xt7vmc8rg37q https://exploreuk.uky.edu/dips/xt7vmc8rg37q/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1940-12 volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Teacher Education, Pre-Service and In-Service", vol. VIII, no. 10, December 1940 text Educational Bulletin (Frankfort, Ky.), "Teacher Education, Pre-Service and In-Service", vol. VIII, no. 10, December 1940 1940 1940-12 2021 true xt7vmc8rg37q section xt7vmc8rg37q

Commonwealth of KeI-iifucky O

TEACHER EDUCATION, PRE-SERVICE
' A AND lN-SERVICE

A Report of the Teacher Education Conference Held at ‘
"“ rn Kentucky State Teachers College, Richmond,
September 9-13, 1940

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DEPARTMENT OF EDUCATION

JOHN W. BROOKER
Superintendent of Public Instruction

ISSUED MONTHLY

‘ Entered as second-class matter March 21, 1933, at the post oﬁice at
‘ Frankfort, Kentucky, under the Act of August 24, 1912.

‘ VOI. VIII December, 1940 No; IO

O E 2:. n .A. I

0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN

I
:3

TEACHER EDUCATION, PRE-SERVICE
AND IN-SERVICE

A Report of the Teacher Education Conference Held at
Eastern Kentucky State Teachers College, Richmond,
September 9-13, 1940

Published by Order of the

DEPARTMENT OF EDUCATION

JOHN W. BROOKER
Superintendent of Public Instruction

ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

Vol. VIII December, 1940 No. 10

FOREWORD

The Conference on Teacher Education held in Richmond,
September 9—13, 1940, was truly a representative conference for the
improvement of instruction. Every section of the state and every
level of education were represented.

During this conference the members divided themselves into
groups according to their special interests and worked for five
days upon problems affecting learning in the schools. The
central theme in every group pointed toward a state-wide effort
for the improvement of instruction, at the elementary, secondary,
and college levels.

The reports of the work done in the conference are published
in this Bulletin. The material was assembled for publication by
the Conference Committee on Reports. It is believed that the
information contained in this report will help us all in thinking
through our problems for the improvement of instruction.

J. W. BROOKER, .
Supcmitcndent Public Instruction

December, 1940.

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INTRODUCTION

This Bulletin is divided into two parts. The first part is a state-
ment outlining the program of the Superintendent of Public Instruc-
tion for the Improvement of Instruction, and the second part contains
a report of the Conference 011 Teacher Education held at the Eastern
Kentucky State Teachers College, September 9—13, 1940.

The State Program for the Improvement of Instruction—Part
one of this Bulletin contains a brief summary of plans which have
been suggested in the state-wide program for the improvement of
instruction which Superintendent Brooker inaugurated with the
Teacher Education Conference held at the Eastern Kentucky State
Teachers College in Richmond. This summary statement represents
merely the beginnings. It records some of the steps which have been
taken, suggests some of the problems now being studied in many of
our school systems, offers suggestions of possible next steps in the
PYOg‘raIn, and indicates possible procedures. This summary state-
ment has been prepared in the light of developments up to date of
publication.

The Conference Report—The report of the work of the con-
ference makes up Part two of this Bulletin. It was thought to be
desirable to prepare the report in such a way that it would (1) give
a clear picture of the thinking of the groups working on the various
problems, and (2) show the processes through which the groups
Went in presenting their common beliefs. In order that these two
purposes might be accomplished it was decided to take the materials
coming out of the conference and publish them without modification.
The reader will notice that the materials are presented in a variety
0f “7313’s. This is accounted for by the fact that each group report
3:3 Prepared by the secretary of that group and the compiler of

IS material left it without significant modification.

General Programs—The coordinating committee prepared daily
builetms containing information essential to the groups. They con-
E‘Hlled‘ notices and outlines of all general sessions. These Daily

11 letms are made a part of this report since they help, not only to

iv . . .
g e an over-View of the conference, but help in understanding
procedures.

875

Minutes of Group Work—In order that there might be a more
intimate understanding of the way the groups went about their work,
the minutes of every meeting of two of the groups have been
included. These are Group III and Group VI. The minutes of each
of these groups follow the committee report.

The Democratic Processes Used—It was the belief of the
coordinating committee that the democratic processes should be
employed as far as possible. To that end the committee appointed
temporary chairmen who were asked to lead in organizing the group
for work, but the temporary chairman was made ineligible for
permanent chairman. This left the selection of leadership to the
group and placed no implied obligation on them to make the
coordinating committee’s choice their choice. It worked out
satisfactorily.

The democratic processes were effective to a-very high degree.
It was admitted that if this spirit guides group behavior, there will
be, at first, great disagreement; but that if cooperative thinking
really dominates group action, there is certain to come out of it the
best thought of the group. We believe that if the democratic
processes are given full play they succeed, and that failure in group
action should not condemn democracy. On the other hand, failure
truly to get group action based on group thought, is prima faole
evidence that democracy was not given its full chance.

Admittedly the conference was too short to permit the full play
of the democratic processes, but there was enough time to‘ give every
person who attended the conference a chance to contribute. The
spirit which prevailed near the close of the conference, and the
genuine desire of every member to help make the conference a
success, testify to the virtue of that way of working known as
“come, let us reason together”.

R. E. J AGGERS, Chairman
Committee on Conference Reports

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PART ONE

A brief statement of the State Program for the Im-
provement of Instruction as it relates itself to in—service
education of teachers.

THE TEACHER EDUCATION CONFERENCE IN RICHMOND

The Teacher Education Conference held in Richmond, Septem‘
ber 9—13, 1940, was the first major step in a state-wide attempt to
improve learning programs in all the schools—elementary—secondary
—college—and to make all the educational agencies of the state
serve better the educational needs of all the people. The major
theme of this conference was the improvement of instruction, (1) by
a better program for educating leaders for the schools while they
are in college, and (2) by continuing their education after they
enter into their chosen field of work. It might be said that the
theme was iii-service education—in—service education of college
teachers so they may work more effectively in the pre-service educa-
tion of prospective teachers who are to go into the elementary and
secondary schools, and in-service education of those who are now in
the public schools to the end that they may be more effective in the
learning activities of children.

The conference was so organized that emphasis could be given
to improving the teacher education program in the college as well
as to the program of improvement of instruction in the elementary
and secondary schools. The second part of this bulletin describes
the work of the Richmond conference. Let us see, first, its implica-
tion for the total state program.

A STATE PROGRAM FOR THE IMPROVEMENT OF
INSTRUCTION

The schools of the Commonwealth are set up in order that they
may serve the educational needs of the children. The first Step
taken by the State must be to set up physical conditions so that
education may be both economical and effective. The 1934 schOO1
code served to remove certain obstacles to an effective program-
Since the adoption of this code changes have taken place 111
administrative procedures which have tended to accelerate mOVG‘
ment in the direction of an improved school service: .

Improved financial control has brought more effectiveness'ln
expenditures of public funds ; more intelligent school building sel‘VlCe
has given us better school plants; the administration of attendance
laws has brought more children to school; the free textbOOk
administration has placed in the hands of most of the children more

878

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learning materials; a unified teacher education program has placed
more good teachers in more classrooms; and the study of local school
units conducted under the leadership of the State Department of
Education in 1937 recommended the elimination of small schools
where possible, and planned a long time program for the enlargement
of schools.

The Next Logical Step. While schools have continued to im-
prove under the influence of these activities, the next logical step is to
shift the emphasis to the learning program of the school, and to
making the facilities we have provided contribute more effectively
to meeting the learning needs of the children.

Superintendent Brooker declared at the beginning of his
administration that he would use his leadership and that of members
of his staff in a program which would emphasize the improvement
of instruction. In practically every public address made since
entering upon his duties as the State’s chief school officer, he has
emphasized the importance of improving instruction to the end that
the schools may better serve the needs of the children. He has asked
the cooperation of all school people in this important undertaking.

Staff Planning Conferences. The Superintendent of Public
Instruction has held numerous staff conferences during which prob-
lems connected with a state—wide program have been discussed and
tentative plans have been formulated. Between these conferences
the divisions of the Department have been studying intensively and
collecting information relating to the problems of instruction. Each
staff member is trying to find how his division can contribute to the
Program when concentrated attacks begin.

Cooperation of Colleges. The colleges, public and private, are
sensitive to the problems connected with the State’s program for
the improvement of instruction. One college released a member of
its staff for five weeks to study problems of how the college might
contribute to a program for the improvement of instruction in its
Se'l‘Vice area. Another college is planning a conference of persons
Within its service area, which conference will deal with the program
for the improvement of instruction. Other colleges have plans
Under way for getting actively into the program. The Council on
Public Higher Education has pledged its support, and the State
COllgl‘ess of Parents and Teachers are ready to cooperate.

Public School Systems Are Going Concerns. Many superin-
tendents now have under way programs which are producing results.
MOS’E school systems are earnestly trying to get the full worth of
every dollar spent. Definitely organized programs are under way

879

at this time in many schools, each emphasizing some problem related
to improving the school’s service. Among the problems now being
attacked under the leadership of the superintendents are:

10.

11.

12.

HOW may the thinking of teachers be changed from subject
centered to child centered?

How may teacher leadership employ the children in
planning to meet their own problems?

HOW may a school organize its activities so that the children
may be prepared to live and work in their home com-
munities?

How may teachers in small rural schools bring to the
children enriched experiences?

HOW may a critic teacher in a teacher training institution
help a county school system improve its program 0f
learning?

How may a county school system employ effective guidance
activities for all the children?

How can teachers in a school system help one another to
improve their informational and cultural status?

How may principal-teacher planning be made effective?
How may a superintendent get the principals in his system
to take the initiative in planning for the improvement of
instruction in the schools?

How may lay groups be made aware of learning problems
in the school?

How may a principal or a teacher use community resources
in improving the learning programs in the school? .
HOW may young people be led to a deeper appreciation of
Americanism (3

Tentative Program. The State’s program for the i111PI'0V‘3meIlt
of instruction was outlined by Superintendent Brooker in an address

during

the Teacher Education Conference in Richmond. The high-

lights of this program are:

The Conference in Richmond, September 9—13: should g1:
opportunity for a comprehensive overview of all the aspec

of the problems as they were related to the teacher-in-traimng

and to teachers-in—service. 'd in
Later there will be a Committee, appointed, state-W1 e

representation, which will help in planning the program-

. e
The general direction of the program W111 be under th

leadership of the Superintendent of Public Instruction an

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his professional staff, with the advice of the Committee and
the cooperation of a staff of consultants made up of repre-
sentatives from the colleges engaged in the education of
teachers, and public school people.

4. During the month of November, 1940, a conference was held
at the regular meeting place of each of the District Education
Associations for the purpose of (a) discussing the problems
connected with programs for the improvement of instruction,
(b) assessing the resources of each administration unit, and
(c) formulating tentative programs of action in those
administration units which decide to cooperate in the State’s
program. These conferences were attended by superin-
tendents and principals from the administrative units in each
region, by representatives of the State Department of Educa-
tion and by representatives of the teacher education institu-
tions within whose service area the meetings were held.

5. Those administrative units which decide to undertake some
program for the improvement of instruction will build their
programs around the needs in their own districts, in coopera-
tion with their professional staffs and lay groups, and they
will have available the services of the professional staff of
the Department of Education and the teacher education
institutions.

. The 1940-41 Program. By the close of the school year 1940-41
It is expected that those administrative units which will take part
in the program in some fashion will have secured the cooperation of
their professional staffs, (1) in locating some of the problems upon
Which they will work, (2) in listing the aids and resources which
are available and which may be made available, and (3) in planning
a tentative program of action designed to solve some of the problems.
The. total program in each school unit should be under way so that
during the summer sessions teachers may point their work so it
Will contribute to continuing the program in 1941-42.

The 1941-42 Program. In the late summer or early fall of 1941
a second state-wide conference on teacher education will be held at
one of the State Colleges for the education of teachers. At that time
We can look over what we have done during 1940-41 with a view to
lle.fOI‘Ining our lines for the 1941-42 program. To these conferences
Will be invited persons who have participated in the 1940-41 program.

Summer, 1941. It is hoped that many school systems will have
advanced far enough during this year that they may be able to bring
their faculties to a work shop in one of the colleges, where the groups

881

may work on the specific problems in their respective schools and
learning programs. Here each group will be able to work together
in defining their problems, in finding materials, and in planning
for action.

Laymen in the Program. As early as possible the laymen in
each community should be brought in and made to share with the
teachers the responsibility in locating problems, in finding resources,
and in planning action. Each school leader in each program who
understands his community will know whom to invite into the pro-
gram, when he should come in, and what he can contribute. Before
the program is far advanced in any district, every person in the
community should be given a chance to help. This will sell the
program as it unfolds, and will pave the way for wider support of
education, spiritually and financially, and bring the equalization of
educational opportunities faster.

National Defense. We are in a crises. Our national life is at
stake and we must be prepared and stay prepared to defend it.
National defense must be total—every person must be made to con-
tribute. National defense is not measured alone by ships and planes
and guns and bombs. These can be taken care of by the govern-
ment. We must deal in the problem of making men able to use our
physical instruments of defense ; but more important is the task of
emphasizing the spiritual values which we must defend. Democracy
is a way of life. We must teach its tenets by example. We must
work together, reason together. Teacher—teacher relationships:
teacher-pupil relationships, administrator—teacher relationships must
be cooperative.

Purposes of a Program for the Improvement of Instruction.
The program for the improvement of instruction will be successful 111
as far as the following purposes are accomplished: (1) The teachers
themselves should grow in knowledge and understanding which w111
lead to greater enjoyment in the work of teaching, and (2) through
improved teacher-leadership the learning programs of the schOOl
must meet more effectively the needs of the young p60131e served
by the schools. Important in the accomplishment of these purposes
is the employment of such activities as

(1) A study of the learning needs of every child.

(2) An evaluation of the present school program to dete
to what extent the learning needs of all the children are
not being met.

(3) The employment of all school people and interested 1a)"

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understanding of school needs, and

(4) Making such adjustments in the present program as will
lead to more effective service for the children.

State Department of Education Staff on Call. The members of
the professional staff of the State Department of Education will
be subject to the call of superintendents W110 desire their help in
inaugurating a new program or working on a program already under
way. The different phases of educational activities are emphasized
through the divisions of the Department of Education. Every mem-
ber of the staff can assist the superintendent and his teachers in
such general activities as:

(1) Studying community needs.

(2) Studying pupil needs.

(3) Studying iii-service education needs of teachers.

(4) Locating community resources Which Will contribute to
the education program.

(5) Formulating plans of action.

(6) Securing community cooperation.

(7) Securing specialized services.

(8) Preparing bulletins on problems.

(9) Confer-ring with community groups.

(10) Working with teacher committees.

(11) Directing study groups.

(12) Taking educational inventories.

(13) Evaluating programs.

(14) Promoting workshop activities.

The Educational Bulletin which is published monthly by the
Department of Education will devote frequent issues to problems
connected with the program for the improvement of instruction.
Thls publication will be supplemented by mimeographed materials
Which are thought to be useful.

Cooperating Colleges. All the state colleges and many of the
Private colleges will have staff members subject to call within their
SeI‘Vice areas. Every college has staff members Who are able and
anxious to give their services to those superintendents who have prob-

lems to be worked upon. These colleges have such services as the
following;

1. Staff members who will be made available for conferences
with parents and with teachers in clarifying problems vital
to instruction, and in planning attacks upon those problems.

883

2. Staff members who can render specialized services such as,

(a) Library development.

(b) Community art programs.
(0) Community music programs.
((1) Guidance in occupations.
(e) Laboratory work.

3. Staff members who will teach groups in extension classes.

4. Colleges have laboratories of teaching material and supplies.

5. Colleges have training schools which may be observed.

The above, in short, represents the general view of the Superin-
tendent of Public Instruction concerning the program.

Starting the Program for the Improvement of Instruction

The following suggestions concerned with beginning a program
are based upon observations over the past few years. Much has
been done during recent years in changing the ways of attacking the
problem of school improvement, and some of them are suggested here
for What they may be worth.

How may a school system organize the staff and plan a program

of action?

This was done in one school system according to the following

plan:

1. The superintendent asked his entire professional staff—-
teachers, principals, and supervisorswto meet with him and
help him evaluate the school program. At the meeting the
entire staff entered into discussion of such problems as

a. What does this staff think the school should contribute
to the people in this community?

b. What are we now doing to make the school contribute
to the people of the community?

0. What is the difference between what we think the school
should contribute to the people in the community and
what the school actually does contribute?

2. The above discussion led to a decision by the staff to try to
make the performance of the school measure up to what the
teachers thought the school should do.

a. A planning committee was appointed to work 0ut
methods of attack. This committee represented all
school levels and geographical areas of the school
system. The superintendent was not a member of the
planning committee.

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b. The group decided to meet soon to receive the recom-
mendation of the planning committee.

3. When the planning committee made its report it dealt with
the following phases of the problem:

a. A sub-committee should be appointed to set out care-

fully the functions of the teachers and to determine the
teachers’ obligations to children and to the community.

The functions of every member of the professional staff
should be studied so that working relations may be
understood.

A committee should be appointed to list those social
needs in the community which should be understood by
the teachers and to recommend the order in which an
attempt to meet these needs should be made.

A committee should be appointed to study special needs
of children in their growth and development.

A committee should be appointed to list the resources in
the school system and suggest 110w these resources may
contribute to the needs of the children and community.
A committee should be appointed to locate outside
resources which may be made available to the program
for the improvement of instruction:

(1) What may be contributed by the college in whose
service area the school system is located in the
form of publications, extension teaching, cor-
respondence courses, specialized services?

(2) What can the State Department of Education con-
tribute in the way of bulletins, materials, con-
sultant service, community service?

(3) What can the State and Regional Education
Associations contribute?

(4:) What can Federal and State Governmental
Agencies contribute?

4. During the second meeting of the entire staff plans were made
to bring laymen into the program.

Interested laymen were placed on the planning com-
mittee and other working committees.

Board members were a part of the program and their
interest was reflected in their behavior in board meetings
When budget items calling for supplies were considered.

885

. .
'.

c. The parent-teacher association was brought in and given
the tasks of
(1) Helping to make resources available.
(2) Promoting community-at-large relationships.
(3) Helping in study of child growth and development.

5. Participation of all members of the system was placed on a
voluntary basis, but participation was practically one hundred

per cent.
a. The staff of each school organized as a unit according to the
the plan used by the entire school system. me?

b. The attendance area of each school became a kind of
laboratory for
(1) promoting better understanding of community
problems.
(2) understanding of child growth and development.
(3) a higher appreciation of the schools by the
parents.

sys

6. Committees brought back reports to the groups and made the
materials available to each school group.

At all times the superintendent kept the work 011 a completely ‘
cooperative basis. The voice of every teacher was heard and the
experience of every person was evaluated and used. The program
belonged to the group—not to the superintendent, nor to the board——
and all moved together.

How May the Special Knowledges and Skills of Staff Members
Be Used?

1. In one county system the superintendent made a list of
the areas of experience of each teacher on his staff :

a. Knowledges and experiences gained in college.
b. Knowledges and experiences gained out of college-

2. These teachers were grouped according to their areas of
specialized experiences into such groups as
a. Skills in the Arts and Crafts.
b. Knowledges in Social Services.
e. Knowledges in Sciences.
(1. Knowledges and skills in fine arts.

3. If those teachers, for example, who had no knowledge 01' 51:11
in a particular craft or art, such as drawing, Weavmg; e a;
felt a need for some particular skill, they would ask 50m

886

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member of the teaching staff, who had the skill, to become
their teacher. This practice applied, also, to those who
needed special knowledge or skill in science, or social science.
The teachers used the experiences of one another to increase
their own efficiency as teachers. There was no hesitancy in
calling in a layman, who had some specialized knowledge,
when a teacher needed that knowledge and it was not avail-
able among the members of the teaching staff.

How May the Staff of a School System Work Cooperatively with
the Community in Using Community Resources for School Improve-

ment‘!

This question was answered by the faculty in a city school

system

97!

as follows :

The faculty of the school asked every lay organization in the
city to send a representative to join them in a meeting to be
held in the school.

. The purpose of this meeting was to work out ways and means

of using the community resources in the education program.

.After a series of joint meetings it was decided to prepare a

handbook 011 community resources which had educational
value.

.A layman was elected chairman of the large group and a

teacher was elected secretary.

A planning committee was appointed to work out a program
of action to be presented to the large group for approval.
The teachers and laymen in this committee were approxi-
mately equal in number.

.The report of the planning committee was presented to the

group for approval. The report as adopted was compre-
hens1ve in scope and involved all of the members in the
execution of the plan.

V - u .
.l‘eachers and laymen were d1v1ded by the plannlng com-

mittee into sub—committees for work around what they
called areas of living. Each sub-committee was asked to
explore its area and find the resources which fill in that area.

.The areas of living around which sub-committees were

formed were :

Home Membership.
Health.

Recreation.
Government.

999‘?”

887

e. Public Welfare.

f. Consumer Education.

g. Industry.

11. Occupational Opportunities.
i. Business.

. Safety.

k. Education.

1. Inter-cultural Relations.

m. Religion.

11. Practical and Fine Arts.

8. After listing the resources in these areas of living the group

tried to find out what channels they could use in making
this information available to the children in the schools.
They decided that there were available six channels through
which the resources in the fourteen areas of living might be
reached; they are as follows:

a. Excursions.

b. Demonstrations.

c. Guest Speakers.

d. Visual Aids.

e. Pupil Participation in Community Activities.
f. Radio.

9. Questionnaires were filled in by agencies and business

enterprises with information concerning the things each had
which would contribute to the program of the school.

a. This information was assembled in a handbook.
b. The handbook was placed in each school.

10. \Vhen a teacher wanted to use any agency in the community,

he used this handbook in locating the kind of education
contribution the business could contribute, when it was avail-
able, and who was in charge.

Thus the entire community worked with the school people in
tying the work of the school up with the community.
(This enterprise was under the leadership of Miss Alice MyerS,

teacher of Social Science in the DesMoines public schools.)

Public Schools for Supervised Teaching. It has been assumed
that teacher-education institutions have a major responsibility in the
improvement of instructional activities in the public elementary alld
secondary schools. The faculties of these colleges have been avﬂll'
able for conferences, lectures, commencement speaking, demonstra-
tions, and for a variety of other specialized services. In most

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instances these services have been without cost to the school system
in which the work was done