xt7qjq0sv65s https://exploreuk.uky.edu/dips/xt7qjq0sv65s/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1951-06 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.), "Improving Instruction Through In-Service Teacher Training", vol. XIX, no. 4, June 1951 text 
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Commonwealth of Kentucky

EDUCATIONAL BULLETIN
J ______________

 

 

 

 

IMPROVING INSTRUCTION
' THROUGH
IN-SERVICE TEACHER TRAINING

A Report
On

How A State-Wide Program of '
In-Service Teacher Training
Has Been Inaugurated During
The School Year 1950-1951

Published by

DEPARTMENT or EDUCATION
BOSWELL B. HODGKIN
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. XIX JUNE, I951 No. 4

 

 

 

 

 

 

 

 

  

 

  

FOREWORD

The 1950 Kentucky Legislature enacted a law providing for a
state-Wide ILL-Service Teacher Training Program and providing, also,
funds for the inauguration of the program through the State Depart-
ment of Education. This act may prove to be the most significant
piece of educational legislation in a generation—it has within it,
seeds of great promise—l trust we shall move forward.

The services provided through this state-wide program of hi-
Servicc Teacher Training have been received enthusiastically by
total school staffs throughout Kentucky. School superintendents
are definitely showing an increased interest in ways of providing
better programs of instruction. This is heartening. 1 trust that
the activities of this program will provide sufficient stimulation and
guidance to create within all school personnel the desire to improve
continuously the quality of teaching and learning. School organiza—
tion and administration have but one justification—the education
of children.

This Bulletin reports to you the purposes and services of the
program and activities through which the program has been initiated
this year in many local school systems. I trust that every teacher,
principal, supervisor, and superintendent avails himself of the op-
portunity to participate in this worthy program. Growth of teachers
while in service is essential in a good school program.

Appreciation is expressed to the members of the Iii-Service
Teacher Training staff who prepared this publication—Miss Louise
Combs, Dr. Chester Travelstead, Mr. Claude Taylor, and Mr. Fred
Edmouds.

BOSWELL B. HODGKIN
Superintendent Public Instruction
May 22, 195].

 

  

     
  
  
 
  
 
  
  
  
  
    
   
  
    

 

 

 

Commonwealth of: Kentucky
EDUCATIONAL BULLETIN Q
)r a ‘ }
ilso, i
art-
;ant 1 ‘;
it, IMPROVING INSTRUCTION “
In. THROUGH
by IN-SERVICE TEACHER TRAINING
tIltS
mg ?
hat '
1nd 1*
ove A Report
iza- on
ion
How A State-Wide Program of
the In-Service Teacher Training
ted Has Been Inaugurated During
“31., The School Year 1950-1951
op-
ers
'ice STAFF
Lise ) IN-SERVICE PROGRAM
red Bureau of Instruction

Mark Godman, Head of the Bureau
Division of Teacher Training and Certification

‘ LOUISE COMBS, Acting Director
CHESTER TRAVELSTEAD, State Coordinator, In-Service Training
‘ FRED EDMONDS, Regional Supervisor, In-Service Training
CLAUDE TAYLOR, Regional Supervisor, In-Service Training

  

 

 

 

 

 

BOSWELL B. HODGKIN

S'upcriwtamhmt Public Instruction

TRIBUTE TO THE CHIEF STATE SCHOOL OFFICER

The staff members of the In-Sei'viee Teaching Training- Prog‘l‘alll
feel that tribute is due the State Snpei'intendent of Public Instrue-
tion, Boswell B. Hodgkin, who from the beginning of his term of
()I‘fiee, has plaeed emphasis upon the need for better teaching throng11
a planned program of follow-up serviees to the, school systems and
to teaehers in the field. The ln—Sei'Viee 'l‘i'aii’iing law was enacted to
earl-y out this purpose through the State Department of Education
under the direetien 01’ the State Superintendent of Publie Tnstrue-
timi.

 

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ation.
strun-

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IMPROVING INSTRUCTION THROUGH
IN-SERVICE TEACHER TRAINING

The public, the parents, and the teaching profession have be-
come increasingly concerned during the past decade about the
quality of teaching provided for Kentucky boys and girls. They
have become more and more interested in ways to promote better
teaching. It is significant, therefore, that in a spirit of helpfulness
the 1950 Kentucky Legislature enacted a law emphasizing the im—
provement of instruction through the inauguration of a state—Wide
program of in—service teacher training through the Division of
Teacher Training and Certification of the State Department of Edu—
cation.

The In-Service Teacher Training Law

Kentucky Revised Statutes 156.095 setting forth the plan for
the in—service training program is as follows:

The State Department of Education is hereby authorized to
establish, direct 'and maintain a state—Wide program of in-service
teacher training. Said program shall be organized and operated
for the purpose of improving instruction in the public common
schools and for the improvement of the leadership qualities and
professional competence of principals, supervisors, and teachers
and for such other services in the improvement of instruction in
the public common schools as may be approved from time to time
by the State Board of Education on the recommendation of the
Superintendent of Public Instruction. The program shall be di-
rected and supervised by the Division of Teacher Training and
Certification in accordance with a program approved by the Super—
intendent of Public Instruction and in accordance with the rules
and regulations of the State Board of Education approved on the
recommendation of the Superintendent of Public Instruction.

The Purpose of the Program

The primary purpose of this program of in-service training is
the improvement of instruction and learning through the continuous
professional growth of teachers in service. Instruction is the very
heart of the school program. The enrichment of educational 0p-
POrtunities for the boys and girls of Kentucky through improved
teaching is a worthy purpose of any state program of education.
It is a fundamental belief that improvement of the quality of in-
struction can best be brought about through the development of
the leadership qualities and professional competencies of all school
personnel—teachers, principals, supervisors, and superintendents—

189

 

 

 

  
  
 
 

 

drcn in school.

Philosophy of the In-Service Program
The in-service program as envisioned by the profession in Ken.
tucky is based on the following fundamental beliefs:

1. That the individual teacher and administrator must accept the
obligation to continue to improve himself personally and pro-
fessionally. (This includes travel, wide reading, participation
in community activities, periodic attendance at summer schools
or workshops, and other activities which help to develop a
broad cultural background as well as professional competency.)

2. That good teachers grow continuously through participation in
professional activities.

3. That motivation for participation in the activities comes from
Within the teachers.

4. That activities of the program are cooperatively planned by the
total staff—elementary and secondary teachers, principals,
supervisors, and superintendents. .

5. That the activities are determined by the needs of the par-
ticipants. (Problems on which teachers need help are con-
sidered.)

6. That the activities and experiences develop professional spirit
and provide personal as well as professional growth.

7. That democratic supervision or leadership releases the creative
powers within the group. (Everyone feels free to make his
unique contribution.)

8. That the activities are coordinated into a unified 12—grade
school program.

9. That the activities of the program provide for improvement of
teaching through continuous evaluation.

In-Service Training Recognized and Accepted as Essential by A11

Professional Groups

A spirit of professional growth of teachers in-service is moving
over the nation. Kentucky has been pointing the way in this move—
ment.

As early as 1943, seven colleges in Kentucky, six total county
school systems, and two individual schools participated in an in-
servicc training program through the Cooperative Study in teacher
education sponsored by the Division of Teacher Training and
Certification and the Council 011 Public Higher Education. AS a
result of this study the Council on Public Higher Education in
November, 1945, accepted iii-service training as an integral part of

1State Councils on Teacher Education, American Council on
Education, Washington, D. C. 1949

190

who are concerned with and responsible for the experiences of chil.

 

  

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the total training of teachers. The Council adopted on March 14,
1945 a Community School Circular No. 36 containing thirty recom-
mendations for improving of teacher education, including the three
following recommendations:
Each college should have a well-ordered program of follow-
up work which will include visits to teachers in the field by the
college staff and visits to the training school by former students.

The staff members of each college should be expected to Visit
and work with teachers in the field.

Every teacher training institution, should increase its services
to the teachers in the college attendance area, and it should sponsor
special programs, provide consultant services, conduct in-service
education programs to the end that no teacher in the service area
will be denied some help.

The publication prepared by the 1948 \Vork Conference on
State Councils on Teacher Education, sponsored by the American
Council on Education, contains the account of the Cooperative Study
in teacher education in Kentucky with emphasis upon iii-service
education of teachers.1

In 1949, the National Commission on Teacher Education and
Professional Standards of the NEA devoted its annual conference
to in-service growth of teachers. The results of the conference
were published under the title “Teaching Profession Grows in
Service.”

The National Commission on Teacher Education and Profes-
sional Standards describes in-service growth as follows:

Iii-Service Growth is that growth which takes place after the
teacher is on the job. It is a continuation of the professional
development which was begun during the pre-service period of
preparation. In-service education is a process inherent in any
planned program designed to make the individual a more effective

teacher. This type of education should be an integral part of any
school program.

A cooperative plan for the professional growth of teachers in
service includes all of the education personnel in a given school
situation—teachers, superintendents, principals, supervisors, special
service staff, and staff members of colleges and of state departments
of education.1 ’

. In 1949 the National Association for the Supervision and Cur-
riculum Development and the State Association of this organization

1The Teaching Profession Grows in Service, National Commission
on Teacher Education and Professional Standards, NEA, 1949, Page 9

191

 

 

 

 

 

 

 

 

 

    

recommended iii-service teacher training as essential to a good
school program.

Also in 1949 the National Department of Classroom Teachers
and the State Department of Classroom Teachers in Kentucky de-
voted its Conference to the theme “Professional Growth of Teachers
in Service.” Some of the highlights of the discussions during the
Conference are as follows:

An in—service education program is any planned activity or group
i. of activities designed to increase the profession—efficiency of any
" educational personnel.

The desire for professional growth must be considered the basic
characteristic of any educator. In-service education is designed for
all school personnel in order to move toward the goal of better learn-
ing. In general, What benefits the teacher as a teacher also benefits
the child.

Organized in~service programs can be developed through the
professional organization, the school system, the individual school,
and the teacher education institution.

In the fall of 1949 the Kentucky Committee on Elementary
Education adopted a group of recommendations, three of which are
as follows:

That adequate appropriation be made to the State Department

of Education so as to provide for a state director or supervisor of

’ elementary education and for a field director or supervisor for each

i of the educational districts. It is further recommended that each

= school district work toward the addition of a supervisor of elemen—
tary schools on the local level.

That a part of the 25% equalization fund be used for: (a) in-
structional supplies, (b) supervision of elementary education, (c)
the establishment of an in-service program and (d) elementary
library facilities.

That the State Department of Education and the teacher train—
ing institutions of Kentucky develop adequate follow—up and in—
service training programs for the elementary schools of the state.

Also, it is significant to notice the following statement made
by the Legislative, Research Commission in the Research Bulletln
No. 10, 1950:

Essential characteristics for success in teaching are capacity for
leadership, and a consuming interest in the profession and its
responsibility to the preservation of democracy. Experience has
demonstrated that these intangible Spiritual competencies can be
i in . measured best during a period of in-service training.

192

   
  
   
   
  
    
   
    
    
 
    
  
 
 
 
 
    
   
 
 
 
  
   

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In January, 1950, the Kentucky Commission on Teacher Edu-
cation and Professional Standards adopted a program of action
for all local education associations. This proposed program an-
nounced during the 1950 Session of the Legislature included the
following recommendations:

A program of improvement of elementary education through
the pre-service and in—service preparation of elementary principals
who are the key persons in stimulating and guiding the total facul—
ties in in—service programs.

A 33—college attack on programs of in-service teacher education
planned cooperatively With teachers and administrators, and with
the State Department of Education.

These recommendations, made by representative groups in the
teaching profession, including teachers, supervisors, principals, and
superintendents, reflect the faith of the profession in the value of
continuous professional growth of teachers. The idea embodied in
the law is inherent in the recommendations of many organizations;
however, action of the Legislature provided the impetus necessary
for putting the recommendations into effect in the 1950-1951 school
year. The law makes ample provision for all these organizations
interested in in-service education to work together cooperatively
in carrying out their common objectives, and makes possible a co-
ordination of this effort through the State Department of Education.

Steps Taken In Inaugurating the Program On a Cooperative Basis

The law, through which funds were appropriated for the in-
service program for a period of two years, became effective July
1, 1950. Three additional staff members were employed by the State
Department of Education to assist in providing consultative services
to the 232 local school systems.

. The program has been planned and carried forward coopera-
tlvely with many persons and organizations participating. The.
State Department of Education, the 232 public school systems, the
3?) teacher education institutions, the Kentucky Education Asso—
elation, and in many instances the public and the parents have
Worked together in an effort to provide experiences and services

teachers needed for their own professional grOWth and for more
effective teaching. '

Significant steps taken by the In-Service Staff in getting the
Plans'formulated and underway during the 1950—1951 school year
are given on the following pages.

193

 

 

 

 

 

 

  

   
   
 
 
   
  
 

STEP 1

PLANNING GEOGRAPHICAL REGIONS FOR IN-SERVICE
SUPERVISORS

(Map, Page 204)

One regional supervisori‘ is assigned to each
region, including from 55 to 61 school systems

 

*A regional supervisor will be assigned to Region I on July 17
1951. Two additional staff members will serve that region during
June, July, and August.

 

 

 

 ’IGE

July 1)
during

STEP 2

PLANNING WITH TOTAL STAFF 0F BUREAU
OF INSTRUCTION

(Members of Bureau Staff on following page)

The total staff of the Bureau of Instruction of the State
Department of Education assisted the In-Service Staff of the
Division of Teacher Training inv(1) planning ways for the
total Bureau of Instruction to work cooperatively in many
in-service activities and in (2) formulating the overall
objectives of the statewide program.

195

 

 

 

 

     

BUREAU OF INSTRUCTION

Godman, Mark, Head of the Bureau

Division of School Supervision

Walton, Moss, Director

Taylor, Sam, Assistant Director

Galloway, Louise, Supervisor of School Libraries
Young, Whitney, Consultant in Negro Education
Taylor, L. N., Supervisor of Negro Education (Retired)

Division of Teacher Training and Certification

Combs, Louise, Acting Director

Travelstead, Chester, State Coordinator In-Service Training
Edmonds, Fred, Regional Supervisor, In-Service Training
Taylor, Claude, Regional Supervisor, In—Service Training
Wilder, O. B., Supervisor of Certification

O’Donnell, Louise, Administrative Assistant

Division of Free Textbooks

Triplett, Ishmael, Director

Division of Health Education

Whalin, E. B., Director

Division of Education for Exceptional Children

 

 

Retherford, Gwen, Director
Edwards, Stella A., Administrative Assistant

  

 STEP 3

INVITING THE 33 COLLEGES TO SELECT
IN-SERVICE COMMITTEES

(Committees given in Appendix A, Page 210)

Each college in the state approved for offering teacher
education programs was invited by Superintendent Boswell
B. Hodgkin in participate in this program. The colleges,
already committed to the philosophy of rendering services
to school systems and to teachers in the field, appointed
committees to work with the State Department Staff.

197

 

 

 

 

 STEP 4

HOLDING REGIONAL CONFERENCES

(Summary of this series of eight conferences on following pages)

Superintendents, principals, supervisors, college in—service
committee members, and staff members of the Bureau of
Instruction participated in eight conferences. At these con—
ferences many valuable suggestions and recommendations
were made relative to needs of local schools to be met
through the. state-Wide program of in-service training.

 

 SUMMARY OF EIGHT REGIONAL CONFERENCES

Statements, Suggestions, and Recommendations Made at the Regional
Meetings on In-Service Teacher Training

(Lexington, Covington, London, Pikeville, Morehead, Louisville,
Bowling Green, Murray)

1. The need was indicated for curriculum guides similar to those
already published with reference to the reading program.
Areas mentioned included language, arithmetic and social
studies. Precaution was urged in developing rigid guides at
the state level, and that more emphasis should be given to their
democratic development at the local level.

2. Willingness was expressed by college representatives to assist
local districts in their efforts.

3. Services of In—Service Training staff of the State Department
should be available upon request of the local school district.
They should serve as consultants and should work democrati-
cally, assisting local school leaders on their own problems.

ges) 4. Supervision is necessary at the local level to implement the In-
Service Program but it must be supervision that is properly
conceived and executed if it is to succeed. Our concept of
supervision and democratic leadership must become one and
the same.

5. The State Department should compile a list of resource people
and materials for use in local conferences and workshops.

6. Benefit could be derived from having teachers report to the
college staff on their problems.

7. The State Department should collect and disseminate infor-
mation on promising practices carried on in the schools. (There
is need to reduce the lag between what is known to be ef-
fective and what is actually being done).

‘ 8. The colleges should select specific districts in which they will
do extensive work.

9. The district education association meetings should be more
effective by concentrating on specific problems of instruction.

10. Workshops and conferences for elementary and high school

teachers combined should be held before and during the school
year. Teachers should be paid for all such conferences. The
local superintendent should provide the opportunity for the
total staff to work together on common problems.
The whole school program should be developed democratically
by teachers, principals, supervisors, and the superintendents.
12. Help is needed by the local district in learning how to work
together democratically. (All persons who will be affected by
decisions and plans should have a part in making them).

 

 

 

1

H

 

 

 

199

 

   

. Belief was expressed that the employment of a supervisor or

14.

15.

16.

17.

18.

19.

20.

21.

supervisors at the local level should be required by the State
Board of Education.

Changes are needed in the textbook law to allow a greater
flexibility in the instructional program.

Any In-Service Training Program should start with an evalua-
tion made by the local group. There is a great need for a
simple, but sound, evaluation instrument for the schools. Some
people felt that its use should be required by the State Depart-
ment for both the elementary and secondary schools. (“Look-
ing at Our Schools” is an evaluative instrument for both ele-
mentary and secondary schools—See Page 203).

Colleges should give more help to their graduates on the job.
This should be done when requested by the superintendent or
principal.

Pupil reporting methods should be studied and emphasis should
be placed on pupil growth with less emphasis on grade stan-
dards.

It was suggested that supervisors in various areas have meet-
ings to discuss their problems.

Principals do not have the time—nor training in many cases—
to carry on adequate supervision. The principals must carry
the burden of leadership in an in—service program. The State
Department in—service staff should work closely with the
principals.

In—Service education is a local problem. Different procedures
must be used in each locality. The program in each system
should be formulated on basis of the problems faced by the
local staff.

A testing program should be for diagnosis rather than for
promotion.

 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
   
 
 
 
 
  
 
   

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S T E P 5
DETERMINING SERVICES TO BE PROVIDED

(Listed on following page)

Through the eight regional conferences the Iii—Service Staff
members were in position to determine the services to pro—
vide in meeting the most pressing needs of the public school
staffs this year.

201

 

 

 

 

 

 

  
    
   
    
  
   
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
    
  
 
 
 
 
 
 
     

TENTATIVE SUGGESTIONS FOR AN IN-SERVIGE

TRAINING PROGRAM

The in—service program is a service program. It represents a way
of working with teachers and administrators on their needs. “Service”
and “way of working on. recognized needs” characterize all activities
of the program.

Suggested Services to Carry Out Purpose of the Program

A.

Helping total school staffs to work together democratically in
planning and carrying out a total twelve—grade school program
of instruction.

Encouraging and planning intervisitation—both within the
local school unit and among other school units—in order to put
into effect in more schools the better practices of classroom
instruction already being used in the better schools.

Aiding educators to work more closely with their communities
in developing a better understanding of the purposes of educa-
tion and in developing a school program based on needs and
resources of the community.

Developing curriculum guides cooperatively with represen-
tative committees from school staffs.

Aiding in the improvement of teaching techniques and in
promoting wider use of available instructional materials.
Assisting in developing and using a plan of evaluation, with an
emphasis upon the use of a testing program only for the purpose
of improving instruction.

Assisting in planning and conducting cooperatively workshops
and conferences.

Encouraging every school district to Work toward the goal
of employing one or more supervisors whose responsibility it
is to coordinate at the local level an in—service training program-
Encouraging individual professional growth through:

1. Active participation in professional organizations.
Educational travel. ,

Reading and contributing to professional literature.
Attending school periodically. ,

Active participation in a total staff in—service project.
Serving as consultants and advisers in any other services
relative to the improvement of instruction when requested by
school officials.

Developing cooperatively with the teacher training colleges
and the public schools some general policies, objectives, and
basic beliefs to serve as a guide at both the pre—service and in‘

service levels for the development of a state program of 1311th
education.

sneeze

 'V
i'.
S T E P 6
a way
ervice” ‘- GUIDING THE DEVELOPMENT OF IN-SERVICE ACTIVITIES
twities IN THE LOCAL SCHOOL SYSTEMS
' (Extent of services throughout the state given in

ally 1“ . Appendix B, Page 213)
rogram
in the The In-Service Staff members have served as consultants to the
to put school staffs in setting up activities based on the problems and needs
ssroom of the teachers and administrators of each school system. Total staffs

of elementary and secondary teachers are growing professionally through
unifies ‘ working together on such problems as the following:
educa- 1. A Working Philosophy or Statement of Beliefs (What shall
is and teachers be doing in light of these beliefs?)

2. Cumulative Records From Every Child (How to use this in-
uresen- formation in understanding the child and in planning his
program)

and in 3. Professional Literature

(How to use research in solving own problems)
1th a“ 4. Child Growth and Development
irpose , (How to study the total child and his growth and development

scientifically)

{shops 5. Reading in a 12-Grade School Program

(How to direct a developmental reading program in the elemen-
! goal tary grades and in high school and how to provide instruction
lity it and material on each child’s ability and achievement levels)
gram. 6. Arithmetic in the Elementary Grades

’ (How to make arithmetic meaningful)
7. A Promotional Policy and Plan of Reporting to Parents

(How to arrive at a cooperative lZ—grade plan of promotion and

how to report effectively pupil progress to parents)

8. Evaluation in Light of Purposes*

(How to evaluate present programs of instruction in such a
rviceS . way as to determine needs and how to determine the next
ed by immediate step necessary for improvement)
lleges ~
, and *The evaluative instrument which has been most used throughout
id in- the state is “Looking At Our School,” developed by the Kentucky State
uublic Committee on Elementary Education and issued by the State Department

of Education.
203

 

 

 STEP 7

SURVEYING PRESENT ADMINISTRATIVE POLICIES AND
PROCEDURES CONDUCIVE TO PROFESSIONAL
GROWTH OF TEACHERS

(Questionnaire and results given in Appendix C, Page 217)

The questionnaire was prepared by the Iii—Service Staff and
submitted to the 232 public school superintendents to deter-
mine the present policies and procedures conducive to an
atmosphere of professional growth of teachers while in
service.

 

    
   
 
  
 
    
     
  

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 STEP 8

PLANNING AND PARTICIPATING IN SPECIAL ACTIVITIES

1. On November 4, 1950, a cooperative Leadership Workshop was
held at the University of Louisville for teachers, principals,
supervisors, and superintendents. The theme of the conference
was “What is Effective Educational Leadership.” Approxi—
mately 160 persons participated. The workshop was planned
and sponsored by representatives of the Fifth Educational Dis-
trict, the Jefferson County Education Association, Principals’
Clubs, Classroom Teachers, and Superintendents of Louisville
and Jefferson County, Ursuline College, Nazareth College, the
University of Louisville, and the In—Service Staff of the State
Department of Education.

 

2. A series of six conferences on Improvement of Teaching Arith-
metic were held in May, 1951. A special consultant, Miss
Virginia Smith, of the John C. Winston Company, assisted in}
these conferences in which 275 teachers, supervisors, prin—
cipals, and superintendents of approximately twenty-five school
systems participated.

3. A state-wide workshop on “Educational Leadership” is sched-
uled to be held at the University of Kentucky during the period
June 25—July 13. This workshop is being sponsored by the
State Department of Education and the University of Ken—
tucky. Superintendents, principals, and supervisors from all
school systems are invited. Approximately 150 persons will
attend. The first week will be devoted to a study and discus-
sion of “School—Community Relations,” the second week to
“Improving the Educational Program,” and the third week to
miscellaneous problems of curriculum development, school
buildings and other phases of school administration.

4. The In-Service Staff participated in several pre-school con—
ferences, post—school conferences, and clinics throughout the
state. They also served as discussion leaders, panel members
and special speakers at various state-wide educational meet-
ings. Such meetings include those of the Kentucky Education

,Association, the Association for Supervision and Curriculum
Development, and the annual meeting of school superintendents.

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The Report on the Program for the Year

At the meeting of the Council 011 Public Higher Education held
on March 8, 1951, the Chairman, Superintendent Boswell B. Hodgkin,
presented the following report on the Til—Service Training Program:

It is with some degree of pride when we point to the fact that
the training level of teachers in Kentucky at the present time is at
the highest point in our history. Out of the 19,392 teachers em-
ployed this year, 10,378 or 53.5 percent are college graduates. There
are 1,287 who hold the Master’s degree. This is evidence that there

, l is apparently a spirit of professional improvement existing among
many of our teachers. This is salutary and gives hope for the
improvement in our programs of instruction in the elementary and
secondary school