xt7tb27ps886 https://exploreuk.uky.edu/dips/xt7tb27ps886/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1944-09 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.), "Evaluating the Community School", vol. XII, no. 7, September 1944 text 
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0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN

 

 

 

 

 

EVALUATING THE COMMUNITY
SCHOOL

Developed by the Work Conference on Teacher Education
n‘ the University of Kentucky, August 26-
September 1, 1944

 

Published By

DEPARTMENT OF EDUCATION

JOHN FRED WILLIAMS
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.

Vo|.X|| 0 September, 1944 0 No.7

 

 

 

 

 

 

 

 

 

      
   
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
    
 
   

FOREWORD

The Work Conference, held at the University of Kentucky, -
August 26—September 1, 1944, was a part of a cooperative study
directed toward making the school function more effectively in the
life of the state and its people. This cooperative study, it is hoped,
will result in bringing into the classrooms of the state teachers who
can contribute more effectively to a functional school program. The
plans developed during the conference represented another step in
this study, which began in the spring of 1943 and will continue
indefinitely.

The Work Conference at the University this year was significant
in two ways: First, it represented all levels of education and all types
of educational organization in the state’s school system; and, second,
the 107 persons participating agreed upon criteria by which a school
which bases its program of activities upon the needs and resources of
the people served can be evaluated.

The programs formulated by the seven cooperating areas will be
published in a later bulletin. The evaluative criteria developed are
published in this bulletin because they represent ,a high level of
achievement in planning and because they may be stimulating to
others who were unable to participate in the planning conferences.

This bulletin was prepared in the Bureau of Instruction, Division
of Teacher Education and Certification.

JOHN FRED WILLIAMS
Superintendent of Public Instruction

September 15, 1944

 

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INTRODUCTION

The Second Annual Work Conference of the Cooperative Study
held at the University of Kentucky, August 26-September l, 1944,
chose as its theme “Characteristics of a Community School.” The

one hundred seven persons, who participated in this conference,

employed two processes in attempting to arrive at significant char-
acteristics of a community school —— characteristics which reveal
fundamental beliefs as to what kind of a program such a school should
offer, beliefs concerning the effectiveness of a community school
program, and beliefs as to what processes to use in developing a
school which in reality is a community school — a school which
developes maximum growth of all, which improves social living

, through democratic living, and which enriches and expands its pro-

gram by relating it to the needs and resources of the community.

In order to develop a common concept of a community school, the
work conference was organized into nine working groups. A chair-
man and consultant were appointed for each of these committees,
and the other members of each committee were representatives of
each of the seven college—county groups. Each committee selected
one of the same nine phases of a community school which the college-
county groups had considered in their study groups the first half of
the conference. Each committee attempted to set up criteria which
could be employed in measuring the extent to which a school is
functioning as a community school in that particular phase. The
groups selected their areas of work from the following nine major
phases:

1. By what criteria will you decide whether the emphasis on self-
realization is based upon needs and resources?

2. By what criteria will you decide whether the emphasis on the
development of desirable human relationships is based upon
needs and resources?

3. By what criteria will you decide whether the health, physical
education and recreation program of a school is based upon
needs and resources?

4. By What criteria will you decide whether teaching the funda-
mentals in the school is based upon needs and resources?

5. By what criteria will you decide Whether the program for the
development of vocational competencies is based upon needs
and resources?

6. By what criteria will you decide whether the school is placing

203

 

 

 

 

 

 

 

 

  

emphasis on worthy home membership upon the basis of needs
and resources?

7. By what criteria will you decide whether the program of char-
acter education is based upon needs and resources?

8. By what criteria will you decide whether the development of
worthy use of leisure time is based~upon needs and resources?

9. By what criteria will you decide whether the program of citizen-
ship training is based upon needs and resources?

Each question was answered by a list of criteria agreed upon by
the committee. A written report setting out the criteria in each
of the nine areas was submitted. After the close of the conference, a
committee was appointed to edit the criteria, and to organize them
according to a unified pattern. These criteria, as presented in this
bulletin, therefore, are the result of the thinking of the conference
committees and further thinking of the special editing committee.
That these lists of criteria may be meaningful, they are introduced
with suggestions for their use by various groups of school personnel
in the elementary, secondary, and college levels — teaching and
administrative levels.

 

Announcement
Complete report of plans formulated by the college-county

study groups will be published in a later bulletin.

 

 

 

    

 

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SUGGESTED USES FOR THESE LISTS OF
EVALUATIVE CRITERIA

It is said that when a school builds its program of activities upon
the needs and resources of the community and the people living there
it is a community school. I should like to add to this one more thing.
I should like to add the idea of sharing or working cooperatively, and
when I have done this my concept of a community school would be
expressed as follows: A community school is a school in which
teachers, pupils, and patrons working cooperatively build the program
of activities upon the needs and resources of the community and the
people living there.

The community school concept should not replace other con-
cepts but should amplify them. A community school is a, school
which teaches the fundamental subjects, preserves the cultures, mag—
nifies skills. The community school adds something which gives
meaning to these fundamental values. The very processes which make
a school a community school are used in order that feeling and under-
standing may make people want to gain and retain the fundamentals,
the cultures, and skills which. make for success in life. These processes
cover two important principles of democratic living: first, those
who are to be affected by the school7 work together in selecting goals
and moving toward their realization, and second, the very process
of working together places all. who participate in a position of pur—
suing only those things in education which have meaning to them in
“Ving the good life. ‘

One of the most difficult things faced by those who want
education to improve life is to determine what measures to use.
Shall we use improvement in people or improvement in things as our
measure? It is the view here that in our programs of education we
must focus our attention upon what is happening to people.

We can only select the things we hope to see in a well-rounded
citizen and then try to set the stage so the things we want to happen
can happen. Over the years we have, time after time, set down the
things we want manifested in the lives of those people who are to
1:}:6 around us. We have set our schools up to help accomplish these

lugs.

We say now that when teachers, pupils, and patrons working

205

 

 

 

 

 

 

 

     

  

together base the program of self—realization, human relationships,
healthful living, teaching the fundamental processes, worthy home .
membership, developing vocational competencies, citizenship training,
ethical character training, and preparation for leisure time activities
upon needs and resources of the community and the people living
there, the school is a community school.

You will come face to face with some people who will look
with suspicion upon you when you say you would like to have
a community school. Among these people will be those who have
reached a high level in the educational world. In most instances you
can be consoled by the fact that when they know what you mean by
a community school they will change their suspicious attitude to one
of approval. They want a good school; they know a good school is
one which bases its activities upon the needs and resources of the com-
munity served by the school and the people—young and old—who
live in the service area of the school; and when they know this is what
you are talking about when you speak of community school, they will
be on your side.

You must lead the people with whom you talk and work to
get your meanind. A community school implies working together ;
on problems and programs. At work and at play people who work
together, play together, have the spirit of community action. When
you find two, or three, or thirty persons working together, you have
the community pattern. Community means sharing fl sharing in
work, in play, in success, in failure, in those things in which there is
common interest. Community school means that the school belongs
to the people served by it. The people work together in deciding what
they want the school to do. This means that the superintendent of
a school system works with his staff in planning and working the
plan; that the principal of each school shares with superintendent,
teachers, and parent the responsibilities and opportunities which
come through planning the individual school program; that the
teacher in each classroom shares with the principal, his fellow teach-
ers, the pupils and their parents the obligations and the rewards
which come from cooperative work. You will have to get these
relationships understood if you have a community school and get
support.

You will want to show that your community school reaches
to the uttermost parts of the earth. You will want to show that
you are not limiting the activities of the school nor your comcepts t0
the needs and resources of the community in which the school is 1

206

 

 

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located. You will want it understood that you are beginning your
program by finding the total needs of the pupils who attend the
school, needs which must be met if he lives happily and usefully in
his own community, and needs which must be met if he is to share the
responsibilities and blessings of county citizenship, state citizenship,
national citizenship, world citizenship. You will be as sure, also, to
let it be known that you want each person to know and be certain to
use those resources around him in his own environment which can
contribute effectively to wider citizenship. You will want to make
sure that the community grows in size, bringing the resources of the
state, the nation, the world to the doorstep of every child in the school.

You will want the child when he grows up to cast an intelli-
gent vote; hence the problems of state and national government
must be brought to him. He hears Chungking mentioned on the
” “one world,” “New Deal,” “free enter-
prise” come to him over the radio. He must know their meaning so
he may act intelligently when these issues come up. You will know
that the agencies to bring about these understandings are a part of
the learning resources of the community. It is a large community,
to be sure, but it is his community.

radio; “the common man,

Measuring a community school. Many persons with whom
you work will want to find evidences which show whether their school
can be said to be a community school. They will want to know What
they need to do to make their school serve the people. They will want
to know how to build a program of activities upon the needs and
resources of the children and the community. You will want to work
with teachers and people in finding the evidences. You will want
some standards or criteria by which you can examine the program.

The criteria for measuring the extent to which a school is a
community school can be used. In this pamphlet certain criteria
have been prepared and will become useful as a guide in evaluating
any school in your system. These criteria were developed by a group
0f more than 100 persons in Kentucky, representing all types of
positions in the schools of the state. Among the people who helped
to develop them were one-room rural teachers, classroom teachers in
large elementary and high schools, principals, helping teachers,
Supervisors, superintendents, college teachers in professional courses
and subject matter fields, college deans, members of the State Depart-
Hient of Education, and others. This group worked cooperatively for
flve days on the problem of listing the things which show evidence

207

 

 

 

 

 

 

 

 

 

     

  

that a school is basing its program of activities on the needs and :
resources of the children and the community. ‘

Superintendents can use these criteria when working with
principals, teachers and business groups. If you as superintend-
ent want people to work with you, it is essential that they understand
that you want something which they want. When you use these
criteria as the basis of your conversations with them, they can see
that you want the same things for their children which they want;
namely, self—realizations, human relationships, health, fundamental
processes, worthy home membership, vocational competency, citizen- ,
ship, ethical character, worthy use of leisure. Not only will you help
them to see that you have worthy purposes, but you have outlined
for them the things which need to be done and they can understand
what you are driving at.

You who are principals can use the criteria in planning with
the teachers and patrons. The criteria under each major head can
be discussed with them and ways of realizing the things called for can
be worked out with the teachers and parents. Every person—-
teacher and parent—can find a place in which to work and will have :
a contribution which he can make.

You who are helping teachers will want some guide to which
you can anchor your program of action. These criteria will help-V
Every school is measured, for the most part at present, by whether
the child learns to read, write, spell, or solve problems. These
measures are still as important (probably more important) as ever.
There are fundamental values in education which must be procured
for each child. You will want to be' certain that eyery child learns to
spell, speak correctly, write plainly, knows how to use numbers and
number concepts, learns space relations thrOugh geography, learns
the language of science, learns social relations through the social
sciences, learns government, discovers his aptitude and has a chance
to develop it, learns the language of art, of music, and learns to do
all these things with high pride in his achievement. The criteria Will
help the teacher in bringing about these desired results by suggesting
things to emphasize and things to do. You as helping teacher will
help the teacher in the classroom to use these criteria in sharing with
pupils and patrons the responsibility of bringing these things about.

You can use these criteria as a basis of developing SCOre
cards and check lists for measuring specific activitieS. You may
work with teachers in listing the equipment found in a good One-room
school; or you may work With them in listing the professional aClS ‘

208

 

 

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of a teacher which indicate that he is a good teacher; or you may help
the teachers in developing a check sheet for measuring healthful
living in the school; or you may help the teacher in working with
children in the school in listing the things that measure good school
citizenship, or in listing the marks of a cultured person, or the marks
of an educated person. In fact, the greatest use you can probably
make of these criteria is to stimulate teachers to use them in a co—
operation with their pupils and parents in developing further the
evidences of a good school. Dozens of score cards based upon these
criteria can be worked out in the fields of overt behavior. Pupils
will want to make charts for measuring achievement in the areas of
the subject fields. You as helping teacher will he on the alert to
develop ways of using the criteria.

College faculties will find use for the criteria. You, as col-
lege faculty members who are concerned with the education of
teachers, will readily see that these criteria could be used to stimulate
teachers to build school programs around experiences and activities
from which community schools would gradually and naturally evolve,
as well as to measure the extent to which the present schools are
functioning as community schools. Therefore, you faculty members,
individually, may incorporate criteria into the iii-service education
of prospective teachers that they may be stimulated and better pre-
pared to become leaders in community schools when they enter the
profession. You may interpret these criteria to teachers and prospec—
tive teachers. You may guide them in their use and meaning through
using them to measure the effectiveness of some actual school pro-
grams. Through this experience, you and they together may find
ways of expanding these criteria as they are given here; or, you may
discover other significant manifestations of the effectiveness of a
community school. You will then add additional criteria which will
measure these new discoveries.

The entire college faculty may want to study these lists of criteria
as a cooperative learning experience. Through evaluating the criteria,
the staff Will reach common beliefs about a community school and
on basis of these beliefs they may plan togethe‘ a total pre—service
program of education designed to give teachers the preparation,
Understanding, and feeling necessary for leadership in a school where
the learning program is related to the lives of the children and adults
in the community. The experience of the faculty working together 011
common viewpoints and understanding will tend to give a unity of
“er086 to your pre-service and in-service teacher education program.

209

 

 

 

 

 

 

 

 

   
    
  
   
  
 
 
 
 
 
 
 
 
 
 
   
   
 
    
  
 
 
 
 
 
  
   

CRITERIA BY WHICH IT MAY BE
WHETHER THE EMPHASIS ON SELF-REALIZATION

Basic Considerations
1.

U1

1 , ‘ Specific Criteria

The school contributes to self-realization of the individual to the
p . extent that:
‘ ‘ 1.

F”

 

DETERMINED

 

IS BASED UPON NEEDS AND RESOURCES

Maximum self-realization means total development of an
individual to the highest degree possible in all areas of
growth—mental, physical, social, spiritual, emotional,
aesthetic, civic, and vocational. ’

When the child is respected, his abilities are released so that
he can attain his maximum self—realization.

An individual attains self—realization as he lives democratic-
ally with his friends and associates.

The school’s relation to the learner should change with his
maturity so that more and more the learner is freed from
direction by others and learns to direct his own continuing
self-education.

A function of the school is to give each individual the op-
portunities and guidance for growth that are appropriate to
his stage of development.

Every child, in order to develop a wholesome personality,
needs to have a feeling that he is loved, that he belongs, that
he is wanted, that he is appreciated, an that he can succeed.

The children are made to feel that their abilities and efforts
are appreciated.

Commendation is given only when it is deserved, but cer-
tainly when it is deserved.

The opinions of the children are respected and valued by the
teachers and other pupils.

Children are given freedom to learn through discovering
things for themselves.

Children exercise the freedom to express themselves.
Children are reasonably free from fear and worry.

The children’s needs, rather than books and what they con-
tain, become the point of departure in the learning activities-

 

210

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11.

12.

13.

14.

15.

l6.

17.

18.

19.

20.

21.

22.

23.
24.

Children are experiencing, through a program of school
living, mental, physical, social, and spiritual growth.
Learning materials are suited .to the abilities, aptitudes and
interests of the children.

Children are led to understand the resources and opportuni-
ties in the community whe1e they live.

Health examination and diagnostic tests ale used as aids by
teachers in understanding child1 e11.

Children ’s hobbies and interests are respected, and they are
encouraged to follow them.

The materials in the textbooks are enriched by bringing the
pupils in contact with the natural environment and the prob-
lems of living in the community.

The growth of children is aided through the use of com-
munity agencies.

People who have had unique experiences are brought in
contact with the pupils in the school.

Children participate in making the school an attractive place
in which to live and learn.

Children share With the teachers in planning the program of
living and learning in the school.

Children accept their responsibility as school citizens by
helping to protect school property.

Children participate in school government and accept some
responsibility in making decisions.

There is evidence that the children are concerned with the
maintenance of their physical health.

There is evidence that the children exercise reasonable care
of their personal appearance.

Children make an effort to avoid the use of incorrect expres-
sions.

Children have developed a high standard of courtesy.

There is definite evidence that every child has a sense of
belonging.

There is evidence that the teacher is conscious of the abilities
and interests of each child and has helped the child plan his
work so that he may develop through his interest and apti-
tndes.

 

 

  
 
 
 
 
 
 
 
  
 
  
 
  
 
  
 
  
  

 

 

 

 

 

 

 
 
  
  
 
 
 
 
 
 
 
 
  
 
   
 
  
  
  
 
 
 
  

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CRITERIA BY WHICH IT MAY BE DETERMINED
WHETHER THE EMPHASIS ON THE DEVELOPMENT
i 1 OF HUMAN RELATIONSHIPS IS BASED UPON

t ' I Basic Considerations

to

97!

Specific Criteria

l ‘ - The school contributes to improvement of human relations t0
the extent that:

l.

2.

3.

SI!

NEEDS AND RESOURCES

The community school is interested in the growth of all mem-
bers of the community.

Individual growth comes from within the individual. In
co-operation with his fellows, each person must plan and
work out the realization of his needs in his own unique way.
This principle holds for groups as well as individuals.

By working together on the basis of common interest people
learn tolerance and respect for the dignity and worth of 1
others. I
A program for improving human relations requires leader-
ship. lint this leadership should become increasingly die -
pensable. lts major function is indirectly to stimulate ‘
members of the community to determine their own needs
and to find ways of obtaining better community life.

Only through this self-directed expression and activity can
come continuous and permanent growth.

The community school serves not only the local geographical
unit but increasingly extends its services to larger areas
eventually including the whole world.

 

The community is increasingly ax‘vare of its needs.
Leaders are emerging from the community.

Opportunities are provided for persons with various levels of
ability to develop leadership.

An increasing number of people feel interest in and respon-
sibility toward community problems.

People of varying ages and from different economic, social:
and cultural groups enjoy working and playing together.
Courtesy is extended naturally in the school, on the plat"
ground, in the home, and in places of business.

 

212

  

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10.

11.
12.
13.

Common problems are discussed in a friendly, tolerant
manner.

Friendly co-operation exists within the school and between
the school. and other schools.

Clo-operation exists between the school and other agencies
working for the. good of the connnunity.

The school and business and industry have harmonious work—
ing arrangements with reference to work experience and job
placement.

Laws and group decisions are respected and observed.
Family life is stable.

Ideas, experiences, and materials are willingly shared by
individuals and by groups in the school and elsewhere in the
community.

The teacher recognizes herself as a part of the community
and is so recognized by the community.

The community provides satisfactory living conditions for
the teacher.

The teacher feels her responsibility toward the total growth
of the child and toward the total school program.

The local community recognizes its relationship and depend-
ence upon the national community and the world community.

213

 

 

 

 

 

 

 

 

 

     

CRITERIA BY WHICH IT MAY BE DETERMINED

WHETHER THE HEALTH, PHYSICAL EDUCATION

.N’

AND RECREATION PROGRAM OF A SCHOOL
IS BASED UPON NEEDS AND RESOURCES

‘ . " Basic Consideration
1.

Since good physical and mental health are essential for
happiness an‘dvefficiency, it is the primary obligation of the
school to promote healthful living.

Since the results of the army tests of both men and women
show that the present health status of American youth is un-
satisfactory, the ordinary health program of the public
schools has proved inadequate.

An adequate health and recreational. program must develop
desirable attitude and habits, as well as provide useful infor-
mation.

It is as important to know how to play as it is to know how to
work.

A wholesome recreational program provides an opportunity
for all people in the community to spend their leisure time
profitably.

Specific Criteria

‘ .. The community school contributes to health, physical education,
; ‘ and recreation to the extent that:

    

1.

The health program causes the community to be conscious of
needed health services and to utilize those that are available.
The teachers and pupils in the school are immunized against
common communicable diseases suggested by the State
Board of Health.

The school and community cooperate with the Health De-
partment in discovering the physical condition of pupils and
in correcting their deficiencies.

The school has found and used the information available
from the Health Department and from other sources in de-
termining the conditions in the schools and the community
that affect health.

The school uses the buildings and grounds as teaching situa-
tions in the health program.

214

 

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10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

The school and community contribute to the planning, pro-
viding, and keeping of the building and grounds attractive
so as to contribute to mental and physical health.

The school attempts to locate community health problems
and helps its people see how to overcome them.

The community is being made conscious of its health prob-
lems and participates in solving them. V

The school lunch program is educational in that it is used to
develop good habits in the choice of foods, the spending of
money, and eating practices.

The dietary practices of the pupils and their families are
known and provisions are made to help them improve.

The pupils and the people of the connnunity participate in a
food production and preservation program in relation to
health.

The facilities in the community (hospitals, dairies, canneries,
etc.) that relate to health are used by the school as teaching
situations.

The kind of emphasis that is placed on individual health
habits of pupils brings about better health practices.

The health and recreational program contributes to better
school attendance and efficiency in learning,

There is evidence that the physical activities and the recrea-
tional program of the school carry over into the home.

The people of the community participate in providing and in
using the recreational facilities of the school for the entire
year.

The pupils and teachers plan to provide wholesome play.

All pupils participate in the physical education and recrea-
tional program ofuthe school.

The school cooperates with and uses the services of other com-
munity agencies and organizations working in the fields of
safety, first aid, health and recreation.

215

 

 

 

 

 

 

 

 

     
  
 
   
   
   
 
   
   
  
   
 
 
  
   
 
 
 
 
 
 
 
 
 
  
   

CRITERIA, BY WHICH IT MAY BE DETERMINED

WHETHER TEACHING THE FUNDAMENTALS IN

2.

4.

THE SCHOOL IS BASED UPON NEEDS
AND RESOURCES

Basic Considerations
1.

The fundamental processes include more than the “three
R’s”. They include many other skills among the most im-
portant of which is the ability to think.

Basing learning experiences upon the problems and resources
of the community is an effective way of teaching the skills.
The school should help locate community needs, solve com
munity problems and develop community resources. One
way to accomplish these purposes is to relate the skills to
actual situations existing in the community.

Basing learning experiences upon local community problems
is an effectiVe approach to understanding problems of na-
tional and world importance.

. . l a Specific Criteria

The fundamental processes are taught effectively in the commun-
ity school to the extent that:

1.

to

K1

The problems and illustrations used in teaching the funda-
mental processes are drawn from the life of the community.
The materials and activities used in teaching the fundamental
processes are appropriate to the interests, abilities, and needs
of the learners. '

The learners themselves realize the need for learning the
fundamental processes.

The skills are used naturally and effecti