B.n Briefc Problems, Criticisms, Solutions Listed For Tulelake High School
SUMMER LAKE
- MRS. BERNADINE HANSON
and children, Linda and George,
ana a inena, i,reg borama. were
here from Bellevue, Wash.,
spend the Easter vacation with
her parents, Mr. and Mrs. Bud
Currier.
EARL DRUMM is now at home
in Paisley from the Lakeview Hos
pital where ho had been treated
for a back injury. Replacing him
at the Bud Currier ranch, where
he has been working for the past
lew years, is Cecil Henderson.
MR. AND MRS. NEWMAN
KIMES and sons of Klamath
Falls stayed overnight April 13
with, her parents, Mr. and Mrs.
Guy Foster, and attended the
Easter services and potluck din
ner at uiurch of Our Savious.
RHUS. DUKIS CULAHAN, upper
grade teacher at Ana Uivcr
School, has taken a leave of ab
sence for three weeks to be with
her daughter and. new grandchild
at Springfield. Mrs. Mary N o v y
Paisley, is substituting for her,
MR. AND MRS. DEAN CAN
NON and family spent the Easter
weekend, at Riley where . they as
sisted the George McGees with
their branding.
'MRS. CELIA ALLEN has re
turned from a visit with her
daughter in Kelso, Wash., who re
cently had surgery.
THE BILL SMITHS had as re
cent guests, her parents, Mr. and
Mrs. George Dinus, Weiser, Idaho.
MRS. D. T, O'CONNOR accom
panied Mrs. Jack O'Leary and
daughter, Mrs. Anna Duval, of
Lakeview to Portland for a few
days' visit. Mrs. O'Leary's son
John, is convalescing tliere from
recent surgery.
MR. AND MRS. D E N Z I L
HITCHCOCK are the parents of
their first child, Rcnee Lynne, who
was born April 11 in the Lakeview
Hospital. They live at the Van
Withers ranch
MRS. GEORGE CARLON re
cently spent a few days with her
parents, Mr and Mrs. Alfred
Knopf, in Portland., .
(Continued from 6-B)
ent. and trustees is the absence
of the democratic process in dcci
sion making. This process is
much more tiian simply casting a
vote for or against a proposal. At
the heart of the issue is the pnvi
lege and right of the individual to
share in the formation and shap
ing of policy which affects him,
Those immediately responsible for
the educative process should con
tribute to the determination of
its policies.
John Dewey expressed this
philosophy of policy making when
he wrote in an article entitled
"Democracy and Educational Ad
ministration.
'Democracy substitutes consul
tation and voluntary agreement
for subordination of the many to
the few, enforced by coercion , . .
Experience has demonstrated
rather conclusively that decisions!
based on a cooperative study of
a problem generally are more en
during and more likely to be cor
rect than the decisions of any one
person.
According to a report of the
American Association of School
Administrators, "The Superintend
ent of Schools and His Work,"
an efficient school administration
will, among other things, provide
for:
'Cooperative endeavor in the
formulation of educational policies
and the utilization of the intel
lectual and professional re
sources of the whole school staff."
The conclusion of the matter is
that the participation of class
room teachers in school adminis
tration should consist for the most
part in helping to evolve plans and
policies, particularly those that af
fect themselves and their profes
sional responsibilities.
The roles of policy-making and
policy-execution must not be con
fused. A reluctance on the part of
many administrators and trustees
to grant a larger share of dcmoc-
racy to the staff in tlie operation
of the school lies in their failure
to differentiate between policy
making and the implementation or
administration of those policies.
The latter are clearly administra
tive functions.
There is no evidence except
MRS. ROBERT ELDER, ac
companied by Zilla Elder, made
a trip to Bend Sunday to meet
; her grandmother, Mrs. Nellie Gin
tlier; Lebanon.
some opinion that the staff wants
to run the school. All they ask is
that when there is a question that
concerns their work, they be con
suited about it, and that this con
sultation be more than an exer
cise in futility.
Some community resentment
leveled at tlie board has been trig
gered by tlie statements of one
trustee made to several persons;
in a business establishment, inc
comments as overheard by at
least one student and several cit-J
izens were to the effect that he
going to tell off the Par-
en! s Committee when its represen
tatives appeared before the board.
Since the trustees are elected
to represent the entire commu
nity, it behooves tiiem to give
courteous consideration to repre
sentations made by a respon
sible group of the electorate.
From tho evidence it would ap
pear that the Parents Committee
as constituted in Tulelake is not
one which will be "told off
manipulated to do the bidding of
any individual or group.
The "Report on Counselling and
Discipline" presented by the Par
ents Committee to the trustees
in March represents a mature ef-l
fort to obtain information in an ob
jective and impartial manner. The
questions used in interviewing the
Student Council were developed by
the committee well in advance
of the interview. A careful read
ing of the questions shows them
to be free of bias or innuendo.
It would seem most inadvisable
for the administration or board to
attempt to rationalize or ignore
the findings disclosed in this study.
By now, a majority of teachers,
the superintendent, and the trus
tees have assumed a somewhat
antagonistic posture. All have
varying degrees of responsibility
for this unfortunate situation. It
will require humility, wisdom,
and a spirit of compromise and
reconciliation on the part of all to
remove certain barriers, resolve
personal differences, and re-establish
effective communication. A
harmonious working relationship!
is essential if an optimum pro
gram of education is to be pro
vided the students.
An observation made by an hon
or roll student dramatically spot
lights the effect tlie crescendo of
dissension within the staff has had
upon students. Upon learning that
the GTA field representative
had arrived at the school, the
student commented to a teacher,
"Are you going to be able to do
something? We can't even learn
here any more."
RECOMMENDATIONS
The problems identified in this
study are considered to constitute
a serious threat to the required
level of professional teamwork
and harmony which is necessary!
t the school s educational program
is to attain its full potential,
l n e s e recommendations arc
presented with the hope that all
parties who have responsibility for
the effective operation of the
school will exert a sincere effort
to work together cooperatively for
the best interests of the students at
Tulelake and the teaching profession.
1. Responsibilities for directing
the activities and programs of the
Student Council and California
Scholarship Federation should be:
delegated to certain teachers who!
have the interest, will devote the
necessary time, and are accep
table to tin students. The Stu
dent Council could begin imme
diately a study of discipline prac
tices, the advisability of a student
code of conduct, and the student
handbook. From such studies
should come recommendations for
improvements in those areas of I
concentrated student dissatisfac
tions.
2. A review of teacher eval-i
uation practices, including the in-j
strument, is indicated by this
study. Particular attention should
be given to tlie importance of
classroom observations.
3. Use of a non-certificated per
son as school librarian is a viola
tion of the Education Code. The
'district wouldn't hare legal defense
snould a taxpayer suit be initiated
charging the trustees with illegal
expenditures of district funds
or if suit for damages were to be
brought on behalf of a student
who might suffer injuries while
under the regular supervision of
a non - crcdentialed person
uianges in imrary supervision
snould be made so as to comply
with the law.
4. If there is to be a class
in Office Practice, prerequisites,
curriculum, testing, grading, and
instructional responsibili
ties should be determined largely
by the teachers of business and
commercial education. The pres
ent informal kind of office practice
instruction and supervision which
is completely divorced from the
teachers of the subject seems to
be an unusual and questionable
procedure for conducting a course
for which credit is granted.
5. Attention of the entire cer
tificated staff is called to tlie fol
lowing items in the Code of Ethics
for California Teachers:
I. To meet the responsibility to
pupils, the teacher:
1. Deals kindly with each child
without prejudice or partiality.
IV. To meet the responsibility
to the profession, the teacher:
1. Endorses the principle that
the profession must accept respon
sibility for the conduct of its mem
bers and understands that his own
conduct will be regarded as a
sample of the quality of the pro
fession.
3. Maintains an attitude which
strengthens public respect for the
teaching profession and for the
school system of which he is a
part.
6. Exercises his right to parti
cipate in the democratic processes
w hich determine school policy. He
recognizes that the board of edu
cation, which derives its author
ity from the people it serves, has
placed the responsibility for the
administration of school policy
n the hands of the professional
leaders of the school. Once policy
is determined, he supports it.
8. Acts with consideration in his
contacts with fellow teachers.
a. He is kind, tolerant, and loy
al, and avoids pettiness, jealousy,
and rancor.
d. He criticizes with discretion,
knowing that only that criticism is
valid which stems from a desire
to improve tlie educational pro
cess and which is directed at is
sues rather than personalities.
It is recommended that the staff
and board give serious considera
tion to the adoption of the follow
ing codes as part of the official
personnel policies of the district:
(!) Code of Elhics for California
Teachers, and (2) Administrator
Ethics in Personnel Matters.
6. An extensive review by the
staff of the personnel policies set
forth in the Teachers Handbook
is recommended. Teachers should
propose changes concerning con
troversial items.
7. Faculty committees should
be organized to do research,
study, planning, or communica
tion in areas where there are pro
fessional concerns.
8. Faculty meetings should be
scheduled on specified days for
each month of the school year.
The teachers recommend two such
meetings per month with an agen
da provided in advance.
9. The responsibilities of depart
ment heads need to be cooper
atively defined and delineated.
10. Because a school adminis
trator has to work with all kinds
of personalities, he needs to de
velop skills in the area of hu
man relationships, such as recog
nizing the individual differences
among his teachers just as he
should expect teachers to be
aware of the uniqueness of every
pupil in their classes. Specifi
cally, the superintendent should
become more discerning and sen
sitive in his staff relationships.
1 1. The highest priority must be
given to developing cooperatively
teachers, trustees, and admin
istration a philosophy of per
sonnel relationships which will,
through collective activity, capi
talize the creative capacities of all
staff members in setting goals,
solving problems and determin
ing basic policies.
Today's teachers possess schol
arship, knowledge, skills, and in
sights which make them capable
of a large measure of independent
judgment and of assuming re
sponsibilities in policy planning.
The most effective administrator
is not a mastermind who re
serves all the thinking, plan
ning, and responsibility to him
self. He is, rather, the leader and
coordinator of programs which
provide for broad staff involve
ment in working toward common
objectives.
It is recommended that CTA's
new policy statement, "The Pro-
Wed.. April U, 19a Page 8-Ft
Herald A Newt Klamath Falls
fession's Role in Educational Pol
icy," be used as a study guide
in the development of the sug
gested philosophy of staff rela
tionships as they relate to this
fundamental issue of the demo
cratic process in school adminis
tration. It is hoped that the foregoing
report will serve to pinpoint some
sources of dissauslaction which
have produced serious effects on
staff and student morale and will
aid in the improvement of board,
teacher, and administrator relationships.
POOR PRIZE
HUTCHINSON. Kan. (UP1) -Marion
Walters, 11, last Saturday
won a new bicycle from the Op
timist Club in a bicycle safety
week program. '
Tuesday, she fell off the bicycle
and broke her right leg.
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