EVALUATION or HELPENG TEACHER’S cmmumas or mszmcs EMANON 0&3 TEACHERS m RURAL swam: OF MECHiGAN ' Thesis is: $92: Desire: 3? Ed. 3}. MIC‘AQGAN ‘Sfm’fi CQLLEéEfi Verne AEEerz fifackmm W52 I v .4 \4 This is to certilg that the thesis entitled has been accepted towards fulfillment of the requirements for -A~-'~’- degree in ~ ‘1 Yofaiw l l 6 Blajor professor 1 [late *7”: 3 ~ , EVALUATION OF HELPING TEACHER'S CONTRIBUTION OF INSERVICE EDUCATION OF TEACHERS IN RURAL SCHOOLS OF MICHIGAN A Dissertation Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science School of Education In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION By Verne Allen Stockman 1952 "\ to ACKNOWLEDGMENTS The writer is indebted to the many teachers, helping teachers, and County Superintendents whose willing coop- eration has made possible this study. Members of the guidance committee, consisting of Dr. Troy L. Stearns, Chairman, Dean Cecil V. Millard, Dr. Clyde Campbell, Dr. Charles R. Hoffer, and Dr. Harry Sundwall, were helpful throughout the progress of the study. He is greatly indebted to Dr. Stearns for his kind guidance and encouragement. Grateful acknowledgment is also made to Dr. Franklin K. Killian for reviewing the manuscript and to Hrs. Killian for typing it. 11 EVALUATION OF HELPING TEACHER'S CONTRIBUTION OF INSERYICE EDUCATION OF TEACHERS IN RURAL|SCHOOLS OF MICHIGAN By Verne Allen Stockman AN ABSTRACT submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree or DOCTOR OF EDUCATION School of Education 1952 Approved 4/ Verne Allen Stockman EVALUATION OF HELPING TEACHER'S CONTRIBUTION OF INSERYICE EDUCATION OF TEACHERS IN RURAL SCHOOLS OF MICHIGAN AN ABSTRACT The inservice education of teachers for the improve- ment of instruction presents a problem to rural.Ameriea. The purpose of this study was to survey the services sup- plied‘by the helping teachers in Michigan and to evaluate these services as seen by the teachers served, the helping teachers, and the County Superintendents. The role of the helping teacherwwas analyzed in an attempt to find out - (1) What teachers, helping teachers, and County Superintend- ents consider is their role, (2) what kinds of processes and skills enable the helping teacher to help teachers improve instruction, and (3) what differences are evidenced between a county with a helping teacher and a county without a helping teacher? A questionnaire was used to secure the opinions of (1) teachers who worked in counties with helping teachers, (2) teachers who worked in counties without helping teachers, (3) helping teachers, and (’4) County Superintendents. the questionnaire was divided into five areas. these Verne Allen Stockmafil were: The role of the helping teacher in (l) the improve- ment of teaching methods and techniques, (2) developing democratic living in the school, (3) recognizing and using individual differences, (A) develOping community and school relations, and (5) administering the school. In general, teachers were more interested in help in specific teaching techniques and less concerned with.help in the way children learn, their social and emotional ad- Justment, the use of community resources, and in interpret- ing the child and the school to the home and the community. The helping teachers felt keenly the needs of teachers to know the child, to recognize and use individual differ- ences found, and.to make the community aware of the Job the school should do. Their greatest interest was shown in the area of democratic living. They were particularly anxious to get teacher-participation in planning meetings and programs. The County Superintendents rated the same items somewhat lower but, in general, agreed with the helping teachers. Case studies were made of two counties that had a similar rural level of living index. These counties se- lected were County.A with a helping teacher for six years and County.B which had no helping teacher service. In County A, the helping teacher filled out a daily report for the County Superintendent. Forty-five percent of tr peten carri ing a (2) in group the p activ comet he is made Wider certe Count Verne Allen Stockmag of the reports made some evaluation of the teacher's com- petence, skills, and abilities. Other types of activities carried on by the helping teacher were ranked in the follow- ing order: (1) mrking with parents and community groups, (2) problems of teachers, (3) working with teacher-planning- groups, (it) helping teachers with room arrangement, and (5) the preparation of the news letter. There were many other activities that varied from year to year. In County B, the County Superintendent tried to do something about improving the instructional program, but he felt he could not begin to meet the needs. In general, County A with helping teacher service, made many more contacts with teachers, provided a much wider prOgram of services, and carried on a much more con- certed and better organized program of activities than the County B Superintendent, without a helping teacher, was able to provide. CONTENTS ACKNOWLEDGMENTS 4 - - - - - - - - LIST OF TABLES - - - - - - - - - CHAPTER I: INTRODUCTION The Problem - - - - Scepe and Limitations of the Study - - Definition and Descriptions of Supervision Need for the Study - - - - Procedure and Sources of Data - - - Early Studies - - The Helping Teacher Movement in Llichigan - - CHAPTER II: REVIEW OF LITERATURE - - - - - Older Concepts of Supervision - - - - Review of the Literature - - - — - - Rural Research Studies - - - - - - CHAPTER III: THE ROLE OF THE HELPING TEACHER IN SELECTED AREAS IN MICHIGAN - - - The Role of the Helping Teacher in Improvement of Teaching Methods and Techniques -' - The Role of the Helping Teacher in Deve10ping Democratic Living in the School - - - The Role of the Helping Teacher in Recognizing and Using Individual Differences - The Role of the Helping Teacher in DevelOping Community and School Relations - - The Role of the Helping Teacher in Adminis- tering the School - - - - - - Summary - - - - - - - - CHAPTER IV: AN ANALYSIS OF THE SUPERVISORY ACTIVITIES IN TWO SELECTED MICHIGAN COUNTIES - - CHAPTER V: SUNL’.ARY, CONCLUSIONS, AND RECONNENDATIONS FOR FURTHER STUDY - - - iii 31 37 41 47 50 58 60 77 Page CHAPTER V, continued Summary - - - — - - - _ - - 77 Conclusions - - - - - 82 Recommendations for Further Study 85 APPENDIX - - - - -. .. .. .. .. 88 Questionnaire - - - - - - - - - g5 BIBLIOGRAPHY - - - - - - - - - .. 100 iv LIST OF TABLES TABLE ' I. Number and Percentage of Responses by Various Groups Rating Helping Teacher's Services in the Improvement of Teaching Methods and Tech- niquos - - .. - .. II. Number and Percentage of Responses by Various Groups Rating Helping Teacher's Services in Developing Democratic Living in the School - III. Number and Percentage of Responses by Various Groups Rating Helping Teacher's Services in Recognizing and Using Individual Differences IV. Number and Percentage of Responses by Various Groups Rating Helping Teacher' s Services in Developing Community and School Relations - V. Number and Percentage of Responses by Various Groups Rating Helping Il‘eacher's Services in Administering the School - - - VI. Summary of Helping Teachers' Daily Reports, County A - VII. Estimated Activities of County Superintendent, I, A. Comparison of County A and County B, Based on 19% Census - - - - - - FIGURE I. Location of the 20 counties which employed helping teachers in 1951-52. 32-33 33-39 lie-1L3 4349 51-52 66 90 CHAPTER I INTRODUCTION The in-service education of teachers for the improvement of instruction in schools in rural areas presents a problem to rural America. The role helping teachers perform in providing better instruction for teachers and pupils in rural areas in Michigan will be the subject of this study. The educational Opportunities of American rural boys and girls.have been more limited than the opportunities afforded urban children. lechanization of the farm and the farm home has brought tremendous changes in farming methods, yet the average one-room country school is much the same as it was fifty years ago. The buildings, the furniture, the course of study, the teaching materials, and even the training of the teacher have not kept pace with the vast social and eco- nomic changes of the farming areas. There is a strong trend toward district reorganization into larger administrative units. This reorganization makes possible increased administrative efficiency and equalised taxes, as well as, higher paid and.higher certified teachers, improved.school buildings, more adequate transportation, and l 2 better attendance. However, the small schools that are left should provide the best possible type of educational program. Since these schools will continue to serve the rural areas for some time, they offer a challenge to improve their serv- ices, the teaching staff, and the kind of support that will enable them to educate rural boys and girls to take their place in our democracy. Some of the more important problems that face education in rural areas are school district reorganization, better financing of schools, better and more realistically trained teachers, and more supervision and inservice education. Teaching in the one-room school is a difficult task. The teacher should not only be experienced but should have command of many skills. In the study made by Gaumnitz and 81039, they say: Deepite the rapid rate at which the one-teacher schools are decreasing . . . there are still a great many such schools. It would seem obvious that one-teacher schools will and should continue to Operate in many rural communi- ties of the United States for a long time to come. A good case can be made for the contention that the teachers em- ployed in them should be regarded second to none in terms of educational qualifications and in terms of the remunera- tions provided. After all, the teacher of such a school must. more than those in the larger schools, depend upon herself for the education provided to the boys and girls in her charge. In addition to responsible classroom performance, the teachers of the one-room schools have many other important responsibil- ities. They are usually the sole representatives of public education within the area they serve; they are called upon for wise counsel by the local boards; they must secure or impro- vise much of the essential equipment and instructional ma- terials needed by their pupils; and they are responsible for 5 maintaining healthful and happy learning situations, often under trying circumstances. These are not jobs for mere be- ginners - - jobs knocked down to the lowest bidder. If these teachers are to deal wisely and effectively with every child attending, they require greater maturity, wider experience, sounder training, and more help from administrators, super- visors, and other teaching aids than are now commonly found.1 In 1950, there were approximately 60,000 teachers in 2 Even though reorganization of schools one-teacher schools. progresses rapidly, there will be at least 25,000 teachers for such schools needed for a long time. In 1948, the one- teacher schools still served about 1,500,000 boys and girls.:5 In Michigan, a larger percentage of farm children are retarded at each age level than of urban children.4 Illit- eracy is more prevalent in the farming sections than in the cities. Supervision of teachers in rural areas has been conSpic- uous by its absence. In Michigan, the supervision for rural l -- Walter H. Gaumnitz and David T. Blose, The One- Teacher School - Its Midcentury_Status. Washington, D. 0.: United States Printing Ufflce, 1955, p. 5. 2 -- Julian E. Butterworth and Howard A. Dawson, The Modern Rural School. New York: NcGraw-Hill Book Company, Incorporafed, I952, p. 348. 5 -- Gaumnitz and Blose, 0p. cit., p. 15. 4 -- The Improvement of Public Education in Michigan. Report of 559 Michigan PubIIcIEducatIEn Study CammIssIon. Lansing: Michigan Public Education Study Commission, 1944, pp. 16, 17. 4 schools has been provided by the County Superintendent of Schools. In most cases this has consisted of a few teachers' meetings and an occasional visit to the school by the County Superintendent. The many duties required of the superintend- ent and the large number of schools to be visited have neces- sarily limited his time for supervision. In many cases ad- ministrative and other types of problems have lessened the Opportunities for supervision. Only a few counties have had rural supervisors or helping teachers. In fact, only twenty counties in Michigan had helping teachers in 1951-52. All . F, Of these counties are to be found in the southern half of the lower peninsula. On page five is a map of Michigan showing the location of the counties which employed helping teachers in 1951-52. Th2 Problem. The purpose of this study is to survey the services supplied by the helping teachers and to evalu- ate these services as seen by the teachers served, the help- ing teachers themselves, and the County Superintendents. The study will analyse the role of the helping teacher as seen by these groups. It will include the collecting and interpreting of data in an attempt to answer the following questions: 1. What do teachers, helping teachers, and County Su- perintendents consider is the role of the helping teacher in the improvement of teaching methods and techniques; in developing democratic living in the school; in recognizing and using individual differ- ences; in developing community gnd school relations, and in administering the school. souonton c" R , A 4 R’0 .4K5 squ' DOMWHON OF CANADA ) X M ””72- :29" ref ' ' ONTONAGON mum ‘ wu corset: ' ~ ' ‘ - \ a i uncut": ‘ (d _ , ALGER \\ cmppm \ scuoowun ' K‘ \ - ”Onrflm U .\ C sumo/[L 63“" mos 8 I ~\ . \hV‘MH\mumm Ld/Fd&£:;\3 mm“ 0 ~ ' , - ‘ 3°.f °Yob cow" 1 . 0 I . 00 V [ME .0 I ,7 A 0 .. A o . -—-—'" $ ' '21? ( éh‘ 9 }' ,- msou nsu . i“ J I q l Justus + x/ no orsmo sour mm s .’ . iv ' § L— onmo nuns“ camroao OSCODA ALCONA $ c ./ V ' scam I I (3 rnAvtnst I. c I music: wzxrono mssaunctno'scomou come nosco :3 t o ’ 2 \ .' ‘1‘ ~/ " b "Tr" -2 ARENAC 4 I \ LAKE g osccou cunt ouomu . ‘9' ' 5" A 7 at uusou / * “LL-In .— i. Q 0 ‘ QAV 5’ i ocuus utcosu ISASILLA MIDLAND ' stucco. { - l ‘2'" “mo” smuc ' J " mm , “1 W aomcuu tumor 5““ h; It: _ . l .‘ ”S! I ' i i p 1: SAINT .' id mu GENESEE LA U. cum ‘. 0mm . mum CLINTON WE _ V I H r q . - .' N0 IRONS ‘4 CARLA .’ ALLEGAN um [MON moms uvuoms .’ .. \ ' m: cunts I ‘ rum mm . A noun JACKSON was" ! nuance c L . CANADA ' ‘ sr . . alum ~ a scene: ‘. csss BRANCH mLLsoALt Luuw . ,/ JOSEPH L x/ LAKE """"" ._.... 'I N I A N A {-—--- 637.6.- ' ERIE / Figure l -- Location of the 20 counties which employed helping teachers in 1951-52. ‘v 2. What are some kinds of processes and skills that enable the helping teacher to help teachers im- prove instruction? 3. that are the differences in the program and kinds of services provided in a county with a helping teacher and in a county that does not employ a helping teacher? Scope and Limitations‘2£_the Study. It has been necessary definitely to limit this study to Michigan. It has also been limited to the sixteen counties studied to prevent the influence of such unmeasured factors as big in- dustrial areas upon the areas outside the big towns such as are feund in Wayne and Oakland Counties. It has not been feasible to discuss the relationship of the larger commun- ity centered schools in the areas. With the increase in numbers of these larger community schools and the resultant decrease in numbers of small one-teacher schools, the teach! ers served.by the helping teachers will tend to be taken over by the supervisors in the community schools. In this study no attempt has been made to equate the inp dividual teacher's background and training. Since teachers vary so greatly in their abilities and in their training, the helping teacher must start where the learner is, for he can learn only as he sees the relationship between the old and 1 the new. Therefore, each teacher’presents new prOblems or various combinations of old problems, no two of which are l -- William Heard Kilpatrick, Philcso ‘2; Education. New Kerk: The Macmillan Company, l95I, p. figfi. alike. The limitations of the questionnaire, as a measuring device, have been considered and attempts have been made in collecting the material to overcome some of the variable factors by administering all the questionnaires to the teacher-groups by three people who were aware of these lim- itations. Definition and Descriptions 2; Supgrvision. Barr, Burton, and Brueckner define supervision as '. . . an ex~ pert technical service primarily concerned with studying and improving the conditions that surround learning and pup pil growth. '1 The ultimate purpose of supervision is to help children grow. The process involves sharing of experiences by parents, teachers, and children as well as by other members of the community. Wiles says, I'the basic function of supervision is to improve the learning situation for children. Supervision is a service activity that exists to help teachers do their Job better.'2 Kilpatrick writes, "the helping teacher . . . guides where guiding seems needed, but mainly works 'on the side' 1 -- Barr, Burton, and Brueckner, S ervisicn New York: Appleton Century Crofts, l9fl7, p. II. 2 -- Kimball Wiles Su ervisicn for'Better Schools, New York: Prentice-Hall, I955, p. 3. 8 of the teacher. Perhaps the main service of today's super- visor is two fold; on the one hand, to help steer the in- service study programs with a minimum of authority and a maximum encouragement of teacher leadership; on the other hand, to help new teachers find themselves in their work."1 Burton states that there are three major functions to good supervision: (l) studying the teaching-learning situ- ations, (2) improving it, and (3) evaluating the means, methods, and outcomes.2 The supervisor is responsible for coordinating all re- sources such as school personnel, community agencies, and instructional materials in order to Speed the growth proc- ess. The term 'helping teacher} more nearly describes this person, for the term 'supervisor' has come to carry the con- notation of administrative direction or dictation. Today, the emphasis is on the goal-centered approach in curriculum develOpment: setting up goals, carrying out the program, and then evaluating the outcome. The teachers must themselves recognize the need for supervision. The helping teacher must not superimpose a ready-made set of objectives. He must counsel and assist teachers in the identification of their own and the groups' needs. Alice Keliher describes l -- Kilpatrick, 0p. cit., p. 342. 2 -- Barr, Burton, and Brueckner, Supervision. New York: Appleton-Century Company, Incorporated, 1938, p. 20. the instructional consultant as a "good catalyser".l The Michigan Study Commission on Supervision in Rural Areas, in discussing the role of instructional leadership, describes the educational consultant and his relationship to the learning situation in the following manner: A prime essential is the ability to work with many groups and many individuals in a c00perative, friendly man- ner. Optimism and patience should be among his major assets. Growth on the part of a mature individual takes place slowly, as social structure changes slowly. To accept these facts philos0phically aids both the instructional consultant and his teachers. There is little to gain in accusing teachers of resisting change, or in making them feel inadequate either with themselves or in the eyes of their pupils or their com- munities. Teachers as pupils must have status and a sense of satisfaction in their accomplishments if they are to be effective. Accepting where the teacher is as a starting point, and accepting his pace and individuality as determin- ing the rate and direction of growth, the supervisor coun- sels with him. With major attention upon strong points, stimulation and commendation are given to the exercise of initiative, originality, and creativeness. Differences among teachers are accepted as assets. HEEH.£2£.EHE.§EEHI' In 1947, a Michigan Study Com- mission on Supervision in Rural Areas surveyed the status of the supervisory services for rural schools in Michigan counties and the organizational patterns in other states. In their report to the State Superintendent of Public In- struction they urged a continuous evaluation of the super- visory programs for the different types of areas in Michigan. 1 -- Report 92 the Michigan Study Commission 23 Super- vision in Rural Areas, Troy L. Stearns, Chairman. Lansing, MIcHIgafi? Department of Public Instruction, 1948, pp. 6, 7. 2 "" Ibide, p. 70 10 The commission report proved of valuable assistance in com- paring the data secured as to changes in the total state situation. Since that report was published, the County Board of Education program, with its appointment powers of the County Superintendent, has brought the needs of more rural super- vision to the attention of more and more counties. The pres- ent law provides in Section 10 (g) of Act Number 217 of the Public Acts of 1949 - - "It is the duty of the County Super- intendent of Schools to supervise and direct the work of the teacher in schools not having a superintendent."1 The County Superintendent visits the small rural schools who do not have a superintendent. He confers with the teach- ers, assists in planning the course of study, develOps in- service programs, and in general assists in the improvement of instruction in these schools. Only twenty of Michigan's eighty-three counties have helping teacher service available for their rural children. Procedure and Sources 2: Data. To secure satisfac- tory data it was necessary to select a group of teachers who worked in a county that had the services of a helping teach- er and a second group of teachers who worked in a county l -- Public and Local Acts 9% the Legislature g: the State of Michigan. Lansing: Fran lIn DeKlein Company, Igzgs p0 11 without helping teacher services. After consultation with the advisory committee, it was decided to prepare a ques- tionnaire to secure the Opinions of these teachers regard- ing the helping teacher services. In the counties that had helping teacher assistance, an attempt was made to find out what services they were providing and what they could pro- vide. In the counties without a helping teacher, an inves- tigation was made to find out how rural teachers think the helping teacher could help them. The questionnaires were all administered directly by three peOple in an attempt to obtain as uniform a response as possible. These three peOple had had experience with survey techniques. A more detailed report Of the method by which the questionnaire was develOped and administered will be found in Chapter III. One hundred forty-three teachers from counties with helping teacher services and one hundred forty teachers from counties without helping teacher services completed the questionnaire. The questionnaire was also sent to the helping teach- ers in the twenty counties served by helping teachers. There were twenty-four helping teachers who replied. Some of the counties employ more than one helping teacher. An information sheet was prepared to secure data relative to the training and length of service of the helping teachers. A part of the sheet was a check list of the duties with which they are usually concerned each year. This information 12 sheet was included with the questionnaire sent to the help- ing teachers. in summary of these data will be found in the Appendix. The same questionnaire was also sent to all the County Superintendents of Schools in the state. Forty-nine of the County Superintendents responded. They indicated the ser- vices which they felt the helping teachers can and do pro- vide. Case studies were made of two counties that were sim- ilar in pOpulation, land area, number employed in agricul- ture, and other factors of the rural level of living index. In selecting the counties to be used, the Michigan part of the united States census for 1940 was studied. These coun- ties selected were County A with a helping teacher for a period of six years, and County B which had no helping teach- er service. A.more complete discussion will‘be found in Chapter IV which.analyses the supervisory activities in the two counties. Eggly Studies. Some states have had helping teacher service for more than thirty years. lichigan began a rural supervisory program in the early 1920's in a limited area. Some of the early reports were merely Observations of admin- istrators on the influence of supervisors. Special bulletins or state departments of education and reports or state super- intendents pointed out the increased attendance of pupils, the Larger number who continued in school through the high 15 school grades, the increased standards of the teachers em- ployed, and the improved buildings and equipment that re- sulted from a program of supervision.1 Experiments conducted in the 1920's, and even earlier, attempted to determine the effect of SUpervision upon the learning of common school subjects: Brown County, South Dakota2 and LaGrange and Johnson Counties, Indiana3 were three eXperimental counties. In these cases the results indicated that the pupils in the supervised schools made greater improvement in the common school subjects during the year than those in similar schools which were not su- pervised. In 1924-25, Marvin S. Pittman and his staff members in the Department of Rural Education at Michigan State Normal College surveyed the effectiveness of supervision in common school subjects in sixty rural schools in Oak- land County and the same number of rural schools in Macomb County. The schools studied in Oakland County had super- vision, while the schools in Nacomb County were unsupervis- ed. William C. HOppes, Director of SuperviSOry Training at the College, directed the field studies and made the report. l -- William C. HOppes, The Value of Supervision $2 the Rural Schools 9: Oakland County, Bulletin No. 7. Lansing, MiChigan: Michigan Education Association, 1926, p. 50 2 -- Ibide, p. 50 3 "'" Ibide, p. 50 14 The conclusions of this investigation indicated the following: 1. That the Operation of a program of supervision of rural schools as employed in this experiment was entirely feasible as a part of a typical county school organization; That the level of achievement in nine phases of four school subjects among the pupils of Oakland and Nacomb Counties in the fall of 1924 was con- siderably below the expected standards; that the pupils in the supervised schools of Oakland County in the spring of 1925 approximated the expected standards and far exceeded the achievement of the pupils in the unsupervised schools in Nacomb County; That the supervised teachers with very few exceptions heartily endorsed supervision as it was conducted in Oakland County.1 Supervision of rural schools in Oakland County was con- sidered essential at that time. Where it existed it consist- ed largely of telling the teachers what to do and what not to do by an administrative supervisor. The 1926 report in- dicated the need for helping the teachers to plan together. It stated: In this brief description of the supervisory work in Oakland County there has been a conscious purpose to empha- size these pr0positions which are believed to be essential to the greatest possible success of supervisory service: 1. 2. 3. 4. The purpose of supervision is to provide motive and practical help for both teachers and pupils in their work in the schools. The plans for accomplishing this purpose must be definitely and concretely formulated. The teachers should be taken into full confidence of the supervisor concerning the purpose of the program. The'teachers should also be permitted and encour- aged to participate freely in the professional meetings where plans are explained and elaborated. 1 "" Ibide, p. 230 15 The supervisors must be specifically trained for the function which they perform in the county sys- tem, and their work must be harmoniously organized in relation to administrative functions and in re- lation to auxiliary agencies.1 A resurvey of the rural schools of Oakland County in 1929-30, subjects indicated continued improvement of the common school and a wider range of the activities carried on in the rural schools. The resurvey reported that superimposed super- vision cannot accomplish the greatest good for teachers and children. 1. 2. 3. 4. As a result of this: The policy of working only with teachers requesting helping teacher service has prevailed. The teachers and helping teachers have always worked side by side in the interests of the children. The helping teacher has always acted as a guide, not a dictator. The teachers have taken an active part in planning and carrying out the supervisory program.2 In 1947, the State Superintendent of Public Instruction for Nichi gan appointed a Study Commission on Supervision in Rural Areas. Their report compared counties that employed helping teachers and those counties that did not have such assistance. The survey included 62 counties and 28 helping teachers. 1. 2. The report made four generalizations: Not all needs were felt with the same degree of in- tensity by the respondents. In counties where there are helping teachers, it appears that the chief administrator delegates 1 -- Ibid.., p. 160 2 -- E. J. Lederle, g Re-Survey 2: the Rural Schools of Oakland County, Michi an. Pontiac, Michigan: Office of the Commi§3ioner of Schools, 1950, pp. 3-27. 16 instructional affairs rather freely to his staff and has a feeling that the needs are met to some extent. 3. The County Superintendent without a helping teacher, in general, did not think he met needs well, but rather thought he did a little something about every- thing. He seldom indicated that he did nothing about the needs listed. 4. Only a few of the ways of meeting the needs listed were studied. . . . 1 As a part of their report, the commission asked Miss Esther Schroeder of Western Michigan College of Education to study the organizational patterns of supervision in rural areas in other states. She reported a growing movement to provide coordinators for the improvement of instruction in rural areas during the post-war years. There was a trend ’toward requiring professionally trained personnel for this work with several states initiating their Own programs of selecting potential SUpervisors and providing pre-service educational Opportunities for them. Miss Schroeder called attention to the changes in the types of supervisory activi- ties, the scheduled inspection and demonstration era giving way to interest in child growth, teacher growth, and cOOper- ative planning. The Helping_Teache£ movement 32 Michigan. The impetus for the start of rural supervision in Michigan probably can be credited to Marvin S. Pittman. He came to Nichigan in June, 1921, from Columbia University where he had just completed his doctoral dissertation on the subject of Rural Supervision. 1 -- Report 93 the Michigan Study Commission, op. cit., p. 5. 17 Before that he had completed his masters thesis at the Uni- versity of Oregon on the same subject. Dr. Pittman began his work in Michigan by sending out letters to the County School commissioners of the state informing them that he desired to prepare rural supervisors at Michigan State Nor- mal College. He described the type of person whom.he thought should be selected to take the work. The County School Com- missioners nominated teachers for this work. The first group consisted of fifteen peOple, who completed the B. A. degree with special emphasis on rural education. The program of studies was selected to suit the needs of the individual stu- dents and the purposes Of the program. Three groups (zones) of rural schools were organized as the "Practice Area" for the program. Two of the groups of twelve rural schools each were in Washtenaw County and one group was in Wayne County. The program was continued for several years. Dr. William C. HOppes came from Teachers College, Marquette, Michigan, to assist Dr. Pittman after the first year. The supervisors, prepared through the program, were employed mostly in four counties: Washtenaw, Wayne, Oakland, and Lenawee. At one time there were fifteen helping_teachers in the area around the Michigan State Normal College at Ypsilanti.1 Wayne and Oakland have had rural supervisors longer than any other counties in Michigan. In the school year 1951- l -- Letter from Dr. Marvin S. Pittman, dated December 18, 1951. 18 52, there were twenty counties employing thirty-eight help- ing teachers. Most of them were employed by the County Board of Education, upon the recommendation of the County Superin- tendent Of Schools. Most of the helping teachers are paid out Of the funds provided for the office of the County School Superintendent by the County Board of Supervisors. Five of the thirty-eight helping teachers were employed under a special legislative act which amended the County Nor- mal Act and permitted two and not more than four counties to combine to use money apprOpriated for County Normals to em- ploy helping teachers for inservice education to their teach- ers under the supervision Of a State Teachers' College. The provisions of the act stated that the act shall be construed to mean and include training programs for pre-service educa- tion or inservice training of teachers. The County Normal Boards were empowered to "employ teachers for the inservice training of rural teachers employed in schools located with- in counties cOOperating in the maintenance of a County Nor- mal training class."1 This chapter has been primarily concerned with a state- ment Of the problem, sc0pe and limitations of the study, need for the study, procedure and sources of data, and the back- ground of the helping teacher movement in Michigan. l -- General School Laws, 1946 Revision. Lansing, Kich- igan: Department EfiPubliE Instruction, pp. 172, 175. CHAPTER.II REVIEW OF LITERATURE This chapter will consider some of the older concepts of supervision, review the literature in the field of rural supervision, and discuss rural research studies. giggg congepts gf,supervision. Early supervision consisted of inspection and rating of teachers. In 1709, in Boston, committees of citizens were appointed to visit and inspect buildings and equipment. They examined pupils to de- termine their achievement. Later this included the function of criticising and advising the teacher.1 Until the first quarter of the present century, the func- tions of supervision were few and were largely inspection of teaching procedures and classroom management. Up to this time professional publications contained only vague and general 2 statements. Later on, the teacher was "corrected" in her detailed techniques by the use of ready made procedures handed l -- Barr, Burton, and Brueckner, op. cit., p. 3. 2 -- 11:14., p. it. 19 20 down by administrative authority. An improvement of this method was the attempt to guide and train teachers. The guidance still came from the "main office” but the training was for improvement of the teacher. Supervision today em- phasizes the development of human personality and the im- provement of the learning situation.1 In 1923, dubberley stated that a strong supervisory principal - “should at all times know what his school is do- ing, be able to determine accurately the efficiency of the instruction given in it, know that the pupils are classified as they should be, be able to give demonstration teaching, get real team work out of his teachers by coordinating their work, and be able to.approach the instructional problems of his school with a degree of expertness which is based only on the objectives and quantitative testing of results. . . . The larger lines of policy were planned by the superintendent or decided upon in conference.'2 In 1925, Sears indicated that supervision is the function of guiding the work of the teacher in the classroom.3 In 1911?], Barr, Burton, and Brueckner fused the old and the new concepts of supervision by stating, "The basic concept of traditional supervision, imposition of training and guidance 1 -- Ibide, ppe 6, 70 2 -- Ellwood P. Gubberley gag Pr n a H s Schogl. Boston: Houghton, Mifflin Company, I§é3, pp. E%,'¢&7 3 -- Jesse B. Sears the School Survey. Boston: Boughton Mifflin Company, 1925, p. 358. 21 upon teachers, is replaced by the view that supervision is a cooperative enterprise in which all persons work together to improve the setting for learning."1 Review 2: the Literature. Most of the literature in the field of rural supervision has been closely related to the general field of supervision. In fact, the general prin— ciples apply to both fields. -Some of the books which include the more recent discussions of supervisory practices are: Supervision by Barr, Burton, and Brueckner, SUpervision for Better Schools by Kimbal Wiles, and Improving Instruction Through Supervision by Briggs and Justman. Other references in general supervision are in the bibliography. The literature pertaining to rural supervision is limit- ed. One of the earliest writers in this field in Michigan was Marvin S. Pittman.2 His book, The Valpg 2: School Super- vision, c0pyrighted in 1921, was one of the earliest in the United States. He reported that (1) children in supervised schools advanced faster in the common school subjects, (2) their average attendance was higher, (5) there were greater gains in the lower grades, (4) supervision served to keep children in the seventh and eighth grades longer, (5) teach- ers read four times as many professional books as the unsu- pervised teachers, and (6) supervision promoted the social l -- Barr, Burton, and Brueckner, op. cit., p. vi. 2 -- Marvin S. Pittman, The Value of School Super- vision. Baltimore: Warwick and York, l§2l, pp. 16-16. 22 life of the community. Pittman used what he called the zone plan of super- vision. At each teachers' meeting, the supervisor taught a demonstration lesson in the subJect that was to be empha- sized during the following month. Then the supervisor visit- ed the schools at'a planned time to observe the results, hear the children recite the lesson and confer with the teacher. Pittman states it was the aim of the supervisor to inspire and guide the schools rather than criticise them. He visit- ed parents and took part in the community activities to fur- ther stimulate the pregram.1 In the last few years there have been several general books in the field of rural supervision. The 19kg Yearb book of the Department of Rural Education of the REA enti- tled 1h; M Sggrvisor 53 1935 includes a good descrip- tion of the problems and opportunities a helping teacher faces. It is full of illustrations of activities and pro- grams that are being carried on in the various parts of the United States.2 The 1950 Year-book of the Department of Rural Education is entitled The County Supgrinteggent 2; Schools ;g_the United States,3 It has a chapter on democratic leadership which has l -- Ibid., pp. 30-61. 2 -- The Rural S ervisor at Work. Washington, D. 0.: Egucationt Department of m tam Education Associa- tion, 1915.9, pp. l-Z‘I-Z. 3 -- The Count Su erintendent'gg Schools in the United States. WEEEington, D. 5.: Department of HuraI'EducatIon, National Education Association, 1950, pp. 76—100. 25 many implications for helping teachers. The Modern Rural School by Butterworth and Dawson, is one of the most recent books in the field of rural education. The authors discuss the supervisor's job with particular ref— erence to community schools and the training needed.1 Rural Research Studies. There have been several stud- ies made to show the effect of supervision on learning the common school subjects. Pittman found that children in super~ vised schools in Brown County, South Dakota, advanced 94 per- cent farther in a seven months period in the common school subjects than children in unsupervised schools.2 HOppes found achievement in the supervised Oakland County schools, as reported in Chapter I, was 76 percent greater than in the unsupervised Nacomb County schools.5 This improved achievement was confirmed later by a resur- vey of the Oakland County schools in 1929—50.4 The teachers in the 1924-25 study endorsed supervision as it was conducted in Oakland County. Harriet Van Antwerp, formerly Supervisor of Instruction 1 -- Butterworth and Dawson, op. cit., pp. 554-368. 2 -- Pittman, Op. cit., p. 17. 3 -- HOppes, 0p. cit., p. 5. (Tests used were: Thorndike- McCall Reading Scale, Woody Arithmetic Scales, Nonroe's Stand- ard Reasoning Test in Arithmetic, Wilson Language Error Test, and Morrison-McCall Spelling Scale.) 4 -- Lederle, 0p. cit., pp. 5-27. 24 of the Oakland County schools, made a survey of the Teachers' Evaluation 2: the Effectiveness of SUpervisory Activities for the school year of 1933-54. The four types of supervi- sory activities examined were: (1) visitation by the super- visor, (2) individual conferences, (5) teachers' meetings, and (4) supervisory bulletins. One hundred fifty replies were made to a questionnaire sent out by the County Superin- tendent's office. In general, all of the services of the su- pervisor were rated as valuable to the improvement of teach- ‘ ing. The older teachers' responses did not have as high a rating as did the younger and less eXperienced teachers. The newer teachers most frequently named changes pertaining to small and definite bits of teaching procedures, drill devices, and special methods. They were more often interested in sub- ject matter per se than in goals and attitudes, which reflects their own feeling of adequacy.1 In 1947, Jane Franseth began a two year study of the Georgia program of helping selected teachers learn to super- vise schools. In the sumnary of her report she says: I The evidence from this study seems to indicate that the Georgia supervisors are learning how to help schools increase the achievement of children in certain functions of democratic citizenship and in the skills such as read- ing comprehension, word-study, language, and arithmetic. An analysis of the results of the School Practices Ques- tionnaire shows that children in supervised schools are provided with more opportunities than children in unsu- pervised schools to develOp skill in planning their own 1 -- Farriet Van Antwerp, "Teacher Evaluation of the Effectiveness of Supervisory Activities," Educational hethod, V010 XV (18y, 1956) pp. 44l‘47e 25 activities, in initiating activities, in using a tide vari- ety of resources in the solution of problems, in exercising freedom in speech and thought, and the like. From an anal- ysis of the results of the Iowa Every Pupil Test of Basic Skills it appears that the supervised children are having more Opportunities than unsupervised children to learn such skills as getting meaning from the printed page, using the dictionary and indexes, interpreting maps and graphs, get- ting the main purpose of a paragraph, recognizing common elements in incidents, and drawing conclusions from an arti- cle. In arithmetic and language, there is evidence that su- pervised children are achieving more than unsupervised chil- dren. l Seay and Clark, under the sponsorship of the Sloan Foundation and the University of Kentucky, worked on a pro- gram to improve the economic conditions of the peOple in the mountains of Kentucky. From their study they concluded that supervision in develOping curriculum materials helped improve the diet of the children and janitors in that area.2 In Your School District, the 1948 year-book of the De- partment of Rural Education, Lois Clark reported that there was a rapid increase in the number of supervisors. In 1946- 47, there were 2,249 supervisors serving counties or similar rural areas in the United States.5 It was also stated in the year—book that in most in- stances rural teachers do not have the advantages of super- 1 -- Jane Franseth, Learning 39 Supervise Schools- An Appraisal of the Georgia Program. Washington, D. C.: Fed- eral Security Agency. United States Office of Education, Circular 289, 1951. 2 -- Maurice Seay and Harold Clark, The School Curricu— lum and Economic Improvement. Lexington: Bureau of School Service,"Universityfiof Kentucky, 1940, pp. 9, 21, 78. 5 -- Your School District. Washington, D. 0.: Depart- ment of Rural Education, NEA, 1948, pp. 66, 280. visory assistance.1 26 The above publication also states that of the 27 states using the county as a unit, nine states provide at least one supervisor of instruction in each county. This supervisor is an employee of the County Superintendent's office.2 In 1948, The Michigan Study Commission on Supervision in Rural Areas, under the chairmanship of Troy L. Stearns, surveyed the current rural supervisory conditions in Nich- igan and made recommendations to the State Superintendent of Public Instruction. This report was discussed in Chapter I on pages eight, nine, and thirteen. A review of the Biennial Reports, for the past twenty years, of the United States Office of Education, shows no summary of the extent of SUpervision in rural areas. The most recent book available dealing with rural edu- cation is the Fifty-first year-book, Part II of the National Society for the Study of Education, entitled Education in Rural Communities. The editorial committee summarized the services of the effective supervisor as follows: Rural supervisors have a most important influence on education in their supervisory areas. Their philosophy of rural education should be clear and concrete; their methods of working with teachers should be such as to release the creative energies of every teacher, even those most poorly qualified and prepared. The effective supervisor: l. Relps teachers understand children and use the hu- man and material resources of the community in providing the eXperiences which each child needs. To accomplish these ends l "" Ibide, ps 16e 2 -- Ibid., p. 65. 27 the supervisor uses personal conferences with tne teachers, child study grOUps, demonstrations of methods of working with children and parents, dra natizations of situations in which teachers feel at a loss, and other rzethods. 2. Helps teachers understo .nd parents anti other members of the comrunitya and enlist their co— Operation. . . . 5. Acquaints teachers with the county, state, and fed- eral resources available to them. 4. Helps each teacher feel successful and hapry in his work and recognize its great innortance. Toe supervisor ac- centuates the positive, helps the teacher think trrour:h the situation himself and use the supervisor as a cons lltant and a resource. If criticism is necessary, he gives it frorn the teacher's viewpoint as a suggestion that will help him to at- tain his goals. 5. Brings teachers' needs to the attention of adminis- trators and suggests wave of meeting them. 6. lakes every effort to provide the instructional ma- terials that each teacher needs and to help him use the com- munity as a laboratory for learning. 7. Attends conferences and university courses to keep in touch with modern methods of supervision and takes an active part in groups concerned with rural education and the welfare of children. 1 Summary. The older concepts of supervision consiSted of inSpecting and rating teachers. In current literature, supervision is the cooperative effort of all persons working together to improve the learning situation. Literature in the field of rural supervision is limited. Early research studies attempted to show the effect of supervision on im- proved achievement in learning the common school subjects. The few reports and studies available contain descriptions of the problems, skills, and opportunities in a successful rural supervisory program. The most recent publications summarize the services of the effective supervisor. l -- The Fifty- first Yearbook of the National Society for the Study of Education, Part II, Education in Rural Comrunitie Chicago: The University of Chicago Press, 1952, 9. pp. 291, see. CHAPTER III THE ROLE CF THE VELPING TEACUE? IN SELECTED WEAS IN RICHIGAN Most teachers in small rural schools are not aware of the services which can be provided by a helping teacher. Often they associate supervision with administration, dic- tation, censure, promotion, and various situations which may make them feel insecure. Probably more often they simply do not know how a good helping teacher can be of assistance. Host teachers do not feel supervision is helpful. Only four percent of the teachers in Indiana feel that the super- vision they have is good.1 When Mort and Cornell asked over 2000 teachers in Pennsylvania where they secured ideas for changes that they had made or would like to make, only 55 mentioned the local supervisor. Teachers ranked sugges- tions from local supervisors twenty-third on the list of sources of new ideas.2 The present study endeavors to sample the Opinion of teachers from twenty counties concerning the role of the helping teacher. In the Spring of 1950, a group of teachers l -- Wiles, Op. Cit., p. O. 2 -- Ibid., p. 5. 29 in an extension class held in Shiawassee County were study- ing the problems of the rural school with special emphasis upon supervision. These teachers helped to develOp a ques- tionnaire on the subject, "How Night a Helping Teacher Assist Ne?" There were teachers in the class from Shiawas- see, Genesee, and Livingston Counties that worked with helping teachers. Clinton County teachers in the class were interested in securing the services of a helping teacher for their county. This questionnaire was develOped as a group project in this class. Teachers in the class from the above mentioned counties filled out the questionnaire and later thirty-seven teachers from Livingston County, who had not been in the class, also completed it. The County Superintendent in Charlevoix County and some teachers from Charlevoix, Emmet, and Antrim Counties spent a number of meetings working on the wording of the question- naire, and on how teachers interpreted the questions. After several refinements of the questionnaire, it was administer- ed to 556 persons classified as follows: (1) 49 County Su- perintendents, (2) 24 helping teachers, (5) 145 teachers from counties with a helping teacher, and (4) 140 teachers from counties without a helping teacher. The questionnaire was divided into five areas: 1. The Role of the Helping Teacher in the Improvement of Teaching Pethods and Techniques. 9. The Role of the Helping Teacher in DevelOping Demo— cratic Living in the School. 3. The Role of the Helping Teacher in Recognizing and Using Individual Differences. 50 4. The Role of the Helpinn Teacher in DevelOping Com- munity and School Relations. 5. The Pole of the “elrirs Teacher in Administering the School. There was a total of 66 questions in the five areas with four possible choices for each question. No person made more than one reply for any one question. A full COpy of the questionnaire will be found in the appendix. A summary of the items of the questionnaire, together with.the percentages of the four different possible replies for the four groups of peOple surveyed will be found in Tables I, II, III, IV, and V. In general, it will be noted that there was greatest agreement in the first and fifth areas, namely: Improvement of Teaching Nethods and Techniques, and Administration of the School. The least agreement was found in the third and fourth areas, namely: DeveIOping Community and School Rela- tions, and in Reconnizing and Using Individual differences. In a preponderance of cases the helping teacher rated most of the items as being greatly needed or would be use- ful. The County Superintendents did not rate the items as high as the helping teachers, yet they are in close agree- ment with the helping teachers. The teachers in the coun- ties that had a helping teacher rated the items similar to those teachers in counties without a helpins teacher. In general, those teachers from counties not having a helping teacher rated more of the items under consideration higher than those teachers who had a helpinn teacher program. 51 Perhaps the teachers without a helpin: teacher felt the need for such services more than did the others. In those coun- ties where a helpins teacher prorram was established, the services were often taken for granted and thus did not re- ceive as high a ratinr. Personal observations of teachers in the two counties studied in Chapter IV confirm this obser- vation. A tabular presentation and a comparison of the replies of the four groups of educators follow. '1‘“. fink" ,- r-"‘-’:" .7 ~ “'2,“ ; .- 1‘ c "1 ‘ .' “- ~ : Tmt E'ILLL‘ Cl" fjlfi .EJLJ...C_LL 3; PLAJFLLHA l.-. I. i" fk‘fjj; 41...]? CF TEACIIT‘TT} IETIC‘ IS All?) TECTTIXLES 1. Planning and teachins units based on natural Centers pf interest. Both the County Superintendent groups and the helping teacher groups had higher percentages that con- sidered help useful and greatly needed than either of the teacher—proups. Seventy percent of the helpin: teachers felt that this was greatly needed. Only 14 percent of the teach- ers without a helping teacher felt it was greatly needed. 2. Plannin: with pupils i- the manaserent f the school 0 class activities. Forty percent of the teachers in counties that had a helping teacher and 52 percent of the teachers without a helpiné teacher felt that help would be useful or greatly needed. However, 32 percent of the help- ing teachers rated this greatly needed and 29 percent useful. Forty-three percent of tte County Superintendents did not i-Ei 3’. {—1 tr: H Y T?’ 1'1'7, 3" 'y?‘ “Vt'lfm F‘s-w Wt] 7:3'7‘xcfr r- _:'(\ 'H: :1 71",? v [tvj -r-" T-:\ 7‘ A 'fv rv 1:3 3 "'1 ‘7’ {LLBL‘L AL.D PEJ ‘-UQ;‘IL£UJ..‘J L: .'. ‘LJYK Imutak) lJL VIA..-.L\/n‘*.l 9J.;K»L.Ib ;.h! I'.G gglrlgq ngcwgfi's SEVVICES IN Tit IIPRCVE a T C“ .m- - *‘r ' "‘2‘ "1“"--.T\.- v” *1 w~1*v -~,v*--n TLA’le-i'g -Jfil.’ LLA‘ A: Q TAU..;.I-,ar.z‘sa “4/ (For content, see Opposite side of pace. TABLE I 32 EULFE? AID PEDCEIPA:E CF EESPCISES BY VA Ix? CRCVPS RATING ELLE} u TEI‘PJR'S SEPVTCES IE P73 IVPFCVE‘VVT CF TflACfiILG NETZCDS A13 T3C1i 3153 Number of persons in designated groups County Supts. eplying to questionnaire 49 Percentage of reSpenses in each rating Number Percent in category ratinl each rating Service %1 2 5 4 Service 1. Planning and tea ching units based on nat- ural centers of interest. 43 45 43 o 12 2. Plann ing with pupils in the manaaenent of ‘ the school or class activities. 43 24 29 4 45 5. Using the out-of—door experiences of chil- dren. 48 56 32 6 26 4. Discoverinls‘ ecific procedures and devic- es for us e in Dthe local school situation. 48 44 52 O 4 5. Provide Opportunities for teachers to share experiences and plan ways of meeting their proble 49 32 18 O O 6. Pelnln'r the teacher appraise her strensths and weaknesses. 43 69 2: O 2 7. Helping the teacher untrained in music and art to find "ays of sivin: children eXpe— } riences in these areas. 49 56 56 2 6 8. Directing 4—H Club work 49 6 l4 14 66 9. Teaching a class for the teacher to show different procedures or devices. 43 45 61 2 2 : 10. Give a demonstration lesson before a aroup of teachers. 49 51 47 O 2 11. Give teachers a chance to visit other teachers to observe best practices. 48 52 46 O 2 2. Usins learnina aids, as filrs, trips, dra- rratizations, etc. 4? 46 46 O 8 l3. Selectin” auiio-viSial re erials to stimu- late and enricn the learrer. 4? $5 45 O 4 l4. Teleirs tie teac er to build comnulity at- tituies favorahle to providing adequate instrcctional equipment. 49 6O 56 O 4 * —- Greatly? Heed Help 5 -— Do not Consider iielp Necessary 2 -- would be Useful 4 —- Jecess sary but not Fes onsibili ty of Pelpina Teacher TABLE I, continued C-J U Helping Teachers Teachers with a Helping Teacher Teachers without a Helping Teacher 24 iqs 140 Number Percent in Number Percent in Number Percent in rating each rating rating each rating ratina each rating Service *1 2 3 4 Service *1 2 3 4 Service *1 2 3 4 24 7O 26 O 4 124 25 47 2 20 139 14 59 14 15 23 62 21 O 9 121 12 28 27 33 137 19 42 26 22 23 EC 35 O 15 122 13 32 31 24 137 12 41 29 18 23 71 24 O 5 119 29 34 19 18 134 25 49 19 7 24 67 29 4 O 130 36 53 6 5 140 39 47 4 10 23 71 29 O O 125 48 45 5 2 138 35 49 9 7 23 60 35 5 O 129 61 31 4 4 133 68 25 5 2 22 O 17 11 72 116 7 2O 57 16 130 24 27 14 35 24 48 39 13 O 129 33 64 2 l 139 30 6O 7 3 22 3O 5O 15 5 128 40 59 1 O 135 24 65 5 6 24 48 43 4 5 123 41 50 4 5 137 39 53 5 3 24 39 61 O O 129 22 56 8 14 137 40 42 9 9 24 C5 41 O 4 121 25 36 16 25 133 36 44 10 8 24 68 32 O O 126 23 42 16 19 136 33 45 14 8 34 think it was the job of the helping teacher. One County Superintendent indicated it was the local teacher's re— Sponsibility. 3. Using the out-of—door eXperiences of children. Fifty-five percent of the teachers from counties With a helpina teacher and 47 percent of the teachers without a helping teacher did not consider help necessary or that it was th e resrors ibili ty of t1e nelrine teacher. Only 15 percent of the helping teachers screed. Twenty-six percent of the County Superintendents felt it Was not the reSponsibility of the helping teacher. 4. Discoverinc specific rroceiures and devices for use in the local school situation. It is evident that the County Superintendents and th e helpin: teachers felt this item was more inportant than did the tea c1er 3. Teachers in counties that had a helping teacher were less aware of its importance than these teachers who had no helping teach- er. Perhaps County Superintendents and helping teachers tend to over-ra te this phase of their work. 5. Provide Opportunities for broups of teachers to ...... —-—; —.'—W -q-'-o."~ .m—«C-o-c‘ their problems. This item indicated that all the groups agreed as to its importance. County Superintendents rated this greatly needed, 82 percent - the highest score of any of the items of their rating on the questionnaire. The teachers did not rate this as high as did either the Coun- ty SuPerintendents or the helpiré teachers. ,— ‘W C U) o. Helping the teacher annraise her strencths and weak- nesses. County Superintendents, helping teachers, teachers in counties with helninn teachers, and teachers Without, rated ,his item 98, 100, 89, and 84 percent, reapectively, in the "greatly need help" or "help would be useful" colunns. 7. helping the teacher who 78 untrained in Music and art to find ways of givina children experiences in ttese areas, nerhaps by usina other renhers of the conwunity. Both teacher- .4 groups rated this need the hiahest of any in the questionnaire. Teachers from counties Without a helpina teacher were even more anxious to have help. Seven percent more indicated they great- ly needed help. County Superintendents did not rate it as high as they did fourteen other items. Helping teachers rated twen— ty items higher than this one. Evidently there is a real need from the vieWpoint of the teachers. 8. Directing 4—H Club work. All the groups felt that directing 4-H Club work was not the reSponsibility of the help- ing teacher. Teachers in counties Without a helpinr teacher felt a little more need than any other group. In hichiaan, 4-H Club work is under the direction of the 4-H Club Agent or County Aaricultural Afient. The leaders are usually unpaid volunteers in the community. Soretimes the teacher acts as a leader. If so, she is most often the lead- er of those clubs that meet in the school, such as hot lunch, sewing, or handicraft clubs. Q Teaching a class for the teacher to show the teacher 56 sore ditferent frocedures or devices. There were 13 per- cent of the helpin: teachers who thouyht this was not neces- sary. Both teacher-erOUps and the County Superintendents felt it would be useful and was greatly needed. lany help- ing teachers are reluctant to take over a teacher's class. Rather they prefer to "build up" the local teacher in the eyes of the children and the community by other kinds of help. 10. Give a demonstration lesson before a :roun of '1 teachers. In a similar manner, the helping teacher Ielt this was of less importance than did tte other three groups. It should be noted that the teachers in the counties with a helping teacher felt this was more important than did the teachers in the counties without a helpina teacher. In prac- tice most of the helping teacners in the counties from which schedules were collected gave denonstration lessons. This was observed while collecting data. It evidently was pOpu- lar with the teachers. There is a difference between taking over a teacher's class and giving a prepared demonstration before a group of teachers. or visitirfi other .___ w 11. Giviny teachers n Opporturit "T — L . This question 0) teachers to ohserve best current Erectice brounht more agreement in resnonses than any other question in the questionnaire. Lore than 90 percent felt they needed help. Teachers, County Superintendents, and helping teach- ers alike believe that visiting other teachers gives the teachers new idea as and ways of teachina. 12. Tsing such learning 91a3 as films, trins, drara— tizations, etc. Twenty—two percent of the teachers with a helping teacher and 13 percent of the teachers without a helping teacher felt this was unnecessary or not the reapon- sioility of the hel:mia teacher. It is probably due in some cases to fears of Operating equip ntent, lack of information about the materials, and a general inertia on the part of the teachers. 15. Selecting audio-visual materials that will stimu- late the learner and enrich his exrerience. The County Superintendents and helping teachers thousht it was more important to select the audio-visual saterials that stimu- late and enrich the child's experience, than did both the teacher-groups. Thirty-nine percent of the teachers from counties with a helpi as teacher did not think it necessary or the responsibility of the helping teacher. 14. Nelpir" the teacher to buill connunitv attitudes favorahle to providing adeguate instructional equipment. The teacher—groups were not as aware of these needs as were the helpINC teachers and tie CO Nity Superintendents. Cne teacher said that this was the reaponsibility of the local Board of Education. THE ROLE OF THE HELPING TEAC‘H. IN DEVELOPING DEF CnATIC IIVITG IN THE SCPOOL In this area there was a wide divergence of Opinion. TABLE II NUI‘LBET“ A777) FELTCEITTAGE CF RESEC'ZISES 17f VATICUS GENT-ES t E’EIE'ITZG TEACHER'S SERVICES IV? DEVELCPIIEG KW: QC}?~ QTIC LIVIFG IE5 TV}?! C‘TC‘CI- C0 (For content, see Opposite side of pare.) TAELE II NUIBE? AID PERCENTAGE OF RESFOHSES BY VARIOUS GRCUPS RATING HELPING TEACHEE'S SERVICES IN DEVELOPITG T‘EZJX’L‘CRATIC LIVIEG IN THE SCHOOL ~Number of persons in designated groups replying to questionnaire Qounty Supts. 49 Percentage of responses in each rating Number Eercent in category rating each rating Service %1 2 5 4 ”Service 1. Helping children feel secure and wanted 45 4O 28 30 2. Keans of getting participation of chil- dren in various group activities. 45 52 55 27 5. DeveIOping respect with other members of the group. 44 56 23 54 4. DeveIOping leadership among children. 45 55 25 58 5. Helping children become good followers as well as leaders. 45 54 55 55 6. Getting children to work together more efficiently. 45 52 27 21 7. Helping groups to learn to talk things' over and come to decisions by sharing ideas. 45 4O 4O 2O 8. Assisting children to intelligently evaluate themselves, each other, and the school situation. 45 52 45 25 9. Organizina the recreational activities of teachers and pupils 45 26 51 25 IO. Helping teachers to grow in the under- standing and skills of democratic leadership. 45 67 29 4 -— Greatly Need Help —- Would be Useful #500 I I ity of Helping Teacher Do not Consider Help Necessary -- hecessary but not ReSponsibil- TABL -r-‘ p1 ..‘._J II, continued Cd {0 Helping Teachers Teachers with a Helping Teacher Teachers Without a Helping Teacher 24 145 140 Number Percent in Number Percent in Number Percent in rating each rating rating each rating rating each rating Service *1 2 5 4 Service %1 2 5 4 Service *1 2 5 4 24 66 24 O 10 117 21 25 14 40 159 19 5O 26 25 24 64 27 O 9 109 6 42 19 55 158 12 45 29 14 25 64 27 O 9 112 9 55 18 40 156 14 45 26 17 25 6O 50 O 10 110 19 55 17 40 157 15 45 24 2O 25 57 55 O 10 111 12 55 18 57 140 16 47 22 15 24 81 9 O 10 117 25 55 14 26 159 19 47 17 17 25 64 27 O 9 111 25 54 16 27 158 25 4O 19 16 24 75 14 4 9 116 19 4O 15 26 155 25 5O 14 15 25 21 55 10 16 116 15 56 15 54 157 26 57 22 15 24 77 25 O O 119 52 55 7 6 156 52 46 11 11 4C This was probably due to the difference of educational phi- losophy mong groups and members of the arOUps. Nany of the p replies were from older teachers who were trained lifte n to (D twenty or more years ago. Often they felt their job was only to teach the 5 R's. Lost of the teachers had received little training in psychology, child growth and develoyment, and many of the other phases of democratic living with which our better teacher—training institutions are now concerned. 0) The first five question in the part of the questionnaire dealing with develOping democratic living in the school will be discussed together. 1. Helping children feel secure and wanted. 2. ieais of petting participation on the part of the children ir various :rouo activities. 5. Dnvelopin: respect with other werhers of the group. D evelo'ini leadership amone children. ’ x A A _.._. children become good followers as well 3 ‘ In these first five questions, 55 percent of the teach- .‘ "‘ ( ers fron counties that had a helpinfi teacher 1?» 1~Jo catei help was not necessary or it was not the responsibility of the helpinj teacher. Ahout 45 percent of the teachers from coun- ties without a helping teacher had the sate Opinion. Less f the helpinr teachers afreed. Approxixate- 1y 57 percent of the Cornty SUperintendents felt these five items were unnecessary or not the job of the helpina t The next four questions on the questionnaire will be 41 grouped together. . i - -. ' I “'t'- '. « fin . L I- I ‘ r - fl . ’. e. CettJuQ children to ‘Off LOTQLWHP wore efficiently i r: ””llijl‘"‘:l .‘-. C 7. Felrirs er”fs to learn to talr t‘i““° over a" cone 5" ‘ ' ° '1 ‘ _ w, o ,. '5' "'1' no 090281C23 Of SIRE! l 028. _ _.‘- )— n C. Assistin: children to intellisently evaluate there a 7 1. L1... in 4—7 .--v.—- .3 . L: .. 3-31.7‘73, Gfii‘i OLu ml“, 8.17; LL e :4C'NJOl c7_]t-t7fl:v..CJllo 9. Organizing the recreational activities if teachers as} ijils. It is evident that both groups of teachers thought these would be useful, still about 40 percent of the teachers in counties with a helping teacher felt they were not necessary or the job of the helping teacher. The group of teachers in counties that did not have a helping teacher was more favor- able. The helping teachers felt these were greatly needed except in organizing the recreational activities of teachers and pupils. The County Superintendents were generally in favor of all the items, but more of them rated the items as would be useful. 10. Helping teachers to grow in the understandirg and skills of democratic leadership. A high percentage of all of the groUps indicated this was greatly needed or would be useful. THE ROLE OF THE HELPING TEACLdR IN RECOGNIZING AND USING INDIVIDUAL DI FEREHCES Items 1, 2, 5, 6, and 11 in this area will be grouped together for discussion convenience which follows their listing. 42 TABLE III RESPOHSES BY VAEIOUS GROUPS RATING *4 NUKBER AND PEECENTAG Li} C HELPING TEACHER'S SERVICES IN RECOGNIZING AND USING INDIVIDUAL DIFFERENCES (For content, see Opposite side of page.) -TABLE III 42 ’NUNBER AND PEPCENTAGE OF RESPONSES BY VARIOUS GEOUPS RATING HELPING TEACHER'S SERVICES IN RECOGNIZING AND USING INDIVIDUAL DIFFEBENCES Number of persons in designated groups ‘ ‘County SUPtS. replying to questionnaire 49 Percentage of reSponses in each rating ,Number Percent in category ‘ ' rating each rating service *1 2 5 4 Service 1. Working with small groups and at the same time keeping other pupils profitably busy. 46 44 4O 0 16 2. Meeting widely different abilities and in- terests in the same class group. 47 46 55 O 19 5. Organizing groups to do different things at the same time according to their needs and still be working profitably. 47 45 58 O 19 4. Teaching many subjects to many grades. 45 A 49 17 6 28 5. Securing supplementary materials that are interesting to the wide variation in age and ability levels. 46 65 55 O 2 6. Meeting the needs of the gifted child (high I.Q.) and the slow learning child (low 1.9.). 46 75 19 O 8 7. Raking adjustments for pupils who have poor vision, poor hearing, or other phys- ical handicaps. 46 49 55 2 14 8. Understanding the emotional and social needs of boys and girls. 47 65 51 O 6 9. Guidance that will contribute to their emotional and social maturity. 46 55 52 O 15 10. Giving and interpreting tests. 45 42 47 1 10 11. DevelOping remedial work and securing materials to make it effective. 46 71 25 O 4 *1 -- Greatly Need Help 5 -- Do not Consider Help Necessary 2 -- Would be Useful 4 -- Necessary but not Responsibil- ity of Helping Teacher TABLE III, continued 45 Teachers with a Teachers without a Helping Teachers Helping Teacher Helping Teacher 24 145 140 Number Percent in Number Percent in Number Percent in rating each rating rating each rating rating each rating service *1 2 5 4 service *1 2 5 4 service 41 2 5 4 25 7O 24 6 O 119 44 29 6 21 159 44 56 ll 9 24 86 10 4 O 115 26 47 11 16 157 57 45 11 7 24 76 19 O 5 112 26 45 10 19 157 55 51 7 9 22 79 11 10 O 111 45 54 11 12 152 41 55 15 11 24 81 19 O O 118 59 50 5 6 140 42 47 5 6 25 78 22 O O 118 45 42 1 12 159 57 58 2 5 24 45 17 O 58 115 51 47 8 14 140 44 51 10 15 24: 75 25 O O 112 28 42 10 20 159 28 47 15 12 222 65 52 O 5 115 20 41 ll 28 155 26 52 15 9 23> 68 27 5 O 116 21 46 lO 25 157 25 52 25 2O 25 75 25 O O 115 55 58 2 5 140 46 57 9 8 44 1. WorVing with small grOUps and at the same time Vegp— ing other pupils profitably busy. 2. Meeting widely different abilities and interests in the same class group. "- 5. Securing supplementa_y materials that are interest- *_~_—_—.~_ ‘— 6. Ifeetingrthe needs of the gifted child (high I. Q.) and the slow learning child Zlow~ I. 3. .— 11. Developing remedial work and 13 gecuring materials t2_make it effective. The above questions were found to be the ones with which the four groups most agreed. The County Superintendents felt that they were greatly needed or would be useful. Item 1 re- ceived 80 percent; item 2, 81 percent; item 5, 98 percent; item 6, 92 percent; and item 11, 96 percent. The helping teachers rated them even higher. Items 1, 2, 5, 6, and 11 were rated 94 percent, 96 percent, 100 percent, 190 percent, and 100 percent,I“eSpective1y for the two tOp ratings. In meeting widely different abilities and interests in the same class group, 86 percent of the helping teachers rated it greatly needed help, the highest score rated any of the items in the questionnaire. The teacher-groups were in similar agreement. Teachers in counties with a helping teacher rated item 1, 75 percent; item 2, 75 percent; item 5, 89 percent; item 6, 87 percent, and item 11, 95 percent. Teachers in counties without a helping teacher rated the same items, 80 percent, 82 percent, 89 percent, 95 percent, and 85 percent, respectively. Apparently the teachers who did not have the 45 services of a helping teacher felt that the helping teacher would be able to help them more than did the teachers who were already receiving these services. 5. Organizing gpoups £2.92 different thingglgp the same time according 33 their needs and still EE.E2£EIBE profitably. Nineteen percent of the County Superintendents said it was not the job of the helping teacher. Twenty-nine percent of the teachers from counties that had a helping teacher felt it was not necessary or the reSponsibility of the helping teacher. Only 16 percent of the teachers from counties without a helping teacher felt it was not necessary or the job of the helping teacher. It is apparent that teach- ers do not generally use this democratic procedure of group and committee work with children. 4. TEachirg 39 many subjects 33 39 many grades. Only 49 percent of the County Superintendents felt it was greatly needed, while 79 percent of the helping teachers gave it a similar rating. Forty-three percent of the teachers with a helping teacher and 41 percent of the teachers without a help- ing teacher felt they greatly needed help. 7. Nakipg adjustments for pupils who have poor vision, poor hearing, 33 other physical handicaps. Thirty-eight percent of the helping teachers said it was not their reSpon- sibility, and only about 15 percent of the two teacher-groups agreed. In Michigan, legal provisions are made for caring for these children by other agencies. However, the teacher 46 does have the reSponsibility of getting the handicapped pupil in contact with the prOper agencies. 8. Understanding the emotional 22d social needs pf_boys and girls. Seventy percent of the teachers with a helping teacher, and 75 percent of the teachers without a helping teacher felt it was greatly needed or would be useful. Ninety- four percent of the County Superintendents and 100 percent of the helping teachers agreed. Perhaps the 50 percent and the 25 percent of the teacher-groups who did not agree reflect the lack of training of many of the teachers who reSponded. It is an area with which the teachers apparently are not too familiar. 9. Guidance that will contribute 32 their emotional and social maturity. In providing guidance activities, 20 percent of the teachers with a helping teacher and 26 percent of the teachers without felt it was greatly needed, while 55 percent of the County Superintendents and 65 per- cent of the helping teachers thought likewise. 10. Giving and interpreting tests. In giving and interpreting tests, 68 percent of the helping teachers felt the teachers greatly needed help. However, only 21 percent and 25 percent, respectively, of the teacher-groups agreed. In fact, 55 percent and 45 percent, reSpectively, thought it was not necessary or the responsibility of the helping teacher. The testing program is very limited in Nichigan rural schools. Some teachers feel that tests might reflect 47 on their teaching ability rather than on the level of mental abilities of the children in their groups. It will be a long time before teachers will understand what tests really mean. It will come with a change in educational phiIOSOphy. THE ROLE OF THE HELPIEG TEACHER IN DEVELOPING CONLUNITY AND SCHOOL RELATIONS In general, both teacher-groups did not feel they great- ly needed help in this area. The teachers with a helping teacher in their county did not exceed 21 percent rating in "greatly need help" category. An average of 45 percent of this group indicated help was unnecessary or not the reapon- sibility of the helping teacher on all 14 items. Those teach- ers from counties that did not have a helping teacher felt much more strongly the need than did the other teachers. The helping teachers continued to feel that these were greatly needed, although in item 7 - Possible c00peration with farm and community groups - 56 percent thought it would be use- ful, but 16 percent felt it was not necessary and 6 percent felt it was not the responsibility of the helping teacher. Nearly one-third of the County Superintendents rated item 2 - Planning and conducting surveys of community resources and needs, item 10 - DeveIOping self-discipline in the child, and item 11 - Guiding the individual without harming the group and vice—versa, as not the job of the helping teacher. The County Superintendents consistently rated the items in this 48 TABLE IV NUPBER AND PERCENTAGE OF RESPOTSES BY VARIOUS GECUPS EATING HELPIKG TEACHER'S SERVICES IN DEVELOPING CCERUNITV AND SCWOCL RELATICNS (For content, see Opposite side of page.) TAPLE IV NUKBER AND PEECEKTAGE OF RESPONSES BY VAETOVS HELPING TEACHEE'S SERVICES IN DEVELOPING CONKUNITY AND SCHOOL RELATIONS 48 GPCUPS EATING Number of persons in designated grOUps \County Supts. replying to questionnaire 49 Percentage of responses in each rating Number Percent in category rating each rating service %1 2 5 4 Service l.' Making the school part of community life. 58 58 41 5 18 2. Planning and conducting surveys of com- munity resources and needs. 45 24 45 O 55 5. Securing better understanding of the school on the part of the parents. 44 45 42 O 15 4. Advising the teachers about community standards. 45 58 45 4 15 5. Learning how to translate the problems and issues of modern society into class- room activities. 45 44 49 O 7 6. Locating and using persons, places, and objects of instructional value in the community. 45 44 49 O 7 7. Possible c00peration with farm and com- munity groups. 42 29 56 2 15 8. Using visits and other means of becoming -acquainted with parents. 42 24 5O 2 24 9. Learning how to balance individual wel- fare with group welfare. 41 52 48 O 20 10. DeveIOping self-discipline in the child. 45 58 51 2 29 ll. Guiding the individual without harming the group and vice-versa. 42 55 55 O 52 12. Discovering sources of potential irrita- - tions in the school and community that may become school problems later. 44 59 8 2 ll 15. Developing group standards of conduct. 42 57 4O 2 21 14. Learning to guide the energies of chil- dren in wholesome, interesting work and play. 45 42 54 O 24 *1 -— Greatly Need Help 5 -- Do not Consider Help Necessary 2 -- Would be Useful 4 -- Necessary but not Responsibil- ity of the Helping Teacher 49 'TABLE IV, continued Teachers with a Teachers without a ‘Helping Teachers Helping Teacher Helping Teacher 24 145 140 Ifumber Percent in Number Percent in Number Percent in rusting each rating ' rating each rating rating each rating serwice 41 2 5 4 service *1 2 5 4 service 41 2 5 4 18 58 58 6 18 105 20 22 15 45 114 57 28 17 18 21 4O 5O 10 20 116 21 55 10 56 159 19 55 15 15 22 65 52 O 5 125 14 44 9 55 159 57 58 15 IO 21 55 47 6 12 117 15 45 9 55 156 15 58 5O 19 21 28 72 O O 116 18 48 15 19 158 28 44 25 5 22 52 as o 10 117 21 45 10 26 . 155 26 so 15 11 21. 22 56 16 6 115 18 54 19 29 152 9 51 21 19 2O 58 57 5 O 116 7 29 21 45 156 16 54 24 26 22 52 54 O 14 115 8 45 25 22 152 11 52 16 21 22 65 26 O 11 125 17 57 15 51 ‘ 156 20 55 17 5O 21 65 50 O 5 115 15 4O 19 26 154 24 47 11 18 2O 55 52 5 10 115 16 5 9 25 157 55 41 11 15 2O 56 55 O 11 122 20 41 15 26 156 17 45 21 19 21 65 27 5 5 118 16 4O 17 27 154 25 42 18 17 50 area more often in the "would be useful" column than in the "greatly need help" column. The older teachers who felt the school should not con- cern itself with the community probably influenced the kind of reply given to these questions. It has not been very long ago that teachers were not eXpected to participate in community activities. THE POLE OF THE HELFIHG TEACHEE IN ADVIFISTERING l. ‘Eelping the teacher advise the school board 39 be- come aware of the needs of the school and their reSponsibil- ity for the fulfillment 2: these needs. Nineteen percent of the County Superintendents felt this was not the job of the helping teacher to advise school boards. Twenty-four percent of the helping teachers, 27 percent of the teachers with a helping teacher, and 28 percent of the teachers with— out a helping teacher felt it was not necessary or the re- Sponsibility of the helping teacher. Traditionally in Nich- igan, this has been the job of the County Superintendent. Some County Superintendents delegate this work to the help- ing teacher.1 2. Helping the teacher with pupil classification. Only 20 percent of both.teacher-groups felt this was greatly 1 -- Public and Local Acts, op. cit., p. 245. 51 TABLE V NUTBER AND PEPCENTAGE CF RESPONSES BV VAETCVS GROUPS EATING HELPING TEACWEE'S SERVICES IN AUYTNISTEWING TEE SCHOOL (For content, see Opposite side of pafie.) TABLE V 51 NUMBER AND PERCENTAGE OF RESPONSES BY VARIOUS GROUPS RATING HELPING TEACHER'S SERVICES IN ADYINISTEBING THE SCHOOL Number of persons in designated groups County Supts. replying to questionnaire 49 Percentage of reaponses in each rating Number Percent in category rating‘ each rating service *1 2 5 4 Service 1. Helping the teacher advise school board. 45 45 56 O 19 2. Helping the teacher with pupil classi- fication. 45 58 48 1 l5 5. Helping the teacher provide publicity for a good school. 45 49 45 2 6 4. Coordinating local school health needs with other agencies. 44 56 42 O 22 5. Helping in develOping school and com- munity groups, as P.T.A.'s, etc. 45 55 54 4 9 6. Speaking or acting as consultant to groups that will help interpret the schools to the community. 45 58 56 O 6 7. Helping the teacher orient herself in a new community. 45 42 56 O 2 3. Advise both local boards and teachers as to the suitability of a particular teach- er for a particular job. 45 26 5O 2 42 9. Encourage teachers to develOp confidence in new situations. 45 47 55 O O 10. Making a professional library available for county teachers. 44 45 58 2 15 11. Helping in room and grounds arrangements. 45 26 56 2 16 12. To provide through various publications an interpretation of the program and pol- icies of the county board of education 45 21 45 2 54 15. To acquaint teachers with newer practices and materials. 5 7O 28 O 2 14. To help teachers work and grow together. 44 67 55 O O 15. To help teachers become active partici- pants in teachers' meetings. 44 67 55 O O 16. To provide ways for settling grievances. 44 45 44 2 ll 17. To get teachers to set up an evaluation of helping teachers. 44 56 45 10 11 *1 -- Greatly Need Help 2 -- Would be Useful of Helping Teacher 5 -- Do not Consider Help Necessary 4 -- Necessary but not Responsibil- TABLE V, continued Teachers with a Teachers without a Helping Teachers Helping Teacher Helping Teacher 24 145 140 Number Percent in Number Percent in Number Percent in rating each rating rating each rating rating each rating service *1 2 5 4 service *1 2 5 4 service %1 2 5 4 21 59 17 12 12 115 25 48 17 10 155 28 44 14 14 21 65 29 0 '6 115 20 51 l5 14 155 20 41 20 19 21 55 41 6 0 112 17 55 21 9 150 18 47 22 15 22 47 55 6 12 115 27 40 12 21 151 25 48 12 15 22 55 50 17 O 115 17 44 24 15 155 28 58 19 15 25 47 42 11 0 107 50 52 8 10 150 51 52 10 7 22 55 47 0 O 108 27 44 16 15 127 24 45 22 9 21 56 19 6 19 110 24 42 7 27 ’ 128 18 45 19 20 22 78 22 0 O 108 26 62 8 4 151 20 56 16 8 22 58 52 10 0 111 58 49 2 11 151 58 44 11 7 22 47 55 0 0 105 6 57 21 56 125 14 48 20 18 20 55 60 0 7 106 25 55 12 10 122 22 45 18 17 21 71 29 0 0 115 45 52 l 2 128 42 47 5 6 22 67 28 5 0 105 55 52 9 6 128 O4 49 19 8 22 85 ll 6 0 107 26 55 19 0 127 20 44 19 17 21 65 29 6 0 102 28 42 15 15 129 25 46 14 15 22 59 29 6 6 105 51 51 14 4 151 24 48 15 15 53 needed, while 65 percent of the helping teachers thought it was greatly needed. Some of the teachers felt they "knew best" about the child's ability, and objected to any inter- ference by some one from the County Superintendent's office. Many rural teachers feel they are their "own boss" and resent the "interference" of a supervisor. This might be indicative of their feeling of insecurity. 5. Helping the teacher provide publicity for 3 good school. An average of 46 percent responded to this gen- eral question that it would be useful. However, 55 percent of the teachers without a helping teacher felt it was not the job of the helping teacher or it was not necessary. Possibly the question was not specific enough as nearly everyone wants a "good school". 4. Coordinating 12931.29592l health needs with other agencies. In many counties in Michigan, a County Health Unit assumes the reSponsibility for the coordination of health needs. COOperation with school authorities is neces- sary. The County Superintendent most often assumes this re- sponsibility unless he delegates it to the helping teacher. More than 66 percent of both teacher-groups felt it was greatly needed or would be useful. Seventy-eight percent of the County Superintendents and 82 percent of the helping teachers agreed. 5. Helping in develOping school and gpmmunity groups such 33 P. T. A.'s, Mothers' Clubs, etc. More than a 54 third of both teacher-groups felt it was not necessary or not the responsibility of the helping teacher. Seventeen' percent of the helping teachers and 15 percent of the County Superintendents rated it in a similar manner. iany teachers feel they do not want to "put on a show" for the parents at most P. T. A. meetings. Occasionally a teacher is afraid that the P. T. A. and similar groups will criticise her or her methods. host teachers drive to and from school. They often live outside the district and do not want to be "both— ered" by a night meeting. 6. Speaking or acting as consultant to gEQUps that will help interpret the schools 52 the community. Eighty- nine percent of the helping teachers felt this was greatly needed or would be useful. Ninety-four percent of the County Superintendents and 82 percent of both teacher-groups felt a similar need. 7. Helping the teacher orient herself in 3 new commun- _1_tl. Nearly a third of both teacher-groups felt it was not necessary or the job of the helping teacher. It was ob- served, while conducting the questionnaire, that most of the teachers were older and more experienced and hence did not need as much help. 8. Advise both local boards and teachers gs £2,323 suitabilitngf'g particular teacher for g particular job. Forty-four percent of the County Superintendents, 25 per- cent of the helping teachers, 54 percent of the teachers 55 with a helping teacher, and 39 percent of those without felt this was not necessary or the job of the helping teach- er.. Forty-two percent of the County Superintendents indi- cated that it was not the responsibility of the helping teacher. This question is usually considered an administra- tive reSponsibility. Helping teachers who rate teachers this way often lose some of their rapport with teachers, since the teachers then become concerned with pleasing the super- visor in order to get a higher rating. 9. Encourage teachers to develop confidence in new situations. All of the groups rated this high, mostly in the "greatly needed" or "would be useful" column. Forty- seven percent of the County Superintendents and 78 percent of the helping teachers felt it was greatly needed. Twenty- six and 20 percent, reSpectively, of the teacher-groups agreed. 13. Making a professional library available for county teachers. All the grOUps agreed on this item. An average of 45 percent classified it as greatly needed. ll. Helping in.room and grornds arrangements. Eight- een percent of the County Superintendents, 57 percent of the teachers with a helping teacher, and 38 percent of the teach- ers without a helping teacher felt help in room and grounds arrangements was not necessary or the job of the helping teacher. Evidently teachers did not feel the need for this service. 56 12. To provide through various ppblications an inter- pretation pf the program and policies 2: the County Board of Education. Thirty-four percent of the County Superintend- ents felt it was not the job of the helping teacher to pro- vide publications. Again, this is usually the responsibility of the County Superintendent unless he delegates it to the helping teacher. Ninety-three percent of the helping teach— ers thought it was greatly needed or would be useful. In practice, most helping teachers assist in the preparation of publications from the County Superintendent's office. 15. To acquaint teachers with newer practices and ma- terials. . All the groups rated this very high. Seventy percent of the County Superintendents, 71 percent of the helping teachers, 45 percent of the teachers with a helping teacher, and 42 percent of the teachers without rated this as greatly needed. Only two percent of the County Superin— tendents, none of the helping teachers, three percent of the teachers with a helping teacher, and 11 percent of the teachers without, rated this not necessary or the job of the helping teacher. 14. ‘29 help teachers learn pg work and grow together El working in small groups. One hundred percent of the County Superintendents, 95 percent of the helping teachers, 85 percent of the teachers with a helping teacher, and 75 percent of the teachers without said they greatly needed help or it would be useful. 57 15. 22 help teachers pg_active participants ip teachers' meetings. Sixty—seven percent of the County Superintend- ents, 85 percent of the helping teachers, and only 28 percent and 20 percent, reSpectively, of the teacher-groups thought they greatly needed help to become active participants in their teachers' meetings. Nineteen percent of both teacher-groups did not consider help necessary. In oral discussions of this item, teachers definitely felt teachers' meetings should be made more interesting. They said this lack of interest might be prevented if teachers planned their ow meetings. The use of small interest grOUps would help stimulate discussion and teachers would not be afraid to "Speak up". 18. 23 provide ways for settling grievances, irrita- £122§:.EEE° Eighty-seven percent of the County Superin- tendents, 94 percent of the helping teachers, 70 percent of the teachers with a helping teacher, and 71 percent of those without felt they greatly needed help or help would be useful in providing ways to settle grievances and irritations and to present minority opinions. 17. To get teachers to set up an evaluation of helping teachers. Fifty-nine percent of the helping teachers felt it was greatly needed to set up evaluation techniques of them— selves. A much smaller percentage was checked by all the other groups. The last two items are rather new in the field of super- vision. Perhaps this is why there seems to be less interest I1 '68 in their use. It might be that the older idea of supervision continues to influence teachers. They do not want to or are "afraid" to make adverse criticism of the helping teacher which many still consider as the old-fashioned type of "snoop- ervisor". §umnary. The following is a sumnary of the way the four different educator-groups reSponded to the items on the questionnaire. The County SUperintendents felt that the teachers greatly needed help from the helping teachers in eleven of the 66 items which they rated 60 percent or above in the first category. These items were: (1) sharing experiences, (2) appraising their strengths and weaknesses, (5) building favorable com- munity attitudes, (4) skill in democratic leadership, (5)pro- viding supplementary materials, (6) meeting the needs of the gifted and the slow learner, (7)understanding children's emo- tional needs, (8)develOping remedial work, {9)acQuaint teach- ers with new practices and materials, (lO)help teachers learn to work together by working in small grOUps, and (11) help teachers be active participants in teachers' meetinas. The County Superintendents and the helping teachers rated nearly all the items higher than did the teachers them- selves.1 l —- See Table I, pages 52, 55; Table II, pages 59, 40; Table III, pages 42, 43; Table IV, pages 48, 49; and Table V, pages 51, 52. 59 The responses of the helping teachers consistently show- ed that they felt that teachers greatly needed their help or that their help would be useful in all five areas. The one exception out of the 66 items was directing 4-H Club work. In this item, 72 percent pointed out that it was not their responsibility. Both teacher-groups rated the items lower than did the County Superintendents and the helping teachers. In fact, the teachers from counties that had a helping teacher seemed less aware of the services provided than were the teachers from counties without helping teacher service. In only two items did teachers rate more than 50 percent in the "greatly need help" category. These were: (1) meeting the needs of the gifted child and the slow learning child, and (2) help in teaching music and art. CHAPTER IV A: ~J 4—4 ANALYSIS CF TVE SVPETVISORY ACTIVITIjS IN TWO SELECTTD RICVIGAN CGUHTIES In order to examine more closely the role of the help— ing teacher, two counties were selected to make a study of helping teacher practices. In selecting the two counties, it was decided to Choose as similar a rural situation as possible. iargaret Hagood has established an index of the level of living in each county of the United States based on the 1940 census. Using such items as percentage of occu- pied dwellings with less than 1.51 persons per room, per- centages of radios, gross income of more than £603, late model automobiles, and grades completed in school by adults, she arrived at a comparison based on the index of 100 for the United States. This represents the "standard of prac- tice".1 The rural level of living index varied only five points between the counties. Both counties were slightly over 100. County A was 115 and County B, 109. Other factors mentioned 1 -- Margaret Hagood, Rural Level of Living Indexes for Counties of the United States, 104‘. Washington, C. C.: Bu- reau of Agricultural Economics, I§45 (Nimeographed). 60 61 in the census which were quite similar were population, land areas, educational background of parents, number employed in agriculture, average value of farms, and value of farm pro- ducts sold. A more complete listing of the items for these two counties will be found in the appendix. The County Superintendents of Schools for these coun- ties have had similar educational training and background of service. County A Superintendent, who has had a helping teacher for six years, has been the County Superintendent for seventeen years. Formerly he had been principal of a small school and preceeding that was a teacher in rural schools. County B Superintendent has no helping teacher. He has also been the County Superintendent for seventeen years. Previously he was a superintendent of schools in two or three small towns. He, too, has had rural school teaching experience. Both men received a iasters Degree from the University of lichigan in SUpervision and admin- istration. Both have been active in church work and in community groups such as service clubs, scouting, 4—H Club promotion, County Fair Boards, and fund raising drives. Both have worked in state educational organizations. Both counties have had Community School Area Study Committees for a number of years. These committees have been active in studying school and community programs. Both superin- tendents have a high degree of rapport with their teachers as observed in the many contacts with both teachers and administrators. County A, with a helping teacher, has 72 school dis- tricts, one consolidated school district, and one third class city school district. There were 148 teachers in the 72 districts. County B, without a helpinu teacher, has 32 schools, of one to four rooms in size, with 46 teach- ers. There are also three consolidated schools with which the County Superintendent assists in problems of supervision and administration. County B also has one third class city school district. A close relationship was built Up by the writer with most of the teachers through extension class meetings for three years in each of the counties. Visits have been made to most of the schools in both of the counties during that tire. Hence there was an Opportunity to observe the various supervisory practices in both counties and how they were re- ceived by the teachers concerned. In County A, the visits were usually made with the helpins teacher or the County Su- perintendent. County A had two helping teachers over the six year pe- riod. Each stayed three years. The first helpinc teacher was a vivacious, aggressive person with lots of energy and drive. She was an enthusiastic worker, the kind of enthusi- asm that was contasious with teachers. Because of her eager- ness to "get things rolling' she sometimes unconsciously offended a few of the older and more established teachers. 63 She was very active in local and state professional groups. the County Superintendent felt she helped teachers to be more creative. He indicated she worked best with large groups. The second helping teacher, who began her work in the fall of 1946, was rather quiet but somewhat authoritarian in her contacts with teachers. She worked hard, eXpending a great deal of nervous energy, as did the first helping teacher. More often she had set plans for the teachers of the county. these were sometimes pushed through regardless of teachers' feelings and wishes on the matter. She did little with professional groups outside the county. the County Superintendent indicated she worked best with small groups. In 1949, a child accountant was hired in County A. The title was somewhat less descriptive of the Jcb than one of visiting teacher. In reality, this person does a great deal of home visiting, case work, and analysis of individ- ual prdblems of children. this wank is more often associ- ated with the Job of the visiting teacher than that of the person who handles the child accounting. It was fortunate that the helping teacher made out daily reports to the County Superintendent. These reports, for the five school years between the fall of 19% and the spring of 1951, were available for study and evaluation. A sample of the types of daily report forms will be found 64 in the appendix. An analysis of the reports for County A was made classifying the various statements and practices listed. A summary of these practices will be found in Table VI on page 65. Table VII on page 66 shows the estimated ac- tivities of the County Superintendent in County B. Since the reports in County A were not made with a View of tabulation, it was occasionally necessary to be rather arbitrary in class- ifying some of them. The first helping teacher did not use this system of reporting during her first year, 1945-46. Be- ginning in the fall of 1946, until the Spring of 1951, the reports were quite complete. Both teachers used forms that were similar. These reports indicate the things the helping teacher felt were important. It is possible other activities were carried out and not recorded. It is also possible the helping teacher did not record the items in the same way. It was significant to the helping teachers when they recorded these items. Thus it gives an indication of their attitudes toward the teachers, the schools, or the activities carried on in the school and the community. The reports were grouped into thirty areas. Those most frequently mentioned will be discussed below. 1. Evaluating teachers. This was the largest area in the tabulation of the items of the daily reports. Included were statements regarding the competencies of the teachers, how the teacher was conducting the school, conditions in the school, and what the helping teacher thought about the teach- SUi:I.'T_ARY or IELPII-IG Tum-23:23! TABLE VI 0) 01 DAILY REPCZTS, COUKTY A Activities Number of times mentioned by lst. Helping Teacher Number of times mentioned by 2nd. Helping Teacher 25. 27. 29. 30. Evaluating Teachers Problems of Teachers Room Arrangement Teacher-Planning-Groups Working with Parents and Community Groups News Letter Reading Helps Teaching Techniques Demonstration Classes Achievement Tests Films or Projector delivery Art Work Teaching materials distributed Radio Programs Talks with Children Program Helps Talks to Community and School GrOUpS Retarded Children Fair Exhibits Student Teachers, externing Hot Lunch Programs Child Accounting Grading and Placement Health Education, Go- ordination Seatwork Discipline Naps and Graphic Work Bulletin Boards Field Trips Safety Patrol 1946-47 1947-48 1948-49 1949-50 1950-51 215 190 55 6O 66 47 62 51 4O 49 11 13 19 13 15 11 4O ' 55 27 17 1 17 17 7 19 21 51 5 -- 4 -- 6 14 11 17 3 6 4 5 2 518 521 271 11 26 41 4 5 2 25 11 4 25 15* 13* 18 24 27 -- -- 21 12 2O 50 -- 1 __ 4 11 15 15 2O 25 . 10 15 15 10 2O 50 2O 35 f# 19 2O 12 __ 7 -_ -- -- 17% 7 10 20“” 17 6 5 6 10 10 -- 2%— 4. 6 2O 25 6 2O 2 -- 7 4%? -- 1 1 -- -- l 35‘ Child Accountant xa County Superintendent fii Discontinued .- TABLE VII ESTINATED ACTIVITIES CF CCURTY SUPERIHTEKDEKT, CCUETY B Activities Interpretation "Per Year Average 1. Evaluating Teachers Supt. B calls them visits 160 2. Problems of Teachers Discusses and advises 25 5. Room Arrangement Relies on College Ext.Teachers Few 4. Teacher-Plannins-Groups 10 Groups meet twice a year 20 5. Working with Parents and Community Groups Very Active 72 6. News Letter Only occasionally Few 7. Reading Helps Relies on College Ext.Teachers --- 8. Teaching Techniques Relies on College Ext.Teachers ——- 9. Demonstration Classes Wife, former El. Supervisor, gave some demonstrations --- lO. Achievement Tests Handled by local Teachers —-- 11. Films or Projector County Film Program handled 55 Films delivery through Supt's. Office and to 18 Teachers' Committee schools 12. Art Work None --- 15. Teaching Materials Only through County Book Library --- 14. Radio Programs Music and Health 5 15. Talks with Children Occasionally Few 16. Program Helps Talks them over with each teacher at first fall visit 46 17. Talks to Community These talks averaged 8 per and School GrOUps month 72 18. Retarded Children A local problem. Consults with teacher when asked --- 19. Fair Exhibits Promotes exhibits, supervises displays. On Fair Board. 1 20. Student Teachers, externing Occasionally Few 21. Hot Lunch Programs Supervises County Program. Evaluates each Project. 25 22. Child Accounting Responsible for County. Clerk helps — No. of Schools ~ 36 23. Grading and Placement Advises teachers when asked Few 24. Health Education, 00- Advises with County Health ordination Dept., and Area Study Comm. Few 25. Seatwork None --- 26. Discipline Helps if problems arise Few 27. Naps and Graphic Work None --- 28. Bulletin Boards Hone --- 29. Field Trips Helps plan conservation trips with teachers each fall 1 SO. Safety Patrol None --- .1“..- . IE» 'nll‘l. s Lavh . 67 ing process. p Some examples of these statements were: Enjoys her group, but I have a feeling that she isn't consistent. Her room was quite nicely decorated for Hal- loween. The witdh was in the early stages of development. Seems to'be happy in her work with her children. They sang a prayer in English and then she had the Mexican chil- dren sing in Spanish. She sang along with them. She is considerate of these children in drawing them out and in making them feel as though they belong. She could gripe but instead she enJoys them. Her room never changes from year to year - neither does Shes Mrs. B. was doing 0. I. She certainly provides her chil- dren with a lot of activity. Room fair. Beginners were reading in the First Grade book. We discussed a beginners program without reading. She seemed interested and may respond next year. The first helping teacher averaged slightly over 200 of these comments per year on the reports. The second helping teacher averaged slightly over 300 per year. The reader is again reminded that these reports were originally intended for the County Superintendent‘gg_z, It is, therefore, more of a report to him of the opinion of the helping teacher about the individual teacher visited. It is interesting to note that the number of these evaluations decreased from 215 in 1946-47 to 190 in 1947-46. Then a new helping teacher be- gan her work in the fall of 1948. She evaluated teachers 318 times. This increased to 321 in 1949-50, and then decreased to 271 evaluations in 1950-51, the last year studied. In County B, the County Superintendent, who does not have a helping teacher, indicated he makes an average of 20 to 30 visits per month. These visits vary in length from a .14 ll pic-Hits". ,V, 68 few minutes to all day, depending upon what he thinks needs to be done. The County Superintendent considers the prob- lems of the teacher's adjustment to the school and community, program of studies, cleanliness and orderliness of the build— ing and surroundings and many other details. He usually does not have enough time to help the teacher with problems con- cerning teaching techniques, pupil's personal and school ad- justuent, and similar helping teacher activities. 2. Problems of teachers. Teacher problems were pre- sented by the teachers themselves or the helping teacher as listed on the reports. This increased in number for each year the helping teacher was in the county. The first help- ing teacher reported 55 problems in 1946—47, and 60 during the next year. The second helping teacher reported 11 prob- lems for 1948-49, the first year she was on the job, and 26 and 41, respectively, the next two years. It is evident the second teacher did not recognize the importance of the indi- vidual problems enough to record them as much as did the first helpinc teacher. In County B, the County Superintendent has less time for assistance and is usually less adept in teaching skills. How- ever, he indicated he helped 20 or SO teachers a year. 3. Room arrangement. The first helpinv teacher Spent a great deal of time on problems of room arrangement. Sixty- six suggestions pertaining to room arrangement were recorded in 1946-47 and 47 suggestions in 1947-49. The second helping 69 teacher reported little time spent on such items - four, three, and two suggestions, reapectively, for her three year period. Little help was provided by the County Superintendent in County B. When college teachers were conducting extension classes in the area, they were sometimes asked to help in im- proving the schoolroom arrancement. 4. Teacher-plannigg-groups. Again the first helping teacher recorded many more times, 62 and 51, working with teacher-planning-groups than did the second helping teacher who recorded 25, 11, and 4, reSpeotively. In County A, there are six teacher-planning-groups averaging 20 members each. These meet two or three times a year with the helping teacher or the County Superintendent to work on the various county- wide programs. In County B, there were ten teacher-groups organized to plan various activities such as the audio-visual program for the county, conservation tours, and various clinics such as reading, motion picture projector Operation, etc. These groups meet two or three times a year. Some of them arrange the administrative details of the different programs. 5. Working with parents and comnunity groups. During the two years for which the first helping teacher made re- ports, she met with the parents or community groups 40 and 49 times, reSpectively. After the first year of the second helping teacher, a child accountant was hired who did a great deal of case work with parents. Her work would tend to reduce ‘.|'r..v‘§!'hfll vi .. . 70 the number of meetings with parents and community groups as reported by the second helping teacher In County B, the County Superintendent is very active in working with parents and local community groups. He es- timated these would average two or three a week. Sometimes he worked with two or three in a single day. 6. News Letters. Both helping teachers helped pre- pare the monthly news letters. They also helped in prepara- tion of teaching materials and similar public relations ma- terials. The County Superintendent in County B was able to send out news letters only occasionally. He received some assist- ance from his clerk. 7. Reading helps. The first helpinr teacher report- ed that she had niven help in reading 52 times during the first two years studied. It wasn't until the last year of the second helping teacher's three year term that she record- ed having given reading help. It does not seem likely that she ignored this important problem durinq the first two years but rather that she made no reference to it in her reports. In County B, the County Superintendent relied on in- structors of college classes who would and could help his teachers with problems in reading. Various representatives of text-book publishing companies often sent reading Special- ists in to demonstrate reading techniques and to confer with teachers. 71 8. Teaching techniques. The first helping teacher was less concerned with teaching techniques and more concern- ed with the creativeness of the teachers. Attention is again directed to the statement that the second helping teacher more often had set plans for the teachers of the county. The County B Superintendent again depended upon college extension class teachers. 9. Teaching demonstration classes. The first help- ing teacher had considerable skill in teaching demonstration lessons and averaged three or four a month. The second help- ing teacher recorded teaching only one lesson during the last three years. It was noted, however, that the County Superin- tendent was not in favor of the helping teacher giving demon- stration lessons. In County B, the wife of the County Superintendent had been an elementary supervisor in a city school system. Until recent years she helped by giving demonstration lessons. 10. Achievement tests. The first helping teacher did a great deal of work with teachers in helping them to use and understand achievement tests. The second helping teacher Spent less time the first two years with tests, but gradually increased the help in this important area. The first helping teacher was greatly concerned with finding out where children were and than helping the teacher plan a pro— gram to strengthen the areas where the children were weak as evidenced by the tests. 3g. “.3 s 72 In County B, the teacher-groups organize and help in- terpret the testing program. This is, of course, limited in scope. 11. Films or projector delivery. For several years County A has owned two motion picture projectors, purchased by individual school contributions. Films and these pro- jectors were circulated to the member schools. Often the helping teacher assisted in tranSportin~ the equipment and films from school to school. - In cooperation with a college extension teacher, County [.1. ', 2.: B Super.nten ent organized a motion picture film and film- strip procram for his county. Eiehteen schools purchased motion picture projectors through Boards of Education, P. T. A.'s or other civic minded groups or individuals. A teach— ers' comrittee was organized to select films to be used in the county. Fifty or 60 films are circulated each year to the 18 schools which support the proeram. The County Super- intendent's clerk does the bookino and handles the mailing of the films. The teachers, board members, or interested citizens in each of the districts call for the films and pass them on to other schools. It is one of the most suc- [0 cessful procrams for rural schools that heinf carried on in lichiean. Plans are under—way to extend the pro~ram to all of the schools in the county. 12. Art work. Both helpinn teachers reported help in art work on an average of 12 or 15 times a year. Very little regular help is available in County B. 13. Teaching raterials distributed. Only the second teacher listed teachine materials distributed. The first helping teachervvas actually observed distributing teaching materials but did not consider it important enoueh to indi- cate it on her reports. The County Book Library in County B does make sore teaching materials available to teachers of rural schools. host of these materials are obviously books. Children's books and a few professional books for teachers are distrib- uted. Eighty-five percent of the items, which were mentioned on the daily reports of the helping teachers in County A, were included in the 13 items discussed above. The rest of the activities are very spotty in nunber and vary a great deal from year to year. Between the two helping teachers there is a great deal of variation also. In general, the first helpinq teacher was more concerned in these scattered items with prorram helps for teachers, talks to community and school grOUps, seat work, maps, and bulletin boards. The second helping teacher was interested, as noted from her reports, in talks with chiltren, assisting student teachers 0) from County Normals and T-acters' Colleges to extern in the county, and grading and placerent of children. The child accountant, previously described, took over the work with retarded children, general child accounting 74 practices and problems of discipline. The second helping teacher also assisted with the more recently developed ac- tivities such as a county rural school radio program, fair exhibits, assisted hot lunch programs (with Federal Aid), and health education. These responsibilities were dele- gated to her by County Superintendent A. Since County Superintendent B had no helping teacher to assist him, many of the activities discussed were carried on only occasionally and then only in a very limited way. He emphasized that many of these items were handled with indi- vidual teachers as the needs arose, but no organized program was develOped for carrying out these activities on a county- wide basis. Of particular interest and importance to the County B Superintendent were the fair displays of the rural schools. During August, he spent a great deal of time in arranging the exhibits, supervising the judging, and in promoting the program. For the last two years, County B Superintendent has helped promote weekly radio programs on health. Last year a rural music program was also develOped in cooperation with the University of Michigan. Practically all of the schools have radios available. As the programs were pre- sented over the air the children used supplementary mate- rials such as workbooks and quizzes to develop an active interest on their part. Competition between schools was encouraged and groups from individual schools went to the radio station upon occasion to identify the children with the program. For two years, County A has had two rural music teach- ers, .ired by the County Board of Education. Local schools contribute a large part of their wages and expense in order to participate in the music program. Kany other activities in County B were planned with teachers' assistance. A field trip is taken each year to study the problems of conservation. Teachers from all the rural schools in the county climb into busses, and under the direction of Soil Conservationists, the County Agricul- tural Agent, and extension specialists study the conserva- tion problems in their own county so they are better able to interpret these problems to their boys and girls. Eighty percent of the rural teachers in County A Spend a week end each fall at the Higgins Lake Conservation School in group planning and field studies. They include a general school problem in agenda. For the past four years they studied reading, science for elepentary children, the county motion picture film program, and the county rural music pro- gram. In general, it should be noted that County A, with help- ing teacher service, was able to make many more contacts with teachers, to provide a much wider program of services to the rural boys and girls of the area, and to carry on a much more 76 concerted and better organized program of activities than County B. It is really unusual to find as many activities carried on.as are found in County B. The Superintendent's ability or organize the efforts of teacher-groups, outside experts, and just ordinary volunteers is noteworthy. His ability and interest account for many more activities than would ordinar- ily be found in that kind of a county. He felt he was not doing enough and often asked the question, "How can I get a helping teacher?" CHAPTER V SUiiARY, CONCLUSIONS, AND PECCIyELDATICNS FOR FURTHER STUDY The purpose of this study was to survey the services supplied by the helping teachers and to evaluate these serv- ices as seen by the teachers served, the helping teachers, and the County Superintendents. The role of the helping teacher was analyzed in an attempt to find out - (1) what teachers, helping teachers, and County Superintendents con- sider is their role, (2) what kinds of processes and skills enable the helping teacher to help teachers improve instruc- tion, and (5) what differences are evidenced between a county with a helping teacher and a county that does not employ a helping teacher. This chapter will summarize the findings of the data as presented in Chapters III and IV, list the major conclusions, and make recommendations for further study. S UT”? ‘1 ARY The Role 2£.the Helping Teacher 12 Selected Areas in Nichigan. There was greatest agreement among both teacher- groups, the County Superintendents, and the helping teachers 77 78 in the areas of Teaching Fethods and Technijues and Adminis- tration of the School. With the exception of four items, more than half of all the groups felt the items were greatly needed or would be useful in these two areas. Directing 4-H Club work, planning with pupils in the management of the schools or class activities, using the out-of-door eXperi- ences of children, and helping in room and grounds arrange- ments were the four items which exceeded the 49 percent as not necessary or the responsibility of the helping teacher. The items which were in closest favorable agreement were: (1) providing Opportunities for groups of teachers to share their experiences and plan together ways of meeting their problems, (2) demonstration teaching, (5) visits to other teachers, (4) use of learning aids, (5) help in teach- ing music and art, (6) helping the teacher appraise her strengths and weaknesses, (7) encouraging teachers to develop confidence in new situations, (3) acquainting teachers with inewer practices and materials, and (9) helping interpret the schools to the conmunity. In the area of The Role of thg helping Teacher in Devel- Qping Democratic Living in the School, the helping teachers rated all these items high, with one exception. Organization of recreation for teachers and pupils was the only item that drOpped below 60 percent as being greatly needed in the en- tire area. An average of 25 percent of the County Superin- tendents felt these items were not the reSponsibility of the 79 helping teacher. The teacher-groups were not nearly as hiah in their ratings. More than 50 percent of the teachers who had a helping teacher rated the items in this area as not necessary or the job of the helping teacher. The one excep- tion was the item on helping teachers to grow in democratic leadership. In the area of Recognizing and Using Individual Differ- epges, the teacher-groups wanted help in meeting widely dif- ferent abilities and interests in the same class groups. The helping teachers felt this was the most important item in the questionnaire. The teacher-groups also wanted help in meet- ing the needs of the gifted and the slow learning child, in develOping remedial work and securing supplementary materials for the wide variatiOns in age and ability levels. In the area of DevelOping Community and School Pela- ltigns, both teacher-groups did not feel they greatly needed help. However, the helping teachers felt teachers greatly needed help in this area. The only exceptions were cooper- ating with farm and community groups and translating the problems of modern society into classroom activities. The County Superintendents rated the items in this area more often in the "would be useful" column than in the "greatly need help" column. In general, teachers were more interested in help in Specific teaching techniques and less concerned with help in the way children learn and their social and emotional 80 adjustment, the use of community resources and in interpre- ting the child and the school to the home and the community. It was evident that most of the teachers had little knowledge of or interest in the processes of democratic livind and work- ing in school and community. The helping teachers felt very keenly the needs of teach— ers to know the child, to recognize and use the individual differences found, and to make the community aware of the job the school should do. In democratic livinr they were much more interested than any of the other grOUps. They were par- ticularly anxious to get teacher—participation in planning their own meetings and prodrahs. The County Superintendents rated the items somewhat low- er, but in general, agreed with the helping teachers. An Analysis of the Supervisory Activities in Two Selected ”ichiean Counties. Two counties were selected that had a b—l at similar agricultural situation. The County Superintendents had both been in the same position for seventeen years. Both had a very progressive program for the rural schools and a high degree of rapport with their teachers. County A employed a helping teacher to assist in the supervisory activities. In County B, the County Superintendent had to handle these duties as well as the administrative reaponsihilities of the office. In County A, the helping teacher filled out a daily report for the County Superintendent over a five year period. 81 These were available for study. Forty-five percent of the reports made sone evaluation of the teacher as to her competence, skills, and abilities. Since the reports were not made with a View for later study or analysis, the statements indicate only the helping teach- er's personal evaluation of the teacher and the teaching sit- uation. Since the teachers visited did not know these reports were being made to the County Superintendent, it is evident they had little effect on the relationship of the helping 1 7 teacher to the teachers in tae county. There were twenty— nine other types of activities carried on by the helping teacher. Eleven of these activities were continuous over the five year period. In number of times these items were mentioned on the reports they were ranked in the following order: (1) working with parents and comnunity groups, (2) problems of teachers, (3) working with teacher-planning- grOUps, (4) helping teachers with room arrangements, and (5) the preparation of the news letter. There were sore eighteen groupings of activities that varied greatly from year to year and between the two helping teachers themselves. lost sig— nificant of these iteus were the demonstration classes, test- ing programs, helps in reading, the motion picture and strip fil program, and art work. The different helpina teachers stressed different types of activities. These were closely related to their own skills and abilities. The much higher number of contacts the helping teacher 82 was able to make with the teachers in County A and the larger number of services rendered to the teachers leaves no doubt as to the value of the program in improvement of instruction in the rural schools of the county. An observation was made by the writer of the county helping teacher program in four other counties and similar results were noted over counties that had no helping teacher. In County B, the County Superintendent tried to do some- thing about everything, although he felt he could not begin to meet the needs. He was ingenious in using book salesnen, college extension teachers, his wife (a former elementary supervisor), his office clerk, committees of teachers, and other peOple in the community. These individuals helped the teachers with many different types of problems. County B Superintendent's often asked question during interviews — "How can I get a helping teacher?" - was indicative of his desire to provide more services to his teachers. CONCLVSIONS 1. It was observed that items the helping teachers and County Superintendents felt important, particularly in the areas of democratic living, recognizing and using individual differences, and community and school relations are not recognized as important by a majority of the teach- ers. Probably this is due, not only, to the lack of training ‘ilhr’nw .u. 85 of the teachers, but such other factors as a different phi- lOSOphy of education, short period of service, insecurity, indifference, and inertia. 2. The high rating of nearly all the items in the questionnaire by the helping teachers and similar, but not so high, ratings of the County Superintendents would tend to indicate the validity of the items as to the attitudes and Opinions of the two groups concerning the role of the help- ing teacher. 5. While teachers reported (Chapter III) that they wanted help in the understanding and skills of democratic leadership, it was evident that they had little idea of what this meant in terms of actual teaching and living in the ru- ral school and the rural community. 4. Few helping teachers in tichigan are skilled in the techniques of using group processes in supervision. These skills will require a great deal of time to develOp for they are develOped as the helpins teacher works with the groups.1 5. It was observed that some of the community-centered schools in the counties use the services of the county's helping teacher. However, this type of school tends to provide l -- It was observed that most of the helping teachers interviewed stressed this need more than any other. The in- dividualized training program for elementary supervisors at Nichigan State College is a forward step in the right direc- tion. The advisers of the program help the supervisors se- lect courses and experiences that will assist them in their particular problems. 84 its own supervision within the school's administrative plan. 6. host of the helping teachers contacted and many of the teachers interviewed felt a need for more progress and greater interest in small discussion groups of teachers. In small groups each person has a chance to contribute to the discussion and planning. It would indicate there is more security in the smaller group, thus more participation by its members. 7. The replies to the item regarding teachers' active participation in teachers' meetings showed an awareness of i the need for more interesting meetings by all the groups. The use of teachers' committees and small interest groups was discussed and recommended. 8. Because the nature of the helping teacher's position enables her to visit more schools and thus be exposed to more ideas, she can help teachers be more creative by telling them what other teachers are doing. She usually has more training and experience in teaching that would help her to develOp new ideas and techniQues. 9. The need for develOping rapport by the County Su- perintendents and the helping teachers with their teachers was observed during the collecting of data. This includes the problems of helping the teachers feel secure, assist- ing them to evaluate themselves by recognizing their own strengths and weaknesses, and develOping respect and lead— ership with other teachers and with children. The present 85 helping teacher in County A reports that teachers now often ask her, "Will you stay a couple of hours and see if you can find out my trouble?" 10. The findings of this study would indicate agree- ment with those of the Study Commission on Supervision in Rural Areas in 1947-48: A. That the County Superintendent, without a helping teacher, did not think he met the needs well but rather thought he did a lit- tle something about everything. B. In counties with a helping teacher, the Coun- ty Superintendent delegates instructional af- fairs to the staff, although this varies greatly from county to county. C. Not all needs were felt with the same degree of intensity by the respondents. RECOWTENDATIONS FOR FUFTVEP STUDY 1. It is recommended that a study be made of the qual- ities, competencies, and abilities necessary for the job of helping teacher in order to be able to select personnel, provide eXperiences and training that will guide and develOp good leaders in rural supervision. 2. The develOpment of criteria for a good supervisory program would be a valuable contribution to enable helping teachers to see the possibilities of service to rural teach- ers. 5. It is recommended that provision be made for con- tinuous evaluation of the helping teacher program as recom- mended by the hichigan Study Commission on Supervision in Rural Areas. The suggested areas are: A. Professional workers from state, college, and county. B. The growth of teachers and pupils as shown by a variety of evidence. C. Lay and community groups. D. The SUpervisors, themselves, individually and in groups. B. And by the teachers and pupils served. 4. In hichigan, the County Superintendent of Schools is paid from State Aid funds, through the County Board of Education. Due to the very limited county funds in most counties, most Boards of Supervisors feel they are unable to afford a helping teacher. It would seem wise to determine ways and means of providing legislative recognition and apprOpriation of funds on a state-wide basis to help provide helping teachers for all of the counties in the state. 5. Perhaps the most difficult task the helping teacher faces is to help teachers become more creative. Teachers rarely display creativeness without the encouragement to do so from County Superintendents, helping teachers, school boards, and the community. It is suggested that a study be made of the administrative, supervisory, and community groups which foster creativeness in teachers by: (l) recognizing and utilizing individual differences, (2) develOping a climate that will encourage the free flow of ideas from the teacher to the helping teacher and back again, (3) recognizing the need for readiness to learn and providing opportunities that will foster readiness, (4) encouraging teachers to visit other teachers and observe other ideas and practices, and (5) using consultants in many different areas to develop new ideas. Workshops, clinics, and extension classes can be used to encourage teachers to develOp creative ideas. 6. A little known area is the relationship of rural peOple to their schools. Studies should be made of ways and means of integrating the peOple of the comrunity in the democratic learning process so that rural boys and girls and their teachers micht better understand their communities. 7. Although there have been some studies made, there is still little known about rural children, their needs, and the effect of the rural environment upon their develOpment. Helping teachers need to know a great deal about these fac- tors if they are to help rural teachers understand these problems. It is recommended that studies in this area be eXpanded- APPENDIX 88 GEORGIA TEACHERS COLLEGE Collegeboro, Georgia December 18, 1951 Mr. Verne Stockman Audio-Visual Aids Central Michigan College of Education Mt. Pleasant, Michigan Dear Mr. Stockman: Please forgive me for my delay in answering your letter of November 16. Each day I have thought that I would get to it, but pressing duties have caused me to delay. Now, at last, I can tell you a few things that after thirty years I can remember about the launching of our supervisory program in Southeastern Michigan. When I arrived in Michigan in June, 1921, I immediately set to work on the project. As you probably know, I had done both my Masters thesis at the University of Oregon and my doc- toral dissertation at Columbia on the subject of Rural School Supervision. So, I was a sort of a "bug" on the subject and wanted to push it further. These are items that may be of interest to you about it: 1. I began by sending out letters to the County School Commissioners of the State, stating that I desired to prepare "Helping Teachers". I described the type of peOple who I felt should be selected to take the work, and asked them to locate among their own rural teachers some peOple to nominate for this work. This they did and as a result, fifteen peOple were chosen. 2. They came in and took, as a rule, two years of work, completing the Bachelors degree with special emphasis on rural education. 3. We had a program of studies - a very pliable cur- riculum, selected to suit the situation of the individual students and at the same time the purposes of the program. Probably, as was the case with M. L. Smith at Central, it was mostly Pittman and enthusiasm - not a carefully worked out course. Mr. Verne Stockman 89 Page 2 n. We organized three groups - zones - of rural schools as the ”Practice Area” for the pragram. Two of those groups of twelve rural schools each were in Washtenaw County and one was in Wayne County. 5. The teachers in the rural schools of Michigan at that time were nearly all high school graduates with six weeks of summer schooliat one of the Teachers Colleges. They needed guidance and inspiration. 6. The supervisors were “trained" in that sort of sit- uation to work with that sort of situation. 7. The program was continued for several years. Dr. W. C. Happes of Teachers College, Marquette, came to assist me after I had worked with it for one year. The program was continued for several years. 8. Supervisors prepared according to this program were employed in four counties: washtenaw, Wayne, Oakland, and Lens- wee, and perhaps another one or two. At one time there were fifteen Helping Teachers in that area round.about Ypsi. 9. Mr. Fred Fischer of Wayne County and Miss Mary Jame- son oan give you the best personal interpretation of the program. Fred was Assistant Commissioner of wayne when the program was in Operation. Mary was a rural teacher at the beginning and later took the course and became a Helping Teacher. She can give you the program from A to 2. Mr. O. C. Eokley of the Ypsilanti Press was the Secretary of the Ypsilanti Chamber of Commerce and worked with us in connection with the Kiwanis of Ypsilanti. The files of the Ypsilanti Press might be helpful. 10. Further sources of background are: (l) 'Buccessful Teaching in Rural Schools“ - Pittman American Book Company (2) ”The Value of School Supervision“ - Pittman Warwick & York (3) “A Guide to the Teaching of Spelling” - Pryor and Pittman McMillan (4) Yearbook of Rural Education, 1950 - N. E. A. I trust that the foregoing material will‘be helpful to you. If there is anything that I can do further to assist you, please let me know. . . . Yours very truly, Marvin S. Pittman MSP/gck TABLE I, A COMPARISON OF COUNTY A AND COUNTY B BASED ON 1940 CENSUS 90 Census Items, 1940 County A County B Pepulation, 1940 27,094 25,590 Land Area in Square Miles 520 464 Pepulation per Square Mile 52.1 50.4 Urban Pepulation 10,529 14,455 Rural-nonfarm POpulation 6,845 1,950 Rural Farm P0pu1ation 9,922 6,985 % P0p. 25 Yrs. of Age and Over - 5 or more grades of Education 89.5% 89.1% % Pop. 25 Yrs. of Age and Over - High School Education 24.5% 25.7% Pepulation in Labor Force (14 Yrs. and Over) 9,214 7,966 Total Number Employed 8,289 6,877 Employed in Agriculture 1,856 1,751 Residence Structures 7,085 6,654 Nonfarm Dwellings 4,770 5,165 Rural Farm Dwellings 2,582 1,988 % Running Water - Rural Farm 19.2% 32.1% % Electric Lights - Rural Farm 64.7% 59.8% Residence Telephones 4,777 2,957 Number of Farms, 1945 2,120 1,279 Value Farm Preperty in 1000's of $ 10,609 8,608 Average Value per Farm in $ 5,021 5,555 Val.Farm Products sold in 1000's of $ 1,676 1,655 115 109 Rural Level of Living Index INFORMATION STEET FOR HELPING TEACHERS flSummary of Reports from 24 Helping Teachers in 20 Counties) Median No. of years in present helping teacher position 5.0 No. of years in other supervisory positions 4.0 No. of years your county has had a helping teacher or rural supervisor 7.5 How many courses have you had in: 1. Supervision 2.0 2. Rural Supervision 1.5 5. Testing 1.5 4. Conducting Surveys 1.0 5. Child Growth and Development 2.0 How many teachers do you usually visit a month? 40.0 How many teacher-groups do you meet a month? 4.0 1. Large meetings 2.0 2. Small discussion groups 5.0 Check the following duties with which you are usually concerned during a school year: 1. In-service training of teachers 2. 5. 4. 5. 6. 7. 8. 9. 10. 11. 12. 15. 14. Other Visits to schools Consultant in special cases Promote public relations Participation in community activities Make home calls Conduct special tests Assist in workshOps Meet with teacher-groups Issue news bulletin Set up refresher courses for teachers Make reports COOperate with other agencies such as the Health Department and Red Cross Distribute professional materials items listed by individual helping teachers Checks Hot Lunch 2 8. Vision Tests 1 9. School Camping 1 10. Music Meetings 1 11. County Institute 1 12. Visual A. Programs 1 15. 8th. Grade Ex. 1 14. Child DevelOp. Groups Professional Organizations State Curriculum Comm. County Attendance Work Visit Pre-school Clinics County Planning Comm. Social Meetings for Be- ginning Teachers 91 Mean 4.71 5.17 10.20 2.29 1.69 1.75 1.25 2.59 45.75 4.00 2.18 5.55 Total Checks 20 25 21 20 18 20 22 19 25 21 15 18 22 25 H NNMHUH 92 HELPING TEACHERS REPORTS IN COUNTY A The first helping teacher in County A made her visita- tion reports to the County Superintendent of Schools on 5 x 5 cards. They had a mimeographed form which she used. Below is a cOpy of one of these reports. HELPING TEACHER'S REPORT Teacher W Day's Mileage 31 Date I- 9- 47 School Pi’éé'éflfig: Time of Visit hem- 1:39 Discipline M tJLa/ aigbéuv 2L . . )débe’ anm The second helping teacher in County A used a much more complete printed form for her reports to the County Superin- tendent. After filling in the report form, she used the back for her own personal comments. A copy of one of her reports follows. 95 TEACHERS CHECK CARD Name &I .E k éTownshipé' g ,No. 1 Date “_ 3513 Below Good Aver Avew Personal Development Dress and appearance - - - - — - ‘f’ ;’ - - Controls voice - - - - - - - - - - - Engages in school interests - - - - - 5" - - Social Deve10pment Gets along easily with others - - - ’ - - Engages in community activities l‘l Professional Development Shows sympathetic understanding of boys and girls — - .. - I." .. - Provides for their individual differences - - r’ - - Guides discussion without doing all the talking - - — - - - - - 5’ - — Teachers Control of Method Takes more college work to become a V, better teacher - - - - - - - - z/, _ - Secures desirable learning results - - - - - - Has good discipline - - - - - - P4“ - r - Teachers School Relations Adapts to local school situation, methods, and Opportunities - - - - 5" a _ Shows capacity for professional growth - - 5" - - Willingly assumes share of additional V, responsibility - - - - - - - - z” - - Sincerely interested in suggestions - - - Physical Characteristics of Room or Building Care of school prOperty - - - Room lighting and temperature - - - — Room decorations - - - - - - - Condition of toilets - - — - - - RANK Program Posted Yes NOb" Flag DiSplayed Yesa/'No 94 On the back of the foregoing report the second helping teacher in County A made the following comment: "Miss K. isn't doing any more than she can get by with. I listened to three reading classes - Beginners, 1 and 2 - There was little or no preparation. I looked at one work book and it wasn't checked. No board work. Room was neat and attractive. Most of work up looked like Mrs. Rossley's room. She had so little to say to the children - and she has a small group." QUESTIONNAIRE The Role of the Helping Teacher in Improvement Of Teaching Methods 1. 2. 5. 4. 5. 6. 7. 9. 10. 11. 12. 15. 14. and Techniques Planning and teaching units based on natural centers of interest. Planning with pupils in the man- agement of the school or class activities. Using the out-Of-door eXperiences of children. Discovering Specific procedures and devices for use in the local school situation. Provide Opportunities for groups of teachers to share their experi- ences and plan together ways of meeting their problems. Helping the teacher appraise her strengths and weaknesses. Helping the teacher who is un- trained in music and art to find ways of giving children experi- ences in these areas, perhaps by using other members Of the com- munity. Directing 4-H Club work. Teaching a class for the teacher to show the teacher some different procedures or devices. Give a demonstration lesson before a group of teachers. Giving teachers an Opportunity for visiting other teachers to observe best current practices. Using such learning aids as films, trips, dramatizations, etc. Selecting audio-visual materials that will stimulate the learner and enrich his experience. Helping the teacher to build com- munity attitudes favorable to pro- viding adequate instructional equipment. 95 Greatly Need Help Would Be Useful Do Not Consider Help Necessary Necessary But Not JOb of Helping Teacher QUESTIONNAIRE The Role of the Helping Teacher in DeveIOping Democratic Living in 2. 5. 8. 9. 10. the School Helping children feel secure and wanted. Means of getting participation on the part of the children in vari- ous group activities. Developing reSpect with other members of the group. Developing leadership among chil- dren. Helping children become good followers as well as leaders. Getting children to work tOgether more efficiently in groups. Helping groups to learn to talk things over and come to decisions by sharing ideas. Assisting children to intelligent- ly evaluate themselves, each other, and the school situation. Organizing the recreational activ- ities Of teachers and pupils. Helping teachers to grow in the understanding and skills of demo- cratic leadership. 96 Greatly Need Help Would. Be Useful DO Not Consider Help Necessary Necessary But Not Job Of Helping Teacher QUESTIONNAIRE The Role of the Helping Teacher in Recognizing and Using Individual 2. 10. 11. Differences Working with small groups and at the same time keeping other pupils profitably busy. Meeting widely different abilities and interests in the same class grOLIp. Organizing groups to do different things at the same time according to their needs and still be work- ing profitably. Teaching so many subjects to so many grades. Securing supplementary materials that are interesting to the wide variation in age and ability levels. Meeting the needs of the gifted child (high 1.0.) and the slow learning child (low I.Q.) Making adjustments for pupils who have poor vision, poor hear- ing or other physical handicaps. Understanding the emotional and social needs of boys and girls. Guidance that will contribute to their emotional and social matur- ity. Giving and interpreting tests.- Developing remedial work and in securing materials to make it effective. 97 Greatly Need Help Would Be Useful DO Not Consider Help Necessary Necessary But Not Job of Helping Teacher QUESTIONNAIRE 98 The Role of the Helping Teacher in 1. 2. 5. 4. 5. 7. 8. 9. 10. 11. 12. 15. 14. DevelOping Community and School Relations . Necessari Greatly Would 'Do Not But Not .Need Be Consider Job of Help Useful' Help Helping Necessary Teacher Making the school a part of commun- ity life 0 Planning and conducting surveys of community resources and needs. Securing better understanding of the school on the part of the par- ents. Advising the teachers about com- munity standards. Learning how to translate the prob- lems and issues of modern society into classroom activities. Locating and using persons, places and Objects of instructional value in the community. Possible cooperation with farm and community groups. Using visits and other means of be-' coming acquainted with parents. Learning how to balance individual welfare with group welfare. DevelOping self-discipline in the child. Guiding the individual without harming the group and vice-versa. Discovering sources of potential irritations in the school and community that may become school problems later. DevelOping group standards of conduct. Learning to guide the energies of children in wholesome, in- teresting work and play. QUESTIONNAIRE The Role of the Helping Teacher in 1. 5. 4. 9. 10. 11. 12. 15. 14. 15. 16. 17. Administering the School Helping the teacher advise the school board to become aware of the needs of the school and their responsibility for the fulfill- ment of those needs. Helping the teachers make final decisions on classification and promotions of pupils. Helping the teacher provide pub- licity for a good school. Coordinating the local school health needs with the county and state health programs. 99 Necessary Greatly Would DO Not But Not *Need Be Consider Job of Help Useful Help Helping Necessary Teacher Helping in develOping school and community groups such as P.T.A.'s, Mothers' Clubs, etc. Speaking or acting as consultant to groups that will help interpret the schools to the community. Helping the teacher orient herself in a new community. Advise local boards and teachers as to the suitability of a partic- ular teacher for a particular job. Encourage teachers to develOp con- fidence in new situations. Making available a professional library for the needs of the teachers in the county. Helping in room and grounds arrangements. TO provide through various publi- cations an interpretation of the program and policies of the county board of education. To acquaint the teacher with the newer instructional practices and materials available. To help teachers to learn to work together by working in small groups. To help teachers to become active participants in teachers' meetings. To provide ways that teachers may bring in minority Opinions, griev- ances, and irritations. TO get teachers to set up an eval- uation of helping teachers. BIBLIOGRAPHY BOOKS Barr, A. 8., William H. Burton, and Leo J. Brueckner, Supervision. New YOrk: D. Appleton-Century Company, Incorporated, 1958. 981 pp. Barr, A. 8., William H. Burton, and Leo J. Brueckner, Supervision. New YOrk: Appleton-Century-Crofts, In- corporated, 1947. (Revised Edition) 879 pp. Briggs, Thomas H. and Hoseph Justman, Im rovin Instruction Through Supervision. New York: MachIIan Company, 525 pp. Butterworth, Julian E. and Howard A. Dawson, The Modern Rural School. New York: McGraw-Hill Book Company, Incorporated, 1952. 494 pp. COOper, Shirley (Chairman and Editor), The County Su erin- tendent 2: Schools lg the United States, Department Of Rural Education, National EducatIon Association, Yearbook, Washington, D. C., 1950. 188 pp. Cubberley, Ellwood P., The Principal and His School. Boston: Houghton MIfflin Company, 1925. 571 p . Dawson, Howard, Floyd Reeves, and others, Your School Dis- trict. Department Of Rural Education, NatIOnal Edu- cation Association, Yearbook, Washington, D. 0., 1948. Dunn, Fanny, How Should W3 Supervise Educational Leadership? Association for SupervIEion and Curficulum Improvement, National Education Association, 2:164, Washington, D. 0. January, 1945. Everett, Marcia (Editor), The Rural SUpervisor gt Work, De- partment Of Rural Education, National Education Associ- ation, Yearbook, Washington, D. 0., 1949. 242 pp. 100 101 Fostering Mental Health in American Schools. Association for Supervision and-Curriculum DevelOpment, National Education Association, Yearbook, Washington, D. C., 1950. 520 pp. Gaumnitz, Walter H. and David T. Blose, The One-Teacher School - Its Midcentury Status. VasEIngton, D. C.: United States“GOvernment PrInting Office, 1950. 50 pp. General School Laws, 1946 Revision. Lansing, Michigan: De- partment of Public Instruction, 1946. 445 pp. Group Plannin in Education. Association for Supervision and CurrficfiIumeeveIOpment, National Education Associ- ation, Yearbook, Washington, D. C., 1945. 155 pp. Henry, Nelson B. (Editor), Education in Rural Communities, The Fifty-first YearboOk of the NEtiOnal Society f5? the Study of Education. Distributed by The University of Chicago Press. Chicago 57, Illinois, 1952. 559 pp. Huggett, A. J. and C. V. Millard, Growth and Learnipgpip the Elementar School. Boston: D. 0. Heath and Company, 1946. 41% pp. Kelley, Earl C., The Worksho Way of Learning. New York: Harper and Brothers, 1951. 159 pp. , Kilpatrick, William Heard, Philosophy of Education. New York: The Macmillan Company, 19517 ‘542 pp. Largp Was Our Bount . Association for Supervision and Curriculum DevelOpment, National Education Associa- tion, Yearbook, Washington, D. C., 1948. 215 pp. Leadership at Work. Association of Supervisors and Di- rectorE—Of Instruction, National Education Associa- tion, Yearbook, Washington, D. C., 1945. 245 pp. Leadership Through Supervision. Association for Super- vision and:Cfir?iculum DevelOpment, National Education Association, Yearbook, Washington, D. C., 1946. Lowenfeld, Viktor, Creative and Mental Growth. New York: Macmillan Company,*l952. (Revised—EdIron) 408 pp. McNerney, Chester T., Educational Supervision. New YOrk: McGraw-Hill Book Company, 1951. 541 pp. 102 Organizing the Elementapy School for Living and Learning. Association for SupervisIon and CurrIculum DevelOp- ment, National Education Association, Yearbook, Wash- ington, D. C., 1947. 211 pp. Pittman, Marvin 8., Successful Teaching in Rural Schools. New YOrk: American BOOk Company, 1922. 294 pp. Pittman, Marvin 8., The Value 22 School Supervision. Baltimore: Warwick and York, 1921. 140 pp. Public and Local Acts 25 the Legislature of the State pf Michi an. LansIng, Michigan: FrankIIn DeKleIfie Com- pany, I949. 774 pp. Sears, Jesse B., The School Survey. Boston: Houghton Mifflin Company, 1925. 440 pp. Seventieth Annual Meetin , 1952. Association Of Super- visors ana Directors of Instruction, National Educa- tion Association. NBA Proceedings, Vol. 70, pp. 682- 85, 1952. 992 pp. The Status of Rural Education. Thirtieth.YearbOOk Of the '__- NatIOnEI SocIety for the Study of Education, Part I. "The Supervision of Rural Schools", Chapter VII. Bloomington, Illinois: Public School Publishing Com- pany. 1951. 272 pp. Toward Better Teaching. Association for Supervision and CurrIculum Deve Opment, National Education Association, Yearbook, Washington, D. C., 1949. 282 pp. Wiles, Kimbal, Su ervisicn for Better Schools. New York: Prentice-Belg, I950, 547 pp. White, Robert W., Lives ip Progress. New York: Dryden Press, 1952. 575 pp. Wofford, Kate V., Education 3; Teachers for Rural America. Department of Rural Education, National uca on Association, Yearbook, Washington, D. C., 1946. 142 pp. BULLETINS Bathurst, Effie G., Schools Count i3 Countr Life. Bulletin 1947 Number 8. WasHIngton, D. C.: UnIéed_SFates Office of Education, 1947. 61 pp. 105 Biennial Surve of Education, 1954-56, Trends in Supervision of InstructIdn. Vol. I, Bulletin 1957 Number 2. Wash- ington, D. 0.: United States Office Of Education, 1957. Dickey, Frank Graves, DevelOping Supervision in Kentucky. Lexington, Kentuc : Bul etin of Bureau.5? School Ser- vice, College of Education, University Of Kentucky. Vol. XX, Number 5, March, 1948. 90 pp. Educational Policies fgr Rural America. Education Policies CommissIOn, Ndfional Education Association, July, 1959. 19 pp. HOppes, William C., The Value Of Supervision in the Rural Schools pf Oakland Count , Bulletin Nfifibd? 7. LansIng, MIcHIga : MIcHIgan Education Association, 1926. 40 pp. The Improvement of Public Education in Michi an. The Report of tHe MIEhIgan Pufilic EducatiOd—Study Commission. Lan- sing, Michigan: Michigan Public Education Study Commis- sion, 1944. 501 pp. Lederle, E. J., A Re-Survey Of the Rural Schools of Oakland Counpy, MicHigan. PontIdc, MicHIg : OTfIc3_Of tEe Commissioner of‘Sohools, 1950. 32 pp. Report pf the Mighlgan Study Commission pp Supervision in Rural Areas, Troy L. Stearns, CHaIrman. Lansing, MIEh- igan: Department Of Public Instruction, 1948. 26 pp. Reynolds, Annie, Supervision and Rural School Improvement, Bulletin 1950, Numbef_5l. ‘asEIngton, 5. 0.: United States Office Of Education, 1950. 42 pp. Schutt, George, Schools Awake. Paw Paw, Michigan: W. K. Kellogg Foundation, 1942. 52 pp. Seay, Maurice F. and Harold F. Clark, The School Curriculum and Economic Im rovement. Lexingfdd, Kentucky: BuIIe- EIH of Bureau OT ScHOOI Service, College Of Education, University of Kentucky, 1940. 121 pp. Stephens, Dorothy-C., ABC's of Supervision. Gainsville, Florida: University of EIOrida, I945. 24 pp. Wesley, William C., Supervision pf School Programs for Better Living. LeiIngton, KenfucEy: fiIIeEIn of Bureau of School Service, University of Kentucky. Vol. XIX, Number 4, 1947. 104 MIMEOGRAPHED MATERIALS County Superintendents' Bulletin. October, 1951. 11 pp. County Superintendent's Office, Fred C. Squire, Superin- tendent, E. Schiesswohl, Helping Teacher, Mrs. A. Hockaday, Child Accountant. Midland, Michigan: Vol. 17, Number 5. January, 1952. 11 pp. Ingham County Schools Newsletter. County School Superin- tendent's Office, Mason, Michigan: Vol. VII, Number 2. December, 1949. 5 pp. Kent County Educational Bulletin. Office Of Superintendent of Schools, Lynn H. Clark, Superintendent. Grand Rap- ids 2, Michigan: October, 1951. 6 pp. Monthly News Bulletin, Ottawa County Rural Schools. Jennie M. Kaufman, Superintendent, Albert L. Bradfield, Dep- uty Superintendent, Mrs. Rosetta W. Pollock, Helping Teacher, E. Fern AcMoody, Helping Teacher. Grand Haven, Michigan: Vol. XII, Number 8. April 1, 1951. 5 pp. St. Clair County Newsletter. Ruth N. Bacon, Superintendent, Bernadine Gruneison, Helping Teacher, Lennagene Roseman, Helping Teacher, Edith Lauzon, Child Accountant. Decem- ber, 1951. 9 pp. PERIODICAL ARTICLES Ayer, Fred C., "Supervisory Proceedures for Releasing the Creative Energy of Teachers," National Education Asso- ciation, Proceedings 70th. Annual Lieéfing, Vol. 70: 685,1952. Coleman, Elsie, "The Supervisory Visit," Educational Leader- ship, Vol. 11:164-67, January, 1945. Franseth, Jane, "Georgia's Program Of Education for Pros- pective Rural Supervisors," School Life, Vol. 50:28- 50, March, 1948. Jordan, David, "Education and the Nature Of Creativeness," The New Era in Home and School, Vol. 50:120-27, June, 1949. Logan, Ruth, "Continuance and Maintenance Of a Rural School Program of Supervision," American School Board Journal, Vol. 110:29-50, April, 1945. 105 McIntyre, Kenneth E., "The Kind Of Schools We Need," Phi- Delta Kappan, Vol. XXXII, Number 7, 299-301, MarEHI Replogle, Vernon L., "What Help DO Teachers Want?" Educa- tional Leadership, Vol. VII, Number 7, 445-49, AprII, 1550. ' Stoneman, Merle A., "Improving Instruction in Rural Areas," Educational Leadership, Vol. VIII, 249-55, January, 1951. Van Antwerp, Harriet, "Teachers' Evaluation of the Effective- ness Of Supervisory Activities," Educational Method, Vol. XV, Number 8, 441-47, May, 1956: UNPUBLISHED MATERIALS Ferson, Alice M., "Objectives for the Use of the Group Proc- ess in Working with Teachers in Mason and Lake Counties". Ludington, Michigan, 1951. 50 pp. Letter from.Dr. Marvin S. Pittman, dated December 18, 1951. Schroeder, Esther, Unpublished study Of "Trends in Rural School Supervision in the United States in 1947-48". T) , I .7 i . \ ‘d' - 4 .,. V, - . i _ 1;; J ‘ 1 31-7,; nun. “‘, 7; :5 . a. , 1 s: d‘k \,. ‘7 . ,_', '7 n. ’« “. 7" ' l . . rt ' ~,.~ t | I; , ‘ . I r “ . 'l . . I 1 ‘ a I U ,‘_‘ i. ‘.'< Ll W 6 0052 III I” [II H H l l I“ " ST H"! 1293 0314 IIHIIUIIIH‘ 3