Program for Rural Education Daniel, Harold T., Superintendent, Pike County Schools, Zebulon Davis ert, Superintendent, Whitfield ty Schoels, Dalton Deariso, Elirabeth County Schools Member Dewar, ]. I Superintendent, Lowndes County Schools, Valdosta Dickey, A. (¢ Ir Superintendent, County Schools, Eatonton Donovan, Elizat Instructional Consultant, State Department of Education, Atlanta Durrence, George T., Superintendent, Evans County Schools, Claxton Early, W. A., Superintendent, Chatham Coun ty Schools, Savanna Foy, W. W Superintendent, Schools, Americus Freeman, Bernice, Inetructional Supervisor, Troup County Schools, La Grange {oun Coun Superintendent, Worth ] a Sylvester: State Committee Putnam Sumter County riturn Meuere State ( exe, Pocatelle ILLINOIS Collewe of ty, Peoria Secretary State Teachers 1, State Department of i Lommuittee f Rural of Schools, tendent of Schools chools Superintendent of Schools Winchester Secretary General Services, cultural Association hicago Superintendent of Schools iet Superintendent Schools ounty, (sreenville ine, Roy Superinter dent of Schools, ¢ County, Wheaton Willian erin ' Charttor Dey Y. G Professor, Axricultural Educa Schoaol t Advisory Council tion, | ok dey of Illinois, Urbana National Commission on the Adminis A.W uperintendent of Schools, De trative | County, Clinton te xO! state Divisior tendents lent Director of ¢ ounty } f Sch Exe un ool Marion runty l to the N 4 Ad as t yvrnty Ira I ounty ou Pr. Louis Home tor istrative | t Indiana Missions Mermerns i . ve Phi Delta Professor afayette » 986-57; for Rural ntendent Schoo tendent f Seb nhac , Superintendent of Schools, Indiat Advisory Coun ral ¢ the Inter 1001s, apolis ommission on nit stant Superintendent, State Publ Instruction Vernon Superintendent of Schools Centerville Superintendent of Schools Spencer Superintendent of Schools, Rensselaer: State Committee Schools, Gib Superintendent of Schools, South Bend state nty Library, ninistrative Assistant, ounty Schools j New Roard of Church Extension Anderson Superintendent oon Rapids School iperinter ler Hancock County, (rarner L., Superintendent of § County, Burlington Superintendent of Put: State Department of Publi ction, Des Moines (Mrs.) Frances, Superintendent Pocahontas County, Pocahontas MEMBERS " ‘ Rur Head, Depa Kentucky rtment State Ju Supervi Augusta Herbert ft No lham H mon of Edu Camenit stion. Rerea thur M Ir tee “Membe of Agri ryland, Memere ig? howe Morchead foo 4 Super Sur Portlar id ultural Educator t rllege Superintende Memetes liege, Lake ter State Supervisory anning Commit Regional Con eadership Serving fucation National Administra Commit r Rural Program ntendent Super ith Berwick lent, Super MARYLAND r and Head, Depart niveraity Park State ¢ om if, Wicomico Salabury Superintendent, Washing ft agerstown io Supervisor of Person County Schools, Centre LOUISIANA lite Member if ‘ Superintern lent, infty Sch oper, Paul Superin County School orr, Reade W ty Schools Dorchester oo yrudge Donaldsonville o the ¢ for Rural endent Wore ester Hill Kent ommiuttee Edu now baa en ‘ Superintendent Coun Program ation Chestertown Hin)! MASSACH( Field Services aa ' easant MICHIG he Stearn Detrost Library tary on Poh ition wirtment (on uperimtendent of Ann Arhor i endent of School ounry Tact fith | Sup Detroit ( lintor Si Call dent hall omy iperinnte v Mar National ¢ Tit rmediate Administrative T 4 Otto l)re tern Mi INSTITUTIONAL Pubhe tabrary Western Miemuwer Detroit Michivan 1 hiversity Kalamazoo iorary tron ibrary Michiwan ¢ Mleasant Michipan ¢ Central Mount Masters bhi Olleve of | ewe MINNESOTA lent of (., Superintes ' ifford VT , rote of Minin Member Polieve for safion cy} wd Ru ty ¢ mittes fitter on ominittec on the World airmat ition Vrofe or of College, Mankato ae Superintendent 141 Supermtendent Poaslath Superitendent ~ Re ' Deputy County upermtendent Dor aclpee School of School londependent New York bike High Miwa l | eto “ tural ration t Paul Council of tute (oOo State bisher TI Adult J mittee Mer Hatland, Carl In Depart i ’ bilucation th tor, Minnesota Minneapolis ruperimntendern ool ‘ | teict No, +4, ependent ourty bsko Halvor ; Chatheld Hanson, Harol Ca Count ilket Hanson, Willard Cor trict Survey partinent of Piipehie ; J on c Supermter chool upermtendent of School School Di state De tiltaaet, Reorpanization ition, St P Supet vwul ntenderit School herp Albert uperimtendent iporte itt Hlarry W Nwricultural btu nesota, ‘aul Kruti, be \ i he ible Ss ks) Lapham, Glaiys pa ton County, Caledonia MacDonald John 1) Schools, Crew Wing Mat Marwaret, Supermtendent of Waseca County, Waseca Mehlhop, Caroline, Mcleod ounty Melon (Mr Nore chool Chy Mever, bien State rote ition rive ity of rent of Min marty hool Superintendent of School Superintendent of County tramerd on, Schools, Superimtendent of School ‘uiperintend Count Center School ‘ hlementary Department of Pbducation State Committee Member Milles Ralph F \ partment of Ag ity of Minne Murphy, Fdna tl Murray High Se Nelson Director sul Professor, De Education, t ocrate ricultural ota, St. Paul Life Alember Havel 4 Ve Atistin Lowry, Vrofessor of \ ity of Minnesota. St Nuernberg, W. © Rice ¢ niver Grand Rapids wher Austin Junior iol Socioloys Paul Supermtendent of ourty, Faribault Paulson, Myrtle J Becker County Peterson, Milo J Head, Department of Agri cultural hducation University of Min neseta, St. Paul Member; Navi Policies and School Superintendent of School Detrow Lakes State Committee ory Council to the Committee on Propram Plumb, \ Education Minne Rebstock, School for Rural Education ilworth and - Duluth Charles Blue Barth division of niversity of Duluth Superintendent of Mankato Chairman, yeholog y, ranch W., f ounty, ota 142 Richardson, Walter it Superintendent School Martin County I Rippy, (Me ) ke hizabeth $ { schools, Lake of Woods County, Baudette WwW. W lent of $ ! St County Pires mines Vi stprnone ‘upernmiendent of the choo Sup nten pers ' Pyraluth ytate rei “hroeder el Superiunt School t Brow ounty ew Ulm \\ Superintendent of ! (haska Superintendent of Assistant = Profe Education miversity Branch, Duluth Smith, Frank H Collewe of versity of Mur ta Smythe, W Shert Edu Minneapolis ipenmntend ation trative t loud ent of State ¢ Actr int Hewe Supermtene hool Bemidyt ommettee Associate Professor, De ultural Edueation, 1 S:. Paul and Con hives Committee Studies for ota on Com Rural tructive { Votre ur Program « ise, Superintendent ef Schools Carlton County, Carlton >Thompsor Hennepin ¢ ‘ { Supermtendent of ~hool Minne ipoh State Advi ion Administrative Unit Thorpe Clara ounty om the fiate Council to the ory Commis on Interme lent of School (sranite Fall Superintendent Superiote ne Counts of School Dora I ounty Superintendent of School Austin M Superimtencde of Albert Lea Howard E., College of Fducation Minne Minneapolis Ad Council to the ¢ Pole and Program for Rural Wallien, (Mrs.) Valborg, School Montevideo Webster, Jerome © Winnebago Weitgenant dent of ton Wetteryrer W. A Executive Secretary, " Boards Association, St Superintendent of School Vree born County Wakefield University of ota visory ommittes Education Superintendent of on Superintendent of School Superinten (Mra) Blanda ¢ | Worthing Schools, Nobles County : Min Peter School esota School ylie, John W Fravee Zicaloose Lawrence Olidated School WwW Superintendent Borup Boruy Con Instirt Mrm hens Moortead Cloud Winona Minneapoli TIONAT Library, State eachers College Ollewe, Se I state Peacher I tate eachers College, ohs Public Library MISSISSIPPI Superintendent of Jack Superintendent Aldridge | fF Hin County Allen, ti W Leflore County Aimaker, \ (5 Pearl Raver Bond Ada, Elementary County, Pascagoula Brumfield, J. S School on of school Creenwood Superintendent of School County, Poplarville Supervisor, Jackson , Schools, Superintendent of County, Magnolia ADMINISTRATION IN THE SMALL COMMUNITY SCHOOL Coulter imitendent borrest liikzh School Hurst, brank ubee ¢ Veta upermtendent of School Nox Macon Supermtendent of ve County, Aberdeen Hen b., I ite be ounty Laney, lL. R Mon ecretary, Mis Pur ‘ d roe Middleton Kecutive i xthook lackaon Montgomery (Mrs) Teacher, Walter William t ANnme Valley Superinte Kelly, Jeanes Powell, ndent of Schools, MISSOURI Superintendent of Charl Schools, ton of Elementary Department of Education, Vineent W Shennandale Community e, Gladden Rernard ©, superintendent of ‘ Sumrmitt Commit Regional Conference on Ad Leadership Serving Community Campbell, Schools, lee's tee Midwest trative Planning thine hool Capp ity issourt to the Committees Poles “ram for Rural Education State Clements, Homer M,, Superintendent of Schools Jackson County, ladesenaeen c Cole, Fred I District Supervisor, State partment of Education abd wd Kuban (Mrs.) Don L., Superintendent of hool Bates County, Uutler Godfrey Nibert, Superintendent of Dade County, Chott Adrian Ff tian County, Jd Graves Mary 1 superintendent of Macon County, Macon Guth, (Mrs.) Ora N Superintendent = of Schools, Perry County, Verryville Hamlett Floyd k Pemiscot County Hamrick Clyde, Superintendent of Jefferson County, fillsboro Henry, W Superintendent of Camden County, Camdenton Hibbard, ¢ i Rural Supervisor, Ava Hill, Robert R Professor of Education, South east Missour: State College, ¢ ape Girardeau Advisory Council to the Committee on Policies and for Rural Edueation Hudson, Superintendent of Schools, Knox Filina Ruth Vike County, kadu Columbia ation, { Advisory Professor of niver Coun and Pro Director on De School Creenheld Superintendent of Ovark Schools, Cheri Schools, Superintendent of Schools, Caruthersville School Schoola, Program Hessic, County, (Mr W., Stiperintendent of Bowling ‘ireen (Mrsa.) Nannie, Superintendent of Hickory County, Hermitage Leonard Superintendent of Schools, County, St. Joseph Superintendent of County, Chillicothe Moss superintendent of Schools, ounty, sailles: State Director; Council to the National the Intermediate Administrative Jensen Schools, Jinken Schools Jone Buchanan i eech, Howard Sx hools, I ivingston McDonald Morvan ¢ Advisory mission Unt o MeGraw, Saline Martin School Millivan, Harrison V eT Com on Frank, Superntendent of Schools, County, Marshall Ralph 1.., Assistant Raytown Ruth, Superintendent of County, Bethany Superintendent of Schools, ROSTER OF MEMBERS Basil DD Schools Sullivan County Myers, (Mrs.) W Schools, Clinton Oliver, Stanley ¢ Southwest Missouri held Owen, Superintendent of Milan hie (County, Professor State Murphy Le Superintendent ot Piattsburg of Education, College Spring John Supermtendent of ton County, Warsaw Pattinson, Sallie, Life Repp, Charles A., Cooper Riding ' School Ben Huntsville of Schools Member Superintendent County Roonville G, Ts Dunklin County, Rinehart (Mrs School Linn Robert (Mrs Superintendent School Dougla Ava Roger hy A Secretary tis Board Association, (Mrsa.) Cleo 1 Lin County, Scotten ( t Pettis Shultz Hickman Skelton S Atchis Siuart School City Stewart, WwW Donald Schools Casa ( Summers, Arthur I of District Jeffer Ir Superintendent of MX hools Kennett Vera Superintendent County, Brookheld Maude County, of on Go} ourt chool Fugene Scheer Superitendent of Troy gure intendent Ser Gat school oln of School surity alia Lewis W Mills W superintendent on County, Rockport (Mr Ruth ¢., Montwomery ¢ uperintendent of Schools of Schools, at Montgomery Superintendent ounty, Superimtendent of Harrisonville Director of State ounty Reorganization School Department of eation mon ¢ Andy, County, Conrad Central ity tendent Superit of Schools, Tronton Head Department Missourt State ot Agri College, arrensburg Winder Lester ¢ tion Normandy Tout I Pupil Transportation Wright, John A Stoddara Young Mercer Director of Consolidated Committee; Transporta School Division St of xecutive Superintendent Bloomfield superintendent Princeton of School County Schools Crertrude of ‘ County In Inman EF Pane Jefferson City Kent Library, lewe, Cape Girardeau Library, Central Mi rensbure Library, Drury Library Rural Mis Columbia MONTANA Superintendent Kalispell onstructive the Mem pens Lincoln TIT? library, TIONAT University, Missouri State Col Southeast our: State College, Wart College, Springhetd Hible College of Seminary SOUTH, of Schools, Committee on Studies; Ad Commission Unit uperimtendent Missoula Superintendent County, Dillon W Superintendent County, Circle of Laaitu, County and ¢ to Intermediate (Mrs.) Theo Missoula Theo Beaverhead Barnard Flathead Publieation Couneil National ministrative 1 . y ( ounty visory the Bartron e on of School of Thominna MceCone Campbell Schools Pondera Mary truction, ie, Superintendent County Conrad M of Publ of Public Committee Condon Superintendent In State Inatruction, Helena of the Department Cooper. (Mrs.) Agnes Hannon, Superintendent H Schools. Ravalli County, Hamilton , (Mrs.) Alice &, yerintendent Roosevelt County, Wolf Point [De | sen xnecutive of School 143 Haight, (Mrs.) Director, State Cor respondence School, State Department of Public Loastruction, Missoula: State Committee Member Hamman, Muriel, Superintendent Lake County, Polson Haynes, (Mra) Martha, School , Gallatin County, Herigstad, Audrey, Super mntendent Cu County Miles City Ain) Superintendent Powell County Kendall, Orin P., Sanders County, Kyler, Zula, Su yerintendent son County toulder Moore, Paul J., State tana State College mittee Member (Mes.) Sylvia, of Schools, Superintendent of Boreman of Schools, ster Florence, of Schools, Deer Lodge Superintendent of Thompson Falls of Schools, Schools, leffer ,;H Club | Bosveman Mon Com cacder, State of Public Winnafern H chools, State Department truction, Helena: State Director Murphy, (Mrs.) Anna J Superintendent Schools, Mineral County, Superior on, Hilfred i Superintendent School Park County, Livingston Peterson, ) ) Supervisor of of of Lillhan tf Life Member, s.) Pearl A., Superintendent of Schools, Judith Basin County, Stanford Poese, Waive K., Superintende nt of Schools, Granite County, Philipsburg Spearin, (Mrs.) May Superintendent of Schools, Golden Valley County, Rygate Squires, Genevieve, Deputy State Superinten dent, State Department of Public In struction, Villon Suden, (Mrs.) Edith Schools, Fergus J Taft, Laura Jane, Glacier County, ¢ Ternstrom, Alice Schools, taberty Thorsen Mildred Richland Member furner, (Mrs.) Thelma B., Superintendent of Schools, Blaine County, Chinook State Committee Member Walker, Raymond P., tion, Carroll College, Helena v Wright, (Mrs.) Margaret M., of Schools, Dawson County, InNSTITt Mermupern Library, Montana State University, D, County, Superintendent ut Bank H., Superintendent County, Chester Superintendent of Schools, Sidney Siate Committee Superintendent of Lewistown of Schools, of County, Professor of Educa Superintendent Glendive rIONAL Missoula NEBRASKA Olga, Superintendent of Schools, Sarpy County, Papillion Belz Paul H., Superintendent Logan County, Stapleton Bennett, Jennie, Superintendent Sheridan County, Rushville Doris Superintendent Gosper County, Elwood Hlanchara, Thomas H., Superintendent Schools, Washington County, Biair AUampbell, (Mrs) Anne, Superintendent Schools, Madison County, Madison (Mrs.) Hazel, Superintendent York County, York Cunningham Eidon Fie Superintendent Schools. Hall County, Grand Island Day, (Mrs.) Myrtle V., Superintendent Schools, Dixon County, Ponca A veininger, Lena ¢ Superintendent of Schools, Howard County, St. Paul: State Committee Member Dutton, (Mrs of Schools, Eckard, Pawnee Andersen of Schools, of Schools, Bigelow, of Schools, of of of Comstock Schools, of of Margaret H., Superintendent Deuel County, Chappell Bessie F., Superintendent of Schools, County, Pawnee City \OMINISTRATION IN) THE SMAI OMMUNITY SCHOO! tmperial Mimure bremont ( ollepe ia Klementary ite Superinten itth Supervision Crlendale superintendent of School Loveloc| Robert Teacher, Tahoe School Doula ounty Zephyr Cove Director Gill (Mr Clare Rural Teacher, Pequop School Well Manunin R. H., Assistant State Superiniten | dent, State Department of Educ tion, Carson Harold J., Teaching Prine ipal, Dueck water School Duck water Reel Mlo Deputy State Superintendent of Public Instruction, Seeond Supervisory Dis trict, El Cyr, ) Edith I Teaching Principal Clover Valley School, Getehell Mine Col Ruy al terident of Schools, Nye ' Ponopa NEW HAMPSHIRE David, Superintendent Supervisory ) Conway: State Director I SEetintend nt, Supervisory ‘0. 4 Peterborough femnett, Phil A Superintendent, Supervisory Union No. 21, Woodsville State Committee Member \dvisory Council to the ¢ ommittec on Polite ind Prowram for Rural Fduea tion; Advisory Council to the National ¢ om n wn on the Intermediate Administrative Unit fowtlhy Charts . Superintendent, Super visory U'nior is uM inthoro: State Com mittee Member Day John W., 5 uperintendent, Supervisory non No 4o, Wolfeboro: State ¢ ommitte | Chief, Division of Adminis Department of Education, Con uperintendent of Schools M Superintendent of Superintendent, Super Salem Superintendent, Supervisory Hanover Superintendent upervisory Hudson Superintendent te ‘ . Superintendent, Supervisory Stanton on Gorham I Superintendent, Supervisory 56, Somersworth Hammon Superintendent, Supervisory No. 42, Lebanon ROSTER OF MEMBERS NEW JERSEY Bakke RH tor, Rural Seouting. | See of America, New Brunswick Biemle, (Me Miriam 1 Heiping Teacher fHloucester County, Haddonfield Eby, Wars h 1) rr, School KR outs of A ica, New Brunswick everett Marcia A Life Member Belvidere (rarrison, Fart B Superintendent of Schoel Monmouth County, Freehold Hoppock, Anne, Assistant Director, Flementary Education State Department of | ducation, Vr tor fate Committee Member \dvisory Couneil » th Committee o Police anil Vroyra fo Rural Fducatior Knipe (Mr Fidlythe M Helping Teaches (loucester Count Pitman Matthew W B Supermtendent of School Cay May County, Cape May Mille Fanni i Helpary Deacher ale Count I er Mon, Jol superintendent of School Burlneton County, Mr Holl Ndvisory Cou ! to th Committee on Policie ind Provra for Kural Education Advisory ( meal yt National Commission on the Tutermertiate Admin trative Unit Mors Howard Ir Superimtendent of School Salem County Salem tate Com er Priscilla B., Director of Re Monmouth Memorial Ho pital homas f President, New Jersey ers Colleye, Classhero Executive of the Department Advisory the Committee on Police ind Rural Education ey Superintendent of Sehoo! ounty Wenonah (sloucester Pitman mi mipsoen Cr, Superintendent of School Ship Botton State Director Straul 1 Harold Superintendent of Schoo} Pasaa County Paterson Pwichell, Jack B upermtendent of Schrol Mercer County Prenton Woolf, Kenneth Sineri itendent of School Hunterdon ¢ ounty hier ‘xton: State Com mittee Member ‘Wey wie NEW MEXICO Barton, (Mrs.) Ciracs , Superintendent, De taca County Schoal Fort Sumner Carperton, Uilly Superintendent, Union Coun ty School Clayton Castor Fiomit Superintendent Torrance County Schools 1 uperintendernt Santa Fe: State ¢ tancia Santa Ke ¢ Omimittee oun Mem Divneo Hartnett Director, State Department of Santa Fe Advisory Council to Poliere Program for Ellen Teacher huication, anid Superintendent, ¢ VI urry County school Cle (Mr W.A Education, P Crarce Aifonso J Vaughn Godley sawe Otero County Board of Superintendent of School France I uperintendent, Schools ; Otero Alamoyordo County Hatch, G. Lynn ty Schools, Lordshurg (Mrs.) Ceorgia | of Public In Education, Santa Superintendent, Hidalwo ( oun State State Superintendent Department of truction, Fe 145 Nunn bat Superunt lent of Schools, Spriunwes \dvisory Council to the Com: ttee on VW t i n for Rural Educa t lanes omimitte Southwest Regional Conference of Ndministrative leaders} Pp Serving Community Si hool Pact i Teacher Tayigue 1’ (Mr Rheau, Teacher, Conchas Dam i; ot Maud Supervi or Curry ( ounty i ] Clow State Director !’ Joel \W Superintendent Roosevelt Count School Portals chumpelt, (Mrs.) Edna J Teacher, Silver (ity Straw Hi 1?., Pring pal \nimas Con Oolidated School, Anima Tunnel Hal Superintendent of Schools, Esta ‘ Watson (Mr Mary Rk Supervisor ( obre Consolidated Schoo! Sayard What Hubert M Uperimtendent of School Maxwell Wood (Mr A} ‘ Superintendent of hool Wapon MeMunen Mexico A & M ( ollewe State New Mexico, Albuquerque NEW YORK Allen, Everest 4 a trict Superintendent of schools, Clinton County Peru Barber, George \ District Superintendent of School (renessee County Satavia Bartholomew (Mr Helen B., District Superintendent of School Washington Count Whitehall Belknap, Bo HL, laf ¢ Member, Delmar Rle Victor H District Superintendent of School Wyoming ¢ ounty Attica Bouch Olin District Superintencde of School Albany Ceunty Delmar Bowerman, H (5, District Superintendent of Schools, Montgomery County, Port Plain Brown, Clayton H District Superintendent af School Saratoga County, (sreenheld Center Brunner Edmund deS Professor of Rural sociology, Teacher College, Columbia Uni versity, New York ¢ ity Bryan, Bernard | Director operative Educational Services Buell W a. District Board of Co White Plains Superintendent of Schools, Erie (¢ ounty East urora Rurnham Reba Columbia University New York City Advisory Council to the Com mittee on Policies and Program for Rural Fduc ation Bush, (Mrs.) Pauline G District Superinten dent of Schools, Chemung County, Horse heads Butterworth, J. FE. Lify Member, Professor of Educational Admini stration, Cornell [ k meritus, tiiversity, Ithaca Advisory Council to the Committee on Policies and Program for Rural Education National Commission on the Intermediate Administrative Unit Byrne John, lyistrict Superintendent of Schools, Franklin ¢ ounty, ( hapman, Arthur B, Srushton District Superintendent of School Oswero County, Pulaski Chapman, Mernette { . District Superinten dent of School Seneca ( ounty, Ovid Cheney 4 Morelle Secretary Dairymen’s Leawue { ooperative Assoc tation, New York City Clark, Claude R District Superintendent of Schools, Essex (¢ ounty, W., Clinton Rioomingdale District ( ounty, Codding James Superintendent of Schools Chary ADMINISTRATION IN THE SMALI COMMUNITY SCHOOL Amy Hull stra Superinten Lee, (Mrs.) Mabel Sarbough, District Super 100] Oranwe ounty, Mont mefendent Schools, Niagara County North Tonawan Education Livingston , District Superintendent of y New Schools, ‘ e County Williamson and Pro Lovel rh District « roo! iorter, (Mrs Por ipkins County, { Imrector, Board of ¢ oopera ’ ct é strat Superintendent of itional Services, Westchester Coun h ¥ olum County, Chatham Dtstrict Superintendent of Durlact Theresa Park Avenue chool Livingston County, Livonia New \ t . Merrill Amenzo W., District Superintendent Filiortt | sociate Professor of Rural of ; rol Delaware County Treadwell Falu iversity, Ithaca Much ( District Superintendent of Ford, . thirector of School *», Ontario County, Stanley Relations, t s : the United State “of ] Paul District Superintendent of ity Sch ; Tompkins County, Groton t Superintendent of ‘ Donald, District Superintendent of Pittsford > ‘, Saratoga County, Wilton trict) Superintendent Is , A., District Superintendent of ounty, Redwood Tompkin County Ithaca t Superintenden ‘ illace D District Superintendent i l ounty, Afton Sx 3 * County, North Collins Garwood is tf Superintendent of District Superintendent of School an nt Canaseraga school County, VPatchowue Gibbin Kenneth : istrict Superintendent Osborn, Harold R., District Superintendent of of Schools, Cattar tugus County, Fast Ran Schools Orlean County Kendall dolph Prince, J. S., District State Health Officer, Green, Edward 7 Supervising Principal, New testown Kerlin Central School, New Berlin fle, Ralph, District Principal, Sidney High Griffin, Frances I Chief Bureau of Rural Administrative ervice State Education d 1 » District Superintendent of Department \ibany State Director Scheola, Oneida County, Waterville Gro Harry W., District Superintendent of Roosa, ester J, District Superintendent of Schools N ! issau County, Mineola Advisory schools, Ulster ¢ ouhty, Stone Ridge Council! to the Committee on Policies and Russell, Cornelia, Exeeutiv Setretary, Program for Rural Education; Executive Women's Division of ¢ hristian Service ot Committee Division of County and Rural the Methodist Church, New York City Area Superintendents Sackett, Howard G., District Superintendent of Hakes, Elton J., District superintendent of schools, Lewis County, Port Leyden School Rensselaer ¢ ounty, roy Executive Council o% the Department; Com Hakes, W. Gaylord District Superintendent mittee on Poticies and Program for Rural Schools, Dutchess ¢ unty, Poughkeepsie Education Hemilton, Leon W » District Superintendent of Saunders, Richard P., President, Save the Schools, Madison County, Morrisville Children Federation, New York City Harknes Archie W., District Superintendent Schmidt, A W., Assistant Commissioner, of Schools, Eric County, Williamsville Finance and School Administration Services, Harrold, John W District Superintendent of State Education Department, Albany Schools, Clinton County, Ellenburg Depot Sears, Clinton T., District Superintendent of Hausner, Harold S., District Superintendent Schools, Ontario County, Honeoye of Sehools, Herkimer County, Mohawk Shoemaker, Elwin S., District Superintendent Hitchcock, Elwood, District Superintendent of of Schools, Oneida County, Yorkville: Ad County Fast Jewett visory Council to the National Commission R Professor of Education on the Intermediate Administrative Unit College, Oneonta Advisory Slater, Glenn A., District Superintendent of Council t 1¢ Committee on Policies and Schools, Broome County, Binghamton Program Rural Education; Committee Sloan, De Villo, District Su serintendent on Recruitment and Preparation of Rural Schools, Onondaga County, Elbridge Teachers Smith, Calvin U., District Superintendent of Hoeldtke, Ernest H District Su serintendent Schools, Steuben County, Painted Post of Schools, Erie County, Buffalo Smith, De Alton, District Superintendent of Holmes, Harold W . District Superintendent of Schcols, Onondaga County fanlius Schools, Columbia County, Copake Smith J F District Superintendent of Hopf John F., Jr., District Superintendent of Schools, Delaware County, DPD «posit State Schools, Rockland ( ounty, New City Committee Member iTfussey, Virwil H District Superintendent of Smith, Orrin M., District Superintendent of Schools, Steuben (ounty, (sreenwood Schools, Wayne County, Wolcott Hutchins, Margaret, Professor of Home Eco Southworth, Nathan (¢ . District Superinten nomics Education, Cornell University, Ithaca dent of Se hools, Otsego ¢ ounty, East Spring Jackson, Carlton | District Superintendent of held Schools, ( hemung County, Imira Strang, Ruth, Professor of Education, Teachers Johnson, Howard R., District Superintendent College Columbia University, New York of Schools, Broome County, Deposit City Keenan, Joseph M., District Superintendent of Tyson, Harold Canheld, District paperinten Schools, Warren County, Bolton Landing dent of Schools, Otsego County, Inadilla Kreutriger, size, 16, 28 Size f solidarity, 94. 56 tate ap ; traditions and customs Book m« ' values, 24 Broady, K. O 4, Community council Building princi il fee Principal ) Community library Business procedures: 2, Community school Consolidation ( {#4 School district Cc reorpvantization ) Cardinal Principle a4 Consultant: role of, 44, 97, 110 Central purchasing: 59, 101 services, 104, 109 Chandler, B. A 99 Consumer education Child: individual differences Cooperative planning 1G needs of, 36, 52 Cooperative Program in Educational unde rprivileged, 36 Administration: 54 Church, Harold H.: 2: Cooperative purchasing: (see Central Citizens committee Advisory purchasing ) committee ) Cooperative services C itize nshy education for 108. 109 Class period: length of, 77 Coordination: an administrative fun “« ‘ « Class size: 7 tion, 2 Commission on Reorganization § of Correspondence courses: 76 Secondary Education: 34 P j y : County superintendent of Schools: 51 Communication: in community, 45, 88 98. 108 in school system, 14, 55, 1143, 114 ; Curriculum: 44 skills, 34 development of Community: autonomy ’ clementary school boundaries /() tat 5 Z change, 68 limitations, 2 definition of 16 policies VI differences, 19 scope of, 34 secondary school, 73, 116, 117 € duc ational needs, interdependence life, enrichment . 67. 87 Custodial staff: 634 . 159 D Educational program changing, 74, Davies, Daniel BR . 19, BO Dawson, Howard A,: 22 9, coordination of Decentralization of responsibility by economical Opera fate Decision making DeKork, H. ¢ 4 Deleyation of ‘sponsibility iluation if} ing 49) 1? IMprovins Democratic administration influences i” publi« understanding, 21, leader quality ot ie 68, 118 mall scl j $ - school board re sponsibility } ‘ \5 | ‘ Ibli Wilbur Educational television: #0 Downers Grove, Hlinorts ; Elementary education: 24 by Droy ours Elementary principal Emotional influence: 4 Eagle, Michigan: 17 Enrollment: exy inding, #2 Education: community responsibility influences on educational program, a tations state responsibility limitation related to Educational leadership 2 4 7 108 Evaluation »? } ] ihe’ : j an administrative function 109, 1. » also Administrative ha Exceptional children leadership ) Ed j , Extension service: 110 ducational needs jucationa nec s ; iextra curricular activities recognition of 16 Sve. Glenn G as Educational objectives 59, 62, 6A, 115 influences on, 20, 34 Farm cooperative: 61 Educational opportunities fi Farmer. Charles W Jr 74 Educational pr jitatn) binance an administrative function, 2 Financial accounting: 101 Financial support: ability, 20 provision of, 20 Fitzwater, ©. O 74 providing : Pe i Floating” schedule quality, 68, 118, 1. Foundation program: (see Minimum Educational planning: 11 foundation program) an administrative function, 2 Freedom of expression: 63 ADMINISTRATION G Gaumnitz, Walter H Group process 1] idministrative skull onsultant role of Cyuidance services Halil, Morrill M Hart, Leo B 96 Heaith education: 34 Health services: 36, 38 Higher education institutions: 54, assistance of, 111, 118 preparation for, Human drives: 63 Human relations Human resources Needs of Youth j Im per ative Individual differences: 9, Independence of action: 64 Inservice education: 59, 89, 104 Instruction ity Zz, 59, 40 rout 1G individual, 76 leade rship for, 39, 94 Instructional materials providing ! sight saving, 102 Intermediate administrative unit 4 } #1) YOR. 1OK ibolishing 1O9 development, 116 establishment 1O# limitation LO# idmunistrative respons SMALL COMMUNITY SCHOO! J Junior Chamber of Commerce: 84 K Knezevich, S J i Krug, Edward A L Lane, Willard R.: 66, 86 Lansing State Journal: 18 Lay advisory committee committee ) ( sée Advisory Lead rship (see Administrative leader ship ) Leisure time: use of, Length of school day Level of living 18 346, 94, 104, 106 Library service Local adrninistrative unit district ) M McDonald, Everett A McGhehey, Marion A Meverden, Merville I 52, 58 Migratory 102 agricultural workers Minimum foundation program: 20 Minority groups: 36 N Education Association National North Central Association of Colle ind secondary Schools 74 O One-teacher schools: number of Oklahoma Cooperative Project in E cational Administration: 89 (see School 46, ges du Oklahoma State School Boards Associ ition Organization an administrative fun tion, 2 110 Parent-teacher relation rsonal satisfaction rsonnel administration in administrative function, selection af personnel, 1s 104. 106 etty, Paul V Phi Beta Kappa: 74 Physical facilities ( JSé&¢ School plant ) nt service for teachers, 104, olicies: (see School board policy ) ypulation listribution, 17 mobility, 17, 18, 47 lefis ition of sional growth, status, 99 relatianships with teachers, 94 responsibilities, 58, 59, 60 Problem solving: 54 Professional associations: 98, Professional conferences 6? 116 Professional ethics Professional library: 104 Promotior policies 59 Publi Public Puy il idju tment health service relations Ry Puy il-teacher ratio Puy i] transport ation 94, 108, 110 state suf port }} procedures Purch ising purchasing ) attendance, 161 education L. 3h: oh ve alto Educational objec influences on, 20 ? Quality of education 120 R Recreation: 36 Reeves, Floyd W Reid, John Lyon: 80 Reiman, Gene: 84 22,69 School districts district Reorganization of School (see reorganiza tion ) Resources: utilization of, 11 also Community Mabel ¢ by resources ) Rice Scheduling School: (see Small school) (see Adminis xhool Administration tration ) x hool trator) administrator: (see Adminis School board policy: adoption, 89 community participation, 11, 45, 50 63, 64 ’ execution, 45, formulation, guide for, 89 interpretation of, written, 88, BY, School bus driver: 63 School-community relations: 44, 48, 56, 37, 76 School day also Community ) lenpin of 48 a Schuol district adequacy 67, 68, 116, 120 boundaries, 99 characteristics, 24, pa definition, 23 not operating a school, 24 < wxral hanpe imiation Prote sonal dey irtment leadershiy } litie ntenan 109, 110, 118 tate fre ponsibility deiepvation ol Te) Pini yy’ financial support, 20 5 if¢ school boards 196001 suburban veloy nent superintendent trator) establishment ition y« schools number ) number iJ) Supervising principal Senne, Donal ) 4, Administrator ) ooperati ( Of instruction T leacher aAagVvist 1 council Teacher SOc 1 ATIONS a ISSOCIATIONS ) ‘jeacher load ; 5, OF, 75 Teacher study commitee T¢ acher isitation i] leaching staff uttracting yrrentatior 405 ‘ Thaden. |. 1 i8, 74 pla ert rvice tor 1 10 Transportation of pupils { eparation 10 transportation ) role yal library for } Purtion } prestige im community ) Al Turnover. of admunsstrators taming, O67, Bi 44 85, 117 f teachers, 8, 22, 235 salar » Fi 4 j hortave, 67, Sl, & 117 U meaner. 0 4 United States Public Health rsatility required IY working condition | 5 4) Teamwork im administration; 6, 40 aise ‘vision ylOT we also Teacher load) Value judgements i¢ Value patterns: 20 Administration ) W (see Educational _ tele Wilcox, John: 43 1) Wright, Grace 5.: 77 164 Service