xt7w6m335d54 https://exploreuk.uky.edu/dips/xt7w6m335d54/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1944-01 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 the Quality of Living Through In-Service Education of Teachers", vol. XI, no. 11, January 1944 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Improving the Quality of Living Through In-Service Education of Teachers", vol. XI, no. 11, January 1944 1944 1944-01 2022 true xt7w6m335d54 section xt7w6m335d54  

  
  

CommonweaItII of Kentucky

EDUCATIONAL BULLETIN

 

 

 

IMPROVING THE QUALITY OF LIVINGY
THROUGH IN- SERVICE EDUCATION
OF TEACHERS

 

 

Published by

\

If 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

0 January, 1944‘ C ' No.11 '

 

 
   
   
   
  

 

 

 

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FOREWORD

This bulletin'prepared by the Division of Teacher Education-

and Certification, contains the report of two major activities connected
with the education of teachers in Kentucky. It is a part of a program
which was under way during the administration of J. W. Brooker,

Superintendent of Public Instruction from 1940 to 1944. Part I is a

report on the Work Conference held in Richmond in August, 1943, and
Part II relates to an in-serviee program whose major purpose was to
help relieve the teacher shortage.

The Work Conference held in Richmond, the report of which is
contained in Part I, consisted of a meeting of seven colleges and their
cooperating counties for the purpose of working out a program
designed to improve the quality of living through the schools. This
Conference was a part of a long time program designed to place
greater emphasis in teacher education upon individual and group
needs as they affect the type of life in a community, which program
is being conducted through a grant-in-aid from the General Education
Board. At the close of the week’s conference, each cooperating group
had worked out the first steps in an immediate and long-time program
of action.

Part II of this bulletin is a description of an effort made under
the leadership of Superintendent J. W. Brooker through the
Division of Teacher Education and Certification to conduct in-service
educational activities designed to have an immediate eifect upon main-
taining a supply of trained teachers. This program was in answer
to an urgent need for additional preparation for emergency teachers

7 whohad been called into service to replace certificated teachers, al-

though the program described included other than emergency teachers.
There is a close relationship between the activities described in

- Part I and in Part II of this bulletin in that they describe activities

directly related to the improvement of life in the community: On the
one hand, the Conference at Richmond planned a long-time program
designed to tie the activities of the school up with the problems of
living, and, on the other hand, the summer workshops described in
Part II actually went into the counties and dealt directly with the
problems faced immediately by the teachers who would enter the
classrooms last fall.

This bulletin is published in order that it may suggest further
action in counties and communities in making the school a more

'eflective agency for the improvement of living.

JOHN FRED WILLIAMS,
Superintendent of Public Instruction
January 3, 1944.

 

 

 

 IMPROVING THE QUALITY OF LIVING THROUGIF
IN-SERVICE EDUCATION OF TEACHERS

PART 1: REPORT OF THE WORK CONFERENCE IN
RICHMOND AUGUST 26-31, 1943

PART II: SUMMER WORKSHOPS FOR TEACHERS'194‘3

 

 

  
 

 PART I

REPORT OF THE WORK CONFERENCE IN RICHMOND
AUGUST 26-31, 1943

 

 

 

  

 
 

  

 

  

CONFERENCE ORGANIZATION

Theme of the Conference
“The Impi ovement of the Quality of Living Th1ough the School”
was selected as the theme of the Confeience.

The state-wide conference was called for the purpose of sharing
experiences, planning community programs, selecting problems in the
schools concerned with the improvement of living, and planning
programs for the integration of the teacher education programs with
the improvement of living. Specifically, the purpose of the Con-
ference was to give each of the seven colleges participating in the
study an opportunity to plan with its cooperating county a program
of action for improving living through a school program. Through
this study it is hoped that teacher education will extend a little further
toward the solution of the social and economic problems of living and
will move a little closer to community life.

Conference Consultants

Dr. John E. Brewton, Dean of the Graduate School of the George
Peabody College for Teachers at Nashville, Tennessee, and
Miss Virginia White James, Specialist in Educational Methods of the
Tennessee Valley Authority, Knoxville, Tennessee, were the invited
out-of—state special. consultants. School leaders in Kentucky who have
had experiences in developing community school programs were
available as consultants.

Conference Hosts

The hosts of the Conference were the administrative officers of.
Eastern Kentucky State Teachers College, Richmond, Kentucky.
President O’Donnell, Dean W. C. Jones, and Dean Emma Y. Case
arranged effectively for rooms meals, lecreation facilities, social
activities, newspapers, stenographic assistant libraiy- facilities, and
mate 1als and equipment.

How the Conference was Financed ~

The plan of having a college and a county work together on a
program of improving living in the community through the schoél
program was stimulated through a grant-in—aid by the General Educa-
tion Board. The grant was made available for planning conferences

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and study visits. The board of those attending this Conference, there—
fore, was paid by this grant through the State Board of Education.
Q The rooms and other facilities were furnished, free, by Eastern Ken—
' tucky State Teachers College.

The Conference Planning Committee

1 The planning committee of the Conference consisted of the
V members of the Advisory Committee of the Council on Public Higher
Education; however, a sub-committee, R. E. Jagger's, as coordinator,
Dean. William S. Taylor, and Dean W. (1 Jones was appointed to
work out details of the program.

Recommendations of the Advisory Committee
The Advisory Committee recommended that the personnel of the
Conference should be confined to the. following groups:

1. Each of the seven participating colleges be asked to send eight repre-
sentatives made up of faculty members and public school leaders from
the county or community which the college selects as a cooperating
area. As nearly as possible persons from each college should be
selected on the basis of their probable contribution to the purposes of
the study.

2. Representatives of the Divisions of the State Department of Education.

3. Public school people from the state-at-large who have programs under
way directed toward community living, such as
(a) Superintendents
(b) Principals
(c) Teachers
(d) Other specialists

4. Consultants. It was suggested that Dr. Brewton, Dean of the Graduate
School of George Peabody College for Teachers, Nashville, Tennessee,
and representatives from the following organizations and foundations
be asked to participate:

(a‘) Sloan Foundation

) (b) Kellogg Foundation

(2 (c) Tennessee Valley Authority.

I

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5. It was felt that specialists in agriculture, health, child development,
and sociology should be invited. This group might be included in the
delegation from the participating colleges.

6. Each college was asked to provide for the Conference——
‘ (a) Annotated bibliographies on the phases of community living in its
relation to the school.

(b) Any new materials which may not have come available to certain
members of the work conference.

872

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The First General Session
The first general session was held at 9 :30 am, August 26, with

. R. E. Jaggers, the coordinator of the Conference, presiding. The time

was devoted to giving the conference viewpoint and in outlining pro-
cedures to be followed by the various study groups. Dr. John E.
Brewton, Dean of the Graduate School of George Peabody College for

Teachers, discussed the. outstanding characteristics of a community

school designed for the purpose of improving all areas of living.

Other General Sessions

Provisions were made for one general session each day that the
entire Conference might share in the thinking and planning of the
various study groups. Several general sessions were devoted to panel
discussions.

Panel Discussions

One of the most popular features of the Conference was the plan
of having a selected group share with the conference members their
thinking on topics of major interest through panel discussions.
Mary Lois _Williamson was the leader of a panel on “The Effect of
Food on the Health and Behavior of Children.” This discussion
centered around the school lunch program and several persons who
had had experience with school lunch programs contributed to the
discussion. Mary Bell Vaughan at another general session was the
leader of a panel on “Family Relations and Juvenile Delinquency.”
On Sunday night W. P. King conducted a discussion on “The
People’s Peace.” The pamphlet entitled “Education and The
People’s Peace” published by the National Education Association
served as a basis for the discussion.

Study Groups

Representatives from each college and from the county or school
system cooperating with the college formed a study group. There
were five distinct working groups made up of representatives from
the University of Kentucky and Green County, Eastern Kentucky
State Teachers College and Bell County, Morehead State Teachers
College and Carter County, the University of Louisville and the
Valley Station and Lowell Schools, and Western Kentucky State
Teachers College and Hopkins County. Representatives from the
counties cooperating with Murray State Teachers College and Berea
College were not present and, for that reason, the official delegates
from these two institutions sat in the study groups of other colleges.
Representatives from the State Department of Education met for

873 ,

 

   
 
 
 
 
 
  
 
  
  
 
 
 
 
 
 
 
   
 
  

 

 

 

 

 

  

 

 

several work periods under the leadership of Mr. N. O. Kimbler for
the purpose of arriving at a common viewpoint relative to the study
sponsored by the General Education Board and to think together on
the contributions which the various divisions of the State Department
of Education can make to the colleges and the school Systems in their
efforts to improve living through the school programs. After these
few study periods the group discontinued their meetings and made
themselves available as consultants in the other five study groups.

 

 

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THE CONFERENCE POINT OF VIEW

This conference is not the beginning of any new movement except
in the sense that every day is a beginning, every new road' taken is a
beginning, and every new step on an old road is a beginning. “This
is the beginning” is probably the most hopeful phrase in any
language. It is the opposite of the gruesome melancholy phrase
“This is the ending.” Let us be hopeful by saying this is the begin‘
ning in that it is a new step on an old road.

Teacher Education Concept

It was a beginning when we passed the new school code in 1934
and made it possible to examine our ways of doing things, and to
decide new ways of doing them. Beginning in 1935 we decided that
the preparation of a teacher should be based to some degree upon
what a teacher would likely do. We formulated our teacher educa—
tion curricula upon our conception of what an educated teacher
ought to be. At that time we decided that every teacher would have
pupils to lead who would have to face and solve some of the social
and economic problems of life, and for that reason each teacher
should (1) acquire during his preparation an understanding of the
major problems of social life and the implication of these problems
for the pupils and the parents, (2) acquire enough knowledge and
skill in the subject field and school level of his choice so that he will
be able through these areas to help pupils attack the problems they
will face, and (3) to acquire an understanding of the growth and
development of children that he may be able to help pupils use their
abilities, aptitudes and interests in the solution of the problems of
living which they may face. The present curriculum for the prepara-
tion of the educational leadership in Kentucky——teachers, principals,
supervisors, and administrators—is an implementation of What we
thought an educated teacher ought to be.

Advancing the Frontier

By the summer of 1940 it was found desirable to come together
for the purpose of examining our program for the preparation of
teachers and to do whatever seemed to be desirable to make it more
effective. The Superintendent of Public Instruction had asked all
agencies to join with him in a program for the improvement of

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instruction at all levels of education. More than 100 persons from
public schools and colleges met here to see what they could do. The
Commission on Teacher Education cooperated by appropriating a
substantial sum of money, and by sending specialists from its staff to
participate in the conference. This conference dealt principally with
the problem of cooperation between different educational agencies in
the pre-service and in-service education of teachers. A published
report gave the proposals agreed upon in this conference.

In the fall of 1940 conferences were held in every area of Ken-
tucky. These conferences were attended by local school leaders in
the areas and by representatives of colleges within the area. The con-
ferences were directed by the Superintendent of Public Instruction
and members of his staff. During each conference those problems of
immediate concern to local school people were listed and discussed,
and plans for solving some of these problems were formulated.

In 1941 a state—wide conference met for one week at Western
State Teachers College. Many of the problems brought out in the
area conference in the fall of 1940 influenced the theme of the con-
ferences at Western. It was, therefore, decided to move into the con-
tent of the curriculum and move it closer to the major problems of
social life. The Commission on Teacher Education again cooperated.
The theme of the conference was “The general education of teachers
as it is related to community life.” It can be seen by reading this report
that nobody was concerned with the subjects in the teacher education
curriculum as much as they were concerned with the problems of mak-
ing courses in the teacher education curriculum tie up with community
living. During this conference we moved closer to life in our thinking
than we had ever done before. But we still had not reached the heart
of our problem.

In 1942 the only cooperative enterprise developed was the
preparation of a bulletin on The Small Rural School in Wartime.
Persons from the five white state colleges worked with a group of
county superintendents and members of the Division of Supervision
and the Division of Teacher Education and Certification in the
preparation of the material. The bulletin was distributed to teachers
in small schools. Many other states helped in exhausting the supply.

Where We Are Now

The war came in the meantime and the problems of living have
multiplied. Many say our school system has broken down. If it has
failed in the crisis, there is no one reason but many reasons. One
reason is that it has not had adequate financial support. Another

876

 

 

 

  

 

 

 

     

reason is that there is so little visible evidence that the schools have
improved the quality of living as they should. To a large percentage
of people confidence in an enterprise is based upon observable evidence
that the enterprise makes a positive contribution. The question that
has pressed closer and closer to us is: What evidence is there that the
people served by a good school, as we define it, are better off than the
people served by a poor school? This means that a citizen in a com-
munity may ask: What has our school done to improve my way of
life or the lives of my children? It means that a teacher has a right
to ask the institution in which he was educated: How well have I
been prepared to lead the children in my school and the people in the
community so that quality of living is improved for them? It means
that the teacher of every subject in the college may ask himself: How
well do I understand the problems of living in the communities where
the teachers from this institution are to work, and what have I done
for them which will help them lead in improving the quality of living
in the community where they will work. How may I, through the '
subjects I teach, the understandings I may acquire, and the experi-
ences I can provide, improve the quality of living? It means that the
president of the college may ask: How can I become concerned and
how can I get the staff of this college concerned about the total welfare
of all the people in this college service area? It means that the super-
intendent may ask: Aren’t the people in this district my people and
shouldn ’t I be concerned about their needs? It means that the teacher
may ask: Aren’t these my children, these people my people, and their
concern my concern?

The foregoing questions indicate to some degree that we have all ‘
been strangers in a strange land. The teacher enters a new classroom
and finds strangers. The needs of children, how children grow, what
they like, are strange to him. The people in the community are
strangers in that the teacher does not know how communities work
together, what they have, what they want, what they need. The
physical environment is strange because the teacher does not know the
human resources, the material resources, the absence of resources.
How can he improve the quality of living when he does not know how
children grow and develop, how people live and work together, what
people have or do not have. All of us in all leadership areas find too
much strangeness when we go to work. i

The Roads Out _
“To improve the quality of living” is a more intimate statement
of What has always been the purpose of the school, and states the

877

 

 

 

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purpose in terms of present day needs. The purpose of teacher
education, therefore, becomes that of providing teachers for the school
who, through the school, will become leaders in “the improvement of

the quality of living.” To carry out this purpose in the education of
teachers we must have in the institutions which prepare teachers
concrete knowledge and intimate understanding of the problems
related to the improvement of the quality of living in communities,
and a program which will employ these knowledges and understand-
ings so that teachers who take their preparation in these institutions
can actually lead in the improvement of living in the communities
where they find themselves at work.

In order that we might be able to go a little further in our efforts
to improve the quality of living through better teacher preparation,
we asked the General Education Board for a grant—in-aid which would
help us start. In our application for the funds we took the position
that the school at all grade levels should definitely be dedicated to the
solution of those social and economic problems concerned with the
improvement of the quality of living; that the person in charge of the
classroom should understand that all he does should point toward the
life of the children and adults in the community; that he should have
such experiences as will help him discover and attempt to solve these
problems; and that no less emphasis should be placed upon essential
school subjects, but more emphasis upon the improvement of the
quality of living.

“Education” we said “should be expected to contribute substan- »
tially to improving the standards of living. If we assume that the
major function of education is to improve living, not only should we
place emphasis upon solving the economic problems concerned with
the improvement of living, but we should prepare persons to take the
lead in schools and communities in bringing about improvement in
economic and social conditions which affect living. Teachers and prin-
cipals in charge of the school must have experiences which will enable
them to direct the school work so that these ends may be attained.
These persons should be, during their preparation under direction of
persons who can take them through these experiences which will help
them to focus the school program upon economic and social problems,
and to build learning experiences around these problems.”

At the time the application for funds was made we believed that
the best way to tie the program of teacher education up with the im—
provement of living was to get teachers on the job in the communities,
teachers in colleges, and students in training for teaching to work

878

 

 

 

 

  

 

   
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
 

together on the same tasks. In order that we might do this we believed
that we should plan a program which had four types of activities:
first, each college should select a county or community with which
working relationships could be established, a community whose leaders
wanted to make their school ]')1‘0;1‘1'flnl tie more closely with the prob»
lems of living; second, visits should be made by members of the college
staff and the cooperating administrative staff to centers in other parts
of the country where beginnings toward a community school had been
made, in order to study their plans and procedures; third, plans
should be worked out for coo]‘)eration between the college staff and
the cooperating school system whereby they can work together on
problems which the area thinks should have attention; and fourth.
this type of cooperation should lead to such changes in the content
of the teacher preparation program as needs justify.

The funds were granted us to enable us to start this work. In
making this grant they agreed with us that we should develop in the
teacher a consciousness of the problems of living in the community
where he will work. \Vhen the General Education Board saw that our
plan called for the selection of a county in which cooperation in the
improvement of the quality of living would be attempted by the
school, and for the employment of this experience in the preparation
of teachers. our request was readily granted.

Funds were granted for two major activities, namely for plan-
ning conferences and for study visits. This is the first planning con-
ference we have had. Since we have studied the broad program of
teacher education in the lQlO—and 194.1 conference we need not go into
the over-all study again. \Ne have a sufficiently broad understanding
that we are ready to do specific planning. For that reason this con-
ference will be devoted to one purpose. Each college and its study area
representatives will plan its long—time and its immediate program for
the improvement of the quality of living in such a way that the life
of the community will be served and the education of future teachers
will be affected.

Each college group will work together as a unit most of the time
on its own plans. Considerable time will be given to inter-college group
Work on problems of common concern. The staff of the State Depart-
ment of Education will spend part of their time working as a unit on
state-wide plans in special areas, and the remainder of their time with
college study groups and other members in attendance. Invited public
school members will work with college study area groups, with the
State Department of Education group, and upon problems concerned

879

 

 

  

 

  

  

 

with their own institutions. The college groups, the State Department
of Education groups, and invited public school groups will select their
chairman and secretaries. The coordinating committee will select the
chairman of each special problem group.

Working Together

It would defeat our purposes if we should plan an elaborately ex-
pensive program. It will promote our purposes if we take definite steps
in giving help to the local study area upon one or more problems
which the local school people and laymen consider urgent. Whatever
we do in the beginning should be realistic and we should move forward
on this basis as rapidly as the people living in the area can go. College
staff members should work in the study area only upon problems for
which they are best prepared. Initiative on the part of local people
should be used to the limit of its availability. The college should do
nothing for the area which it can stimulate the people in the area to
do for themselves, since the success of the program is dependent upon
the degree to which local people can be led to see the problems and to
have a desire to do something about them.

When cooperative relations have been established for attacking
the problems of living, when the college faculty comes to believe truly
that teachers should be leaders in the improvement of the quality of
living, when college faculties increase the emphasis in their courses
upon the improvement of living, then will the prospective teachers
in their courses see the relations of their preparation to their realistic
functions as teachers. To bring this about the student-in-training
must, at every opportunity, be brought into the programs of the study
area when and where he can himself profit by the experience, and
when-and where he can contribute to the improvement of the program
in the area.

The 1943 workshop program has prepared the soil for continued
cooperative relations. There has been started a desire on the part of
the participating faculty members and the teachers who took the work
to continue to work together toward making the school serve better in
improving the quality of living of the people whom they serve. The
faculties who took part in these off-campus summer schools have, with
the participating students, found many problems concerned with the
improvement of living which can be attacked cooperatively.

The spirit of our college faculties and the desire of our public
school people to go forward in education make this the most oppor-
tune time in the history of our state for improved school service. Both

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groups feel that the demands upon education at the close of the war
will differ from the demands upon education before the war started.
If the established educational institutions are doing a reasonably good
job when the war closes, it will tend to prevent the establishment of
other agencies to perform services which should be performed by the
school. It will prevent agencies now existing from taking over func
tions which should belong to the school.

The difficult times through which we are 110w passing call for
many needs never felt before. Many of the old techniques for meeting
human needs have been discarded, and newer, shorter, and better ways
have been found to solve some of the more pressing problems. These
are going to tend to replace many of the old ways. Our work must not
lag. To keep abreast of the impelling needs of human beings we must
move closer to the place where the real problems of living are. In this
conference each college study area will chart its plan and quarry the
stone for the walls of the house of service in which it will live and
work in the future; and the stones in this house will be laid in the
mortar of service and the mortar will have the leaven of mutual un-
derstanding.

 

 

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PRELIMINARY PLANNING

Preliminary steps to this state-wide work conference included
(1) a seminar on community schools and the improvement of living7
and (2) conference procedures as worked out by the Conference Plan—
ning Committee.
Seminar

On April 9-10, the dean of each of the seven colleges participating
intensively in the teacher education study, the director of teacher edu-
cation and the director of supervision went to Nashville to study with
Dean John. E. Brewton and Professor Henry Harap some of the prob~
lems involved in the building of school programs pointing toward
improvement of the quality of living. Some of the problems faced
were:

1. What is a clear concept of the community school and how is it
related to the school program and teacher education.

2. How colleges can establish relationships with the community
so that the college can help in solving community problems as the
community sees them.

3. How these problems can be integrated with the learning pro-
gram in the school.

4. Which schools in the South are attacking the problems of liv-
ing and how these schools are affecting teacher education.
Community schools. Dr. Brewton directed the discussion of the

Community school. His remarks follow:

It is understood that the community school is not incompatible
with child growth and development. It is difficult to get a total com—
munity program since it is so difficult to get leadership interested in
all areas of living.

One chief problem is to build learning programs around the areas
of living. Problems of living are not to be dealt with apart from the
school, but the teacher should make whatever adjustments are
needed to improve living.

The college has something to give to a community and there is
something it can get from the communities it serves. It should build
its curriculum around the problems faced in its service area. The
college can help the area in which it is located and can grow While
it is helping.

A school, be it college or community school, should use all the
resources—human and material. Find people in the area who can do
things and let them Use their gifts. In this way leadership in differ-
ent areas is developed and can carry on. The power of a school is

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multiplied by using a variety of interests and abilities of teachers and
laymen. Teachers and leaders should be selected from different areas
of ability and interests.

Dr. Harap suggested the characteristics of a school which serves

human needs.

1. A community school improves community living.

2. The curriculum is concerned with the solution of community
problems. The here and now instead of the far away and the long
ago are the basis of action.

3. Educational leaders are also community leaders.

4. The school keeps contact with other agencies and cooperates
with them.

5. The school building is the center of community activities.

6. The community school uses the material and human resources.

7. Learning extends beyond the walls of the school.

Sugars/(1d program in the education of rural teachers. The dis-

cussion ol’ the community school was followed by a prepared state—
ment by Dr. Brewtou. This excellent statement follows here:

If American rural schools are to become community schools of
social action, teacher—educating institutions and state departments of
education must become focal points of creative effort in educational
planning designed to effect the social, physical, cultural, and material
development of the people of rural America. The key to improvement
in rural education rests in teacher—educating institutions and with
state departments of education. Theirs is the basic responsibility for
promoting reorganization of the content and method of community
education.

While no effort is made to set up or to suggest a definite program
for the teachers college in the education of rural teachers, the f