Board Reaffirms Kunkle Decision
• • •
I Continued from pj&e l)
a fifth grade class.
The school's district attorney
suggested that U.S. geography'
and history may have been neg
lected in Kunkle's current-events
oriented, social living class and
that Vietnam and discussions
of the nuclear threat may have
been less relevant.
Following the cross-examina
tion of Kunkle. educators, in
eluding Howard Bird. Lane Com
munity College director of de
velopmental education testified
in behalf of Kunkle's teaching
abilities.
District 4 Superintendent
Millard Pond was called to the
stand to defend his and
Sehulke's charges of inefficiency
against Kunkle.
In his examination of Pond.
Porter asked how Pond handled
matters of teacher inefficiency,
specifically in Kunkle's case.
Pond said reports of teachers
whose work is unsatisfactory
are submitted by officials such
as Schulke He said that in this
case he had taken it “on
Sehulke's assurance" that inves
tigation of Kunkle was in the
best interest of Kunkle's stu
dents.
Sehulke's report on Kunkle
had been filed after Schulke
had attended only two of
Kunkle's classes.
Attended twice
Schulke's report on Kunkle
had been filed after Sehulke had
attended only two of Kunkle's
classes.
Pond responded that there
were "general ways" of gaining
impressions of work quality, and
that he had been assured by
Sehulke that Kunkle had neg
lected the general classroom
curriculum expected at the fifth
grade level.
In concluding his examination
of Pond. Porter asked for an
opinion regarding Kunkle's pro
fessional competence
Pond said he considered Kun
kle "an incompetent teacher,
but not an incompetent person.
He just didn't get the job done.”
Harmon Ziegler. University
professor of political science and
co-chairman of Citizens for a
Better Education, was next call
ed to the stand.
Porter asked Ziegler to give
details of a December 4 confer
ence held with Pond. Marlin
Acker, and William Jones.
Ziegler said he had discussed
Kunkle's case with Pond, and
had expressed worry that Kun
kle's public image had been
greatly damaged.
Ziegler testified that, at the
time. Pond said "there was no
Course Survey
Faces Change
Near the end of this terra,
some teachers wilt take a few
minutes of classtime for stu
dents to fill out evaluation forms,
compiled and distributed by
Student Projects. Inc., for use
in the 1968 69 Course Survey
Bulletin
Faculty, undergraduate and
graduate representatives met
Jan 8 with SI1! to revise and
improve last year's form.
Considering financial and
time limitations, as well as stu
dent and faculty criticisms and
suggestions for the bulletin's
improvement, the SP1 board
chose a shorter form asking for
students' personal comments
about the courses
Attempting to include as
many classes as possible. SPI
will soon distribute evaluation
forms to all professors cooper
ating with the program
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question as to Kunkle’s compe
tence, and that he would write
a letter to the same effect if it
became necessary.”
When Pond was recalled for
examination, he denied Ziegler's
statement.
Brownhill said in his conclud
ing argument that Kunkle had
demonstrated that "he belongs
in a team teaching situation. He
should not have a class room all
to himself.”
Kunkle's new assignment had
been to Kennedy Junior High,
in a team-teaching post for inen
tally retarded children
Brownhill said. "Although
Kunkle is an obviously talented
teacher, he is irresponsible.”
It was manifest in Kunkle’s
earlier testimony, Brownhill
said, that his students hadn't
learned what they should have
been taught all along.
"This mans attitude — to
wards fellow teachers, towards
lesson plans, is irresponsible.
He lacks classroom control.
"The school board has no re
course." Brownhill said, "but
to bottle him up in a classroom
where he does not have com
plete control.”
Porter's associate. Herbert Ti
tus. attempted to refute testi
mony that Kunkle's teaching
methods were inefficient.
He cited the fact that Pond’s
decision on Kunklc had been
reached without Pond having
attended one of Kunkle's
classes, and with Schulke having
visited only two.
Kunkle's control of curricul
um for class study could not bo
criticized'either Titus conclud
ed—it was in line with a school
board policy designed to satisfy
individual student needs.
In his conclusion. Porter
claimed that due process of law
had not been applied in Kun
kle’s cu.se. that written parental
complaints were obtained by
Scbulke. nu date was set for
submission of the directive me
mo Kunkie was instructed to
complete a week before his dis
missal, and no conferences be
tween Kunkie and complainants
were arrang'd by Scbulke
JCunkle had a right to be in
tunned on what was being car
ried on "behind his back, by
faceless people, in effect,” for
ter said.
Mr Kunkie is not a team
teacher, but a classroom teach
er, and a very good, a very
conscientious one," he conclud
ed.
Brownhill's rejoinder ended
the proceedings in it, he assert
ed that Kunkie had abused ara
deinic responsibilities when he
had had control of curriculum
Kunkie could well have come
to Schulke on any matters with
which he tiiot trouble, including
the directive memo. Urownhdl
said.
The seemingly covert action of
the administration was due to
Kunkle's own lark of involve
ment ami not the fault of school
officials, he said in resting his
case.
following the board decision,
Kunkle was not available for
comment
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I p to
I V»ar»
t«hj
HARRY RITCHIE
Jmlm
El'CENK
Is this any way to treat your streets?
Keep your home beautiful—keep America beautiful
You walk and drive—you live on your city's streets. They're part of
your home Why litter your city, your home? Why litter your Amer
ica? Litter is ugly and unhealthy and dangerous Cleaning it up
costs millions in taxes you help pay. Every litter bit hurts you.
Litter doesn t throw itself away: litter doesn't just happen People
cause it —and only people can prevent it. ' People means you.
Keep America Beautiful.
Every
litter bit
hurts VO|l