A mm: 0: sum on m “mu. um QNFWENCE TH! SELECTION OF. PUBUC SCHOOL SUPERJNHNDENT! M9 M68 “300’. PRlNCIPALS IN. MICHIGAN Them for #119 Degree 3“ Ph, 9. MICHIGAN STA” COLLEGE. Serbia Basch ‘952 * 5‘.“— .. . , my. . jt'j‘r.‘ ’97" ~ if"""' ' ":g‘,""r~,’;s~"'“;-.-"r.~ “,T.‘,'"'~'r‘ "'w '* . ’ 1293 10317 9697 ‘ . '.'. " \. [flaw w a ’4"""’ l. ' 5' -7 "1 rflv‘f'U” ' '-‘ ' L ' ‘,.- ‘ 3 This is to certify that the thesis entitled - i - . ’ E - ' ’ ‘ I» ‘ I n , A \f a l A i . . ‘ ., r; _ , . q 3 . ~ _ presented bg ‘ . H's ." , has been accepted towards fulfillment of the requirements for ."_ . 7. degree in .1 .._.'..=_'?. 1;..‘4 ‘ ‘- ' ‘ '* ~ .3 f .4 ‘ Major professor Date _.._._._.r._‘_____ 0169 Pad: "4 - “2.3 .‘t'fi‘i‘t‘k-r ' ' :‘eabrn- .'-‘-.'.md.n nus...» ‘ t : sz‘ . :: . ‘.."L. "J A STUDY OF SOME OF THE FACTORS THAT INFLUENCE THE SELECTION OF PUBLIC SCHOOL SUPERINTENDENTS AND HIGH SCHOOL PRINCIPALS IN MICHIGAN BY GERALD BOSCH A THESIS Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Sciences in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Division of Education East Lansing, Michigan February, 1952 ACKNOWLEDGMENTS The author is sincerely indebted to Dr. Clyde M. Campbell for his guidance in the deveIOpment of the problem, and to Dr. Cecil V. Millard, Dr. Albert J. Huggett, and Dr. Carl Gross, members of the doctoral committee, for their assistance in organizing the study. ' Grateful appreciation is eXpressed to Dr. William.D. Baten, Dr. Wilbur B. Brookover, Dr. Duane Gibson, and Dr. Paul Miller, all of Michigan State College, for their help in composing the questionnaires used as a basis for this study. To Mr. Claire E. Taylor, Deputy Superintendent of the Michigan Department of Public Instruction; Mr. Grant Burns, President, Michigan Association of School Boards; and Mr. Edward M. Tuttle, Executive Secretary, National School Board Association, the writer expresses his gratitude for their suggesting items to be included in this study. Acknowledgment is given to the following Michigan School Superintendents for reviewing and evaluating the questionnaires: Dr. Forrest G. Averill, Assistant Superin- tendent, Lansing, Michigan; Mr. E. H. Borgioli, Standish, Michigan; Mr. warren Crandell, Perry, Michigan; Mr. H. M. Murphy, Haslett, Michigan; Mr. Gordon Williams, Hale, Michigan; and Mr. Benton Yates, Holt, Michigan. 6' :{“;"-'~"{) "’ 1 t - a “.1: ‘/ &)f‘d ' '.-) iii Finally, the writer wishes to acknowledge the aid given by his wife, Jean Massie Bosch, in the tabulation of data. Only through her constant encouragement could this dissertation have been completed. THES‘S A STJDI OF SOME OF PJE FACTORS THAT INFLJZNCE THE SELECTION OF PUBLIC SCHOOL SJPEHINFENDEJIS AMD HIGH SCHOOL PRINCIPALS IN MICHIGAN by Gerald boson AN ABSTRACT Submitted to tne Scnool of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for tne degree of DOCFOH OF PHILOSCEHX Division of Education Year 1952 Approved_ 97»- ---—.._..._._ fl- —- ——..-.—--—_—-——.— -—-———— —.--_ Gerald Bosch This study was conducted to determine whether richigan Boards of Education have developed effective plans,lprccedures and criteria to assist them in the selection of superintendents of schocls and high school principals. The information was gathered through tne use of questionnaires, interviews, Observations and wide reading in the field of educational administration and super— vision. The questionnaire concerning the selection of superintendents was mailed to 555 Jichigan boards of Education; of this number 164, or 29.5 per cent, were returned and the results tabulated. A second question- naire concerning the selection or public high school principals was enclosed for 49k superintendents. A total of 320, or 64.8 per cent, were returned, and the results tabulated. The questionnaire on the selection of superintend- ents of schools was used as the basis of a personal interview with twenty-five nesbers of Boards of educa- tion in nicnigan. These men were chosen for three reasons: (1) They had recently participated in select- ing a new superintendent; (2) They represented differ- ent types of school districts; and (3) They represented geographic sections of the state. Gerald beach Three main areas in tne selection of school adminis- trators were identified: (1) The mechanics of selecting public high school administrators in Michigan; (2) The personal and professional qualifications desired in public high school adninietrators; and (3) The present thinking in licnigan concerning the administrative cer- tificate and the internship program for school adninis- trators. The personal qualifications shich were rated highest include: (1) The administrator's ability to nor; sell with others; (2) his personal integrity; (3) his ability to foresee the needs of both the school and tne community; (4) His ability to inspire faith in educational goals; (5) his personal initiative; (5) His ability to make prompt and careful decisions, and (7) his personality. Included among the highest ranked pro- fessional qualifications were: (1) The ability of the administrator to enlist the sceperation of teachers; (2) His ability to recruit and select teachers; (3) his ability to handle a school budget; and (4) his ability to get things done efficiently. The two major recommendations were: (1) That Boards of Education should invite lay and professional help in determining the qualifications, duties and responsibili- ties of the educational leader before employing his; and Gerald Bosch 3 (2) That the administrative certificate be adOpted in nichigan as a means of raising standards in the profession of school administration. Cther recomnendations ears: (1) That boards of Education prepare sritten statements concerning educa- tional conditions in the school and community for the benefit of applicants; (2) That greater participation be offered the classroom teacher in the selection of public school administrators; (3) That the role of the placesent officer in the selection of school adninis- trators be thoroughly studied; (4) That an effective internship training program in school administration be organized and impleaented in dichigan; (5) That the im- portance of the public relations program be emphasized in the preparation and training of school adninistrators; (5) that Boards of Education give serious thought to the payment of expenses of applicants invited for interviews with the Board; (7) That Boards of Education make a practice of visiting communities where administrative candidates have been or are being employed; and (3) That boards of Education employ school administrators only upon unanimous vote. Gerald Bosch candidate for the degree of Doctor of Thilos0phy Final examination, July 17, 1952, 10:00 A. M., Education Office Dissertation: A Study of Some of the Factors That In- fluence the Selection of Public School Superintendents and high School Princi- pals in Michigan Outline of Studies Major subject: Education Minor subject: Political Science Biographical Items Born, September 6, 1918, Zeeland, Micnigan Undergraduate Studies, Calvin College, 1936-40 Graduate Studies, Michigan State College, 1946-50 Experience: Elementary Principal, holland, Michigan, 1940-42, Member of Army of the United States, 1942-46, Graduate Assistant, Michigan State College, 1946-50, Virginia Department of Public Instruction, 1950-52 Member of Virginia Education Association, National Education Association, Virginia Elemen- tary Principals Association, Virginia Secondary Principals Association, Nation- al Vocational Guidance Association CHAPTER I II III IV VI iv TABLE OF CONTENTS PAGE IIVTTRODUCTIOIJO O O O O O O O O O O O O O O C 1 Need for the StUdyo o o o o e e o e e o 1 Sources of Data and Methods of Procedure . . . . . . . . . . . 2 Plan of Treatment . . . . . . . . . . . 10 A BRIEF REVIEW OF RELATED STUDIES . . . . . 11 DEMOCRACY IN THE SELECTION OF SCHOOL ADMINISTRATORS . . . . . . . . . 19 MECHANICS OF SELECTION. . . . . . . . . . . 24 Initiating the Candidacy. . . . . . . . 32 Major Policies in the Process of Selection . . . . . . . 58 Discovering the Administrator . . . . . 48 Preparation for the Final Selection . . 52 Work of the Special Committee . . . . . 57 Final seleCtion e o o e e o o o e o e o 61 Smmary o o o e e o e e o o o o o o e o 64 PERSONAL QUALIFICATIONS CONSIDERED IN THE SELECTION OF MICHIGAN'S PUBLIC HIGH SCHOOL ADMINISTRATORS. . . . . . . . . 66 Age RGQUIrement e e o o e o e o o e o o 67 Marriage Requirement. . . . . . . . . . 68 Certain Other Personal qualifications 0 o e o e e e e o e 69 Surmnar‘y................ 84 PROFESSIONAL QUALIFICATIONS CONSIDERED IN THE SELECTION OF MICHIGAN'S PUBLIC HIGH SCHOOL ADMINISTRATORS. . . . . . . . . 85 Degree Required 0 e e o o o e e e o e o 85 Teaching Exnerience Required. . .1. . 87 Previous Administrative EXperience Required. . . . . . . e 89 SChOlastiC Record 0 e e o e e o e o e o 91 Certain Other Professional Qualifications . . . . . . . . . . 93 Certain Subject Matter Areas. . . . . . 103 Smary O O O O O O O O O O O O O O O O 114 CHAPTER VII VIII IX TABLE OF CONTENTS PRESENT THINKING REGARDING THE ADMINISTRATIVE CERTIFICATE AND THE INTERNSHIP PROGRAM IN MICHIGAN. . Characteristics of the Ad- ministrative Certificate Internship Program. . . . . . In-Service Training . . . . . Summary . . . . . . . . . . . IMPLICATIONS OF THE STUDY . . . . . . A Plan of Action in the Selection of School Administrators . . The In-Service Growth of Board Members. . . . . . An Evaluation of the Thinking Relating to the Personal and Professional Qualifications. MAJOR RECOMMENDATIONS FOR THE CONSIDERATION OF BOARD MEMBERS. . . . Major Recommendation I. . . . . . Major Recommendation II . . . . . CONCLUSIONS AND RECOHHENDATIONS . . . General Conclusions: (1) Mechanics of Selection . (2) Personal Qualifications. (3) Professional Qualifications (4) Related Findings . . . . A Recommended Course of Action. . Recommendations for Future Study. BI BLIOGRAPM O O O O O O O O O O O O O O O O O APPEIEDIX A O O O O O O O O C C O O O O O C O . List of Suonlementary Tables. . . Supplementary Tables. . . . . . . PAGE 115 116 119 122 126 127 127 130 131 134 134 158 144 144 148 150 151 152 157 159 168 169 171 APPENDIX B APPENDIX C TABLE OF CONTENTS Letters, Questionnaires . . Statements of Information . Certain Legal Aspects of School Administration in Michigan. Certain Extra- Legal Requirements. vi PAGE 186 187 198 206 207 209 TABLE I. II. III. IV. V. VI. VII. VIII. IX. XI. XII. XIII. XIV. XV. XVI. XVII. XVIII. LIST OF TABLES A List of the Interviewed Board Members . . Comparison of Membership of the 164 Boards and the 24 Board Members . . . . Type of School District of the 320 High School Superintendents . . . . . . Changes in the Superintendency. . . . . . . Length of Present Tenure of Superintendents The number of High School Principals in the 320 School Systems . . . . . . . Official Administrative Vacancies . . . . . Policy on Written Statements of Qualifications. . . . . . . . . . . . . Information on Schools and Community for Candidates for the Principalship. . Determining Qualifications of the Superintendent of Schools . . . . . . . Determining Qualifications of the High School Principal . . . . . . . . . Salary Schedules fa*New Administrators. . . Length of the First Contract. . . . . . . . Consideration for Local Candidates. . . . . Competitive Examinations for the Principalship . . . . . . . . . . . . . Advancement for Principals. . . . . . . . . Information for the Community . . . . . . . Time Limits for Applications for Administrative Positions. . . . . . . . PAGE 27 28 29 30 31 33 34 35 36 37 38 39 40 41 42 43 45 TABLE XIX. XXVI. XXVII. XXVIII. XXIX. XXXI. XXXII. XXXIII. XXXIV. XXXV. XXXVI. XXXVII. XXXVIII. XXXIX. LIST OF TABLES Payment of EXpenses for Administrative Candidates . . . The Search for the Superintendent . Sources of Administrative Candidates. Final Selection of the New Principal. Investigation of PrOSpective Candidates for the Superintendency . . . . Personal Interviews with Board Members. The Sifting of Candidates for the Superintendency . . . . . . T116 31380181 Committee 0 o o o o o 0 Recommendations of the Special Committee. Final Interviews. . . . . . . . . . Reaponsibility for the Election of the New Superintendent . . . Election of the New Superintendent. Age Range of the New Administrator. Marriage Requirement. . . . . . . . Personal Qualifications . . . . . . The Degree Requirement. . . . . . . Preference on Classroom EXperience. Previous Administrative Experience. Preference on Scholastic Record . . Professional Qualifications . . . . Subject Matter Areas. . . . . . . . PAGE 46 47 50 52 54 55 56 59 60 61 62 63 67 69 86 88 90 92 95 104 LIST OF TABLES TABLE . PAGE XL. Present Thinking in Michigan Regarding the Administrative Certificate. . . . . . 117 XLI. Present Thinking in Michigan Regarding Internship Training . . . . . . . . . . . 121 FIGURE 1. LIST OF FIGURES Geographic Locations of the Interviews with Board Members Chapter I INTRODUCTION This study is an investigation of some of the factors that influence the selection of public school superintendents and high school principals in Michigan. Each year there are a number of new administrators elected to positions of lead- ership in the Michigan public school system. In the school year 1948 - 1949, for example, there were sixty-nine new superintendents and seventy-eight new high school princi— pals.1 The author's contacts with members of Boards of Edu- cation at the Michigan State College Placement Bureau for a period of two years encouraged him to choose this subject for investigation. The eXperience of nominating candidates for administrative positions led the author to believe that there should be underlying principles in employment prac- tices 0 Need for the study - The Boards of Education in Michigan need help to determine the personal and professional qualifications demanded for even a modicum.of success in administrative work. Lay citizens should have guide lines that point out the ‘ 1Table I, Annual Report 2: The Bureau of Cooperation With Educational Institutions, University of_MIEhigan, Ann Arbor, 1949. distinguishing characteristics and qualifications of good administrators. With this ready reference available it should facilitate appreciably the task of appraising the strengths and weaknesses of prOSpective candidates for leadership positions. To date, no study of the sources, methods of se— lection, and the personal and professional standards required of Michigan's public school superintendents and high school principals has been completed. This means that four groups of people are deprived of this very important information. They include: (1) Board members who employ superintendents; (2) Superintendents who employ other administrative per- sonnel; (5) Administrators and administrative candidates who are seeking positions; and, (4) Officials in higher institu- tions of learning who are responsible for the preparation program. Sources of data and methods of procedure - Data concerning the selection of superintendents of schools was collected from Boards of Education; data concerning the selection of high school principals was collected from public school superintendents. Both the questionnaire method and the per- sonal interview were used to gather this information. The questionnaire method was used because it would have been too costly and time-consuming to interview every superintendent of schools in Michigan as well as every Board of Education. After wide reading in the field of selecting public school administrators, the writer noted those items most fre- quently considered when school administrators are employed and used these items in composing the questionnaire. The officers of the Michigan Association of School Boards, the National School Board Association, and the Educational Ad- ministration Department of the United States Office of Edu- cation were consulted. Their suggestions were incorporated in the questionnaire. Members of the Social Research Service of the Department of Sociology and Anthropology, Michigan State College, reviewed the instrument and approved it. The questionnaire was pre-administered to fifty graduate students in Education at Michigan State College and to twenty-five Michigan Superintendents of Schools. The type of rating scale used in the questionnaire has been validated as an instrument in research. Any of the refer- ences given below’may be consulted.2 The writer used the mailing list and addressograph of the Michigan Department of Public Instruction. All question- naires were sent to the local superintendent of schools. A 2Edward A. Rundquist and Raymond F. Sletto, Personality in The Depression, Minneapolis: niversity of Minnesota 'PPess, 1936; Raymond F. Sletto, Construction of Personality Scales, Minneapolis: Sociological Press, I937?‘Garndér Murphy and Rensis Likert, Public 0 inion And The Individual, New York; Harper and Brothers, I938; and Rensis LiEert A Technique for The Measurement 2; Attitudes, Archives of“ Psychology No. 140, New York; Columbia University, 1952. request was enclosed that the superintendent forward the questionnaire on the selection of superintendents to his Board of Education and that he complete the questionnaire on the selection of principals. The questionnaire concerning the selection of super- intendents of schools was mailed to 556 Michigan Boards of Education. A total of 164, or 29.5 per cent, were returned and the results were tabulated. A second questionnaire con- cerning the selection of the high school principals was en- closed for 494 superintendents who employ public high school principals. A total of 520 or 64.8 per cent were returned and their results were tabulated. Dr. Clyde M. Campbell, Professor of School Adminis- tration at Michigan State College, and Mr. Claire E. Taylor, Deputy Superintendent of Michigan's Department of Public Instruction, wrote letters of endorsement for this study. The writer is certain that the large number of reaponses re- ceived is a result of the covering letters written by Dr. Campbell and Mr. Taylor. The questionnaire on the selection of superintendents of schools was used as the basis of a personal interview with twenty-five members of Boards of Education in Michigan who are identified in TABLE I, page 8. These men were selected for three reasons: (1) They had recently participated in se- lecting a new superintendent; (2) They represented different types of school districts; and, (5) They represented geo- graphic areas of the state. Approximately 225 Boards of Education had selected a new superintendent of schools within the last five years. The twenty-five men interviewed had served when their present respective superintendents had been employed. Therefore, they were in a position to relate the methods and procedures actually used in the selection process. These twenty-five men represent the Graded, Township, Rural Agricultural, Third Class and Second Class type of school districts. Although information was not available as to how many such districts there are in Michigan at the present time, it is believed that the types of district se- lected are the most numerous. Detroit comprises the only First-Class district in Michigan. Since no Special type of school district had selected a superintendent of schools within the last five years, such districts were not included in the interviews. Geographically, the Boards of Education chosen for the interviews are scattered throughout Michigan's lower peninsula with St. Ignace located in the upper penin- sula. The local superintendent of schools assisted in choosing the board member to be interviewed. Interviews were held at the convenience of the board member at his home or place of business. Every effort was made to find the board 6 member in a receptive mood at the time of the interview. It was felt that a more profitable interview would result if the board member would choose its time and place. One of the concerns of the writer was to discover whether Boards of Education are free to establish standards for the selection of school administrators. In order to learn of the legal provisions which might or might not pre- scribe qualifications of school administrators, a survey was made of the documents published by the Michigan Department of Public Instruction. Pertinent information is presented in Appendix C, pages 207 and 209. The writer found that Boards of Education do have the Opportunity to develop effective criteria for selecting persons to positions of educational leadership. Legal restrictions are definitely not a handicap to those who select school administrators in Michigan. In fact, the writer found that the superintendent of schools of Graded, Rural Agricultural and Township districts need not even be a college graduate. In First and Second Class dis- tricts, the superintendent's qualifications are determined by the local Board of Education. In the Third Class district, the superintendent must be a college graduate or have equiva- lent educational qualifications. The writer could find no evidence of legal requirements concerning public high school principals. It would seem, therefore, that if professional 7 training and competencies of administrators are to be raised, Boards of Education have a major role and responsibility in such a programs There are certain extra-legal requirements in Michigan in reference to school administrators. Those Michigan schools which desire accreditation by the North Central Asso- ciation of Colleges and Secondary Schools, must employ ad- ministrators who have completed two years of teaching eXper- ience and have earned the Master's degree from a college or university accredited by the Association. These requirements are presented in detail in Appendix C, page 210.. TABLE I A LIST OF THE INTERVIEEED BOARD MEMBERS NUMBER TYPE OFFICE 'YEARS OF LOCATION NAME HELD SERVED SCHOOL 1.Atlanta Mr. Claude E. Sherwood President 20 Rural Ag. 2.Bad Axe Dr. G. A. Sturm Secretary 6 Graded 3.Bangor Mr. Oron Cross Secretary 21 Graded 4.Breckenridge Mr. Norman J. Roth President 10 Graded 5.Ecorse Mr. Fred N. Vulmer President 55 3rd Class 6.Farwell Mr. Don Luce President 4 Rural Ag. 7.Frankenmuth Mr. George W. Trinkline President 20 Township 8.Grand Rapids Mrs. Mary L. Keeler President 6 2nd Class ‘ 9.Gratiot TWp Mrs. Mable Sacquety Secretary 4 Graded lO.Harbor Springs Mr. Paul Griffeth Secretary 5 Graded 11.Holt Mr. Ralph Miller President 6 Graded 12.Kalkaska Mr. Elmer Sherwood President 6 Rural Ag. 13.Midland Mr. Donald 0. Hall President 10 5rd Class l4.Niles Mr. Fred Marshall Secretary 4 Graded 15.Mio Mr. Alford O. Scheffer Treasurer 5 Township 16.Mt. Clemens Mr. Frank Kissell Treasurer 4 5rd Class l7.N. Muskegon Mr. Charles Prescott Treasurer 8 Graded 18.Pittsford Mr. Ralph Gilbert President 4 Rural Ag. 19.Perry Mr. R. J. Buck President 5 Rural Ag. 20.Reed City Mr. Joe Bonsall Trustee 9 Graded 21.Roya1 Oak Mr. Harold R. Rogers Secretary 6 5rd Class 22.South Lyon Mr. Donald K. Smith President 3 Rural Ag. 23.St. Ignace Dr. L. C. Shaftoe President 11 3rd Class 24.Tekonsha Mr. Claire Martenson Treasurer 4 Rural Ag. 25.Wayne Mr. John Synder Secretary 4 5rd Class In this study, the factors considered in the selection of the superintendent of schools and the high school principal are presented together. identical in some respects and similar in others. felt that there was sufficient similarity to study the two The duties of the two positions are It was MICHIGAN ~St.Ignace Kalkaska Reed City - Farwell Bad Ax: Midland Frankenmuth North Muskegnr Grand Rapi s Breckenridge ................ Perry Mt. Clemons ------------------ Ro a1 1'. Ho South Lyon Gragiot Twp Tekonsha ............... Niles ____________________ “55-” uni-7+ om _!30usuu mini-Th ittsflrd Figure I. Geographic Location of the Interviews with Board Members_ 10 as a unit. The superintendent is the executive head of the Board of Education. The principal is the executive head of the school to which he is assigned. Both the superintendent and the high school principal are elected administrative officials. Both are educational leaders whose ability de- pends on personal and professional training and outlook. Both are reaponsible for the program of education within their reapective administrative units. The plan of treatment - The plan of treatment is divided into four main parts: (1) A background of the study is presented to acquaint the reader with the problem; (2) A brief review of recent concepts of school administration is given, and writings of frontier thinkers in the field of school ad- ministration are examined and presented as a guide to the study of selecting school administrators; (5) An interpreta- tion and summary is given of some of the factors considered important by those responsible for selecting school adminis- trators; (4) Conclusions of the study as well as recommenda- tions for improving the mechanics of selection, and the personal and professional training of school administrators are given. Recommendations for further research in related areas are also presented. Chapter II A BRIEF REVIEW OF RELATED STUDIES Studies regarding the selection of school adminis- trators and related studies have identified types of degrees held, professional preparation and background. Engelhardt1 reported a study concerning the academic preparation of school superintendents located in cities of 100,000 pOpula- tion and more as contrasted with those in cities having a population of less than 5,000. His findings indicated that as far back as 1920, the centers of largest population at- tracted the best academically prepared administrators. In cities of over 100,000 population, for example, 78 per cent had a Bachelor's degree, 63 per cent held the Master of Arts while 19 per cent held the Doctor's. In cities of less than 5,000 pOpulation, 79 per cent had a Bachelor's, 23 per cent held the Master of Arts while only 1 per cent had their Doctorate. In 1926, a. a. Morrison2 recorded his findings of 40 interviews held with Boards of Education and superintendents who were seeking to hire school administrators. In regard 1Fred Engelhardt, School Organization and Administra- tion, New York: Ginn and Company, 1931, p. 109. 2 . R. R. Morrison, "Qualities Leading to Appointment As School Supervisors and Administrators," Educational Adminis- tration and Supervision, 12:505-511, November, 1926. 12 to the qualities they desired in administrative personnel, 62.5 per cent indicated executive ability, 40 per cent wanted leadership ability, 37.5 per cent desired ability to super- vise, 30 per cent wanted a man with.broad experience and training, 25 per cent indicated ability to get along with people, 15 per cent wanted organizing ability, 12.5 per cent indicated willingness to assume responsibility, 10 per cent chose foresight, another 10 per cent wanted one with person- ality which inspires confidence and 7.5 per cent wanted an administrator with ability to discipline. The United States Office of Education released a study concerning the preparation of principals in 1932.3 In a survey taken of 438 secondary school principals, they re- ported that 13 per cent held no degree, 44 per cent held the Bachelor's degree, 42 per cent held the Master's, and only 1 per cent held the Doctorate. In this same study, it was revealed that these principals had served an average of 4.7 years in secondary school teaching positions, 2.8 years in elementary school principalships, and about one year in both rural and city elementary school teaching positions. Approximately 31 per cent of the secondary school principals had never taught 5Fred Engelhardt, William.H. Ziegel, Jr., and Roy 0. Billett, "Administration and Supervision," Bulletin 17, National Survey of Secondary Education, Monograph 11, United States Office of Education, 1932, p. 39. 13 in secondary schools and 95 per cent--a1most all-~had never served as assistant principals.4 In 1933, a study of 2,000 superintendents of schools in the United States revealed that 4 per cent had no degree whatsoever, 36 per cent had the Bachelor's, 57 per cent had their Master's, and 3 per cent had their Doctorate.5 Reeder6 quotes a study involving 503 laymen and school employees regarding traits desired in their "next superintendent." Character was the quality most desired as evidenced by 413 people indicating this trait. Among other traits, 391 mentioned business ability, 383 mentioned ad- ministrative or executive ability, 378 indicated sociability, 291 indicated community leader, 201 indicated public Speak- ing ability, 96 said writing ability, 84 said that he ought to be married, while 47 indicated that they wanted to know about his religion. This author also refers to a study made by Superin- tendent Broome of Philadelphia. Superintendent Broome col- lected data from 15 successful school executives in order to determine the qualities which are necessary for successful 41bid, p. 52. 5"Educational Leadership: Progress and Possibilitiesf' Eleventh Yearbook, Department of Superintendence, 1933, p.108. 6Ward G. Reader, The Fundamentals 2; Public School Administration, New Ybrk: The Macmillan Company, 1951, p.32. 14 school superintendents. He found the following nine quali- ties to be essentialV: "(1) Ability to understand people, to win their confidence, and secure their coOperation in worthy enterprises; (2) A background of scholarship and culture; (3) Professional breadth of view which is paramount to training in the technique of supervision, child account- ing, curriculum construction, measuring school buildings or educational statistics; (4) The study of current educational practice; (5) A superintendent's ability to present a case convincingly to his board and his community, involving the ability to arrange matter properly, to use illustrations, graphs and statistics, and to prepare bulletins and reports that will be read; (6) The improvement of instruction through intelligent supervision which is recognized as a most imp portant responsibility; (7) Training in the handling of per— sonal problems, that is, dealings with members of the staff, with principals and teachers, janitors, and other officials, even with board members; (8) Ability to lay out a school plant, read plans and specifications, select furniture, ap- paratus, and textbooks and make budgets; and (9) A compre- hensive view of public education in its relation to the so- cial, economic, business, industrial, political, and religious life of the community and state." r7Ihid, p. 41. 15 Newlon shows how courses in school administration are ranked in importance by 18 professors of school administra- tion and 17 city school superintendents. His figures were obtained from the unpublished thesis of A361 B. Murphy en- titled, "Basic Training Program for City School Superin- tendents," University of California, 1951.8 Subjects and rank are as follows: (1) School Finance; (2) Business Ad- ministration; (3) Organization and Administration of Super- vision; (4) Organization and Administration of The Curricu- lum; (5) Administration of Teaching Personnel; (6) Public Relations; (7) Organization of Schools and School Systems; (8) School Housing; (9) Administration of Pupil Personnel; (10) Education and the State; (11) Practical Applications, Surveys and Internships; (12) School Officials' Functions and Duties; (13) Research; (14) School Records and Reports and Professional Relations and Ethics; (15) School Survey; (16) School Laws of the State; (17) Education and The Federal Government. Newlon9 also presents a study of the backgrounds of 850 superintendents from.all parts of the United States. According to this study, 98.5 per cent were born in the 8Jesse H. Newlon, Educational Administration.é§ Social Polic , New'York: Charles Scribner's Sons, 1934, p.100. 91bid, p.128. 16 United States; 90 per cent were affiliated with some church; 85 per cent Spent their childhood in the country or in tiny villages; 75 per cent were of distinct British ancestry; 75 per cent reported membership in some exclusive club such as country clubs; 75 per cent belong to service clubs, such as Rotary and Kiwanis; 50 per cent belong to the local chamber of commerce; 40 per cent were the oldest of children in their reSpective families; 30 per cent belonged to the American Legion; their average age was 44; and four out of five stood in the upper third of their high school graduating class. Thomas R. Cole10 used a different approach when he asked 76 superintendents, principals and teachers to identify qualities which.militate against administrative success. The following eleven qualities stood out: (1) Deficiency in ‘ adequate preparation in the technique of school administra- tion, understanding of school budgets and in school board procedures; (2) Failure to give sufficient attention to the supervision of instruction in the entire school system, and supervision not accompanied by study and research; (3) Not possessing the personal qualities that inSpire teachers and pupils to accept his leadership with confidence; (4) Giving the impression to teachers and pupils that he does not have 10Frederick E. Bolton, Thomas R. Cole and John H. Jessup, The Beginning Superintendent, New York: The Macmillan Company, 1937, p. 43. 17 time to consider their problems and is annoyed by them; (5) Lacking in definite policy -- i.e., no constructive school program in evidence; (6) Failure to recognize worthy efforts of associates; (7) Teachers' meetings and a pro- fessional program not carefully planned and teachers not taken into consideration sufficiently to enlist their active cooperation; (8) Problems not carefully weighed before at- tempting their solution; (9) Indecision -- lacking initiative and courage to carry through a program that he knows to be right; (10) Not fostering a good relationship of the school to the community, with interest being taken in a publicity program only when "something is wanted"; and (11) Failure to cultivate a pleasing personality, and carelessness in his personal experience, manner and Speech. The Metropolitan Detroit Bureau of Cooperative School Studies in a study of 35 school systems in Michigan found no salary schedules in operation for the superintendent of schools.11 Twenty-five systems employ superintendents on a three-year contract basis, four on a one-year basis, two on a five-year, one on a four-year, one on an "extended" contract basis and two have continuing contracts. Eightlz of the 35 11"Policies and Practices Relating To Administrative and Supervisory Personnel in Bureau School Systems, 1949-50," Metropolitan Detroit Bureau of C00perative School Studies, Detro t, Michigan, p. 5. lzlbid, p. 59 o 18 school systems use an administrative council or committee to assist in the selection of principals. These related studies, recent literature, and contacts with people presently engaged in the preparation and se- lection of public high school administrators seemed to point up three desirable areas for study: (1) The mechanics of selecting public high school administrators in Michigan; (2) The personal and professional qualifications desired in the new public high school administrator; and (3) Present thinking concerning the administrative certificate and in- ternship program for school administrators. These areas are included in the plan of treatment and are examined in the following chapters. Chapter III DEMOCRACY IN THE SELECTION OF SCHOOL ADMINISTRATORS It is generally recognized that the school is an im- portant agency in the maintenance and improvement of culture. When considering the selection of school administrators, it is well to consider the cultural setting in which adminis- trators must operate. This is important for an autocratic culture calls for an administrator with qualifications and preparation which differ from that of the administrator who works in a democratic culture. Obviously, the process of selection is different. In an autocratic culture, employers would probably seek a school administrator who is trained in the ideas, objectives and methodology Of authoritarianism. In regards to qualifications, he would be skilled in the ability to carry out orders. He would be a man who requires strict obedience on the part of his staff. The ability to regiment peOple would be a definite asset. He would be a person who would discourage the individual initiative of teachers and students. He would Operate in a setting where change would be Opposed in practically every form. There would be a rigid and fixed program of administrative Operation. The selection process itself would be autocratic. There would be no need to consider the rights Of those who are to be administered or 20 to consult with them. Public Opinion and the will of the people would not merit consideration. On the other hand, the selection process in the demo- cratic culture will reflect the ideas, activities and skills of the peOple who subscribe to and support such a culture. The educational leader is sought who will contribute to the progress of such a culture. He is considered responsible for furnishing leadership in the develOpment and execution of educational policies which are in harmony with democracy's aims and Objectives. He knows that his leadership strength lies in his ability to understand the unique relationship be- tween the individual and the society of which.he is a member. He recognizes that the core of such leadership is his ability to organize the potential in democratic education and then to release this potential constructively through democratic leadership. In such a democratic culture, teachers have a voice in the selection Of school administrators. It is generally held that teachers need administrators who can be respected for their understanding Of growth and develOpment of children, their insight into teaching problems, and their leadership talent. In the democratic culture, teachers have the right to participate in the formulation of educational policy and it is stimulating to realize that their importance is recog- nized by those who are legally responsible for employing ad- ministrators. 21 In a democratic culture, high school students are also considered when high school administrators are selected. Although they do not determine final policy, they have an Opportunity to express Opinions and needs from.the student point Of view during the selection process. In a democratic culture, high school students have the right to participate in the selection of school administrators through such means as checking lists of desirable and undesirable characteris- tics in administrators. Such information might well be gathered at the school when the Board is in the process Of determining the qualifications of the new school leader. It might be well to appoint a member Of the Board to be responsi- ble for collecting this information from.atudents. Finally, in the democratic culture, the lay public participates in the selection Of school administrators.‘ This fact is important because the lay public in our demo- cratic culture has reserved the right and the responsibility to make certain decisions regarding educational programs which administrators must execute. There is reason to believe that the public will be more responsive in supporting pro- grams which will work towards solutions of educational problems when they have the opportunity tO participate in the selection of their educational leaders. As the legal representatives of the local community, Boards Of Education are reSponsible for the final selection 22 of school administrators. However, democratic practices and procedures should be Observed in the process. This means that all who will be affected by an administrative appoint- ment should participate at some point in the thinking that results in the decision to make that appointment. The citizens Of a community and the teachers should be invited to help the local Board of Education choose their educational leaders. Committees could well be appointed to represent these two groups. Citizen Advisory Committees and Teacher Selection Committees might well serve in such a capacity. Such committees might well participate in deter- mining the personal and professional qualifications desired of the new administrator. They could be invited to submit names of candidates. These committees might well assist in the weeding out Of candidates once the deadline for receiving applications has been reached. It should be clearly understood that these committees will have the right to recommend only, and that the Board Of Education will seriously consider such recommendations. The final decision, however, should be made by the Board of Edu- cation. This is one Of its most important reaponsibilities as a legal creature of the state. (See Appendix C, pages 207, 208, 209.) If schools in a democratic culture are to have in- fluence in making democracy more functional, then democracy 23 should be practiced in the selection of school administrators. Through creative participation in the selection of their educational leaders, citizens, teachers, and students will be helped to know that the educational administrator in whom they place their faith for leadership in organizing a demo- cratic school program, is worthy of that faith. Chapter IV THE MECHANICS OF SELECTION Current practices and procedures in selecting school administrators in Michigan are examined in this chapter. In the presentation, the writer makes no distinction between selection processes in small rural schools or schools in large city systems. It was felt that all individuals have importance and worth whether they live in a rural or urban environment. They have the right to be served by the best possible administrator that can be employed. Effective cri- teria of employment practice should be applied whenever and wherever an educational leader is to be employed. In Michigan, new school administrators serve in various types of local school districts. These districts were established by the state legislature to provide edu- cational programs for the persons living within that dis- trict. At the present time, there are nine types of school districts in existence in Michigan. Each Of these districts differs from the others in such matters as area, population, structure, and educational program. Information was not available to the writer as to the number of each of these districts in Michigan at the present time. The new administrator may serve in a Graded district which is a district containing more than seventy-five 25 children between the ages of five and twenty years. The total population of such a district is less than ten thous- and. The Township district is a district in which the entire Township comprises a single school district. Such a district may extend into parts Of other townships. A Rural Agricultural district may be formed by consolidating two or more rural schools. A school district of the Third Class is formed by a majority vote Of the school electors of a district which has a population of ten thousand to one hundred twenty—five thousand. Generally, the boundary lines of such a district parallel the territorial limits of a city. Each city which has a pOpulation of more than one hundred twenty-five thousand and less than five hundred thousand, constitutes a school district of the Second Class. 'Each school district, which has a population of more than five hundred thousand, constitutes a school district of the First Class. Prior to 1908, the state legislature created certain Special School districts by local act. Approxi- mately twenty such districts continue to operate under their individual charters. In order to determine whether this study adequately represents present policies and procedures in Michigan, the questionnaire asks for information concerning the type Of school district represented by those who responded. The questionnaire submitted to the Boards Of Education provides 26 for the Opportunity of checking Board membership and the questionnaire submitted to the superintendents of schools Specifically asks for the type of district represented. It was believed that Boards of Education might be more inclined to check the number of members on their reapective Boards. In the event they were not sure what type of district they represent, they might conceivably neglect to return the questionnaire rather than find out about their type Of school district. Generally, the Graded District Board of Education is composed of three members; the Third Class, Second Class and First Class districts have more than five members. According to Table II, page 27, 8 per cent of the boards interviewed had 3 members, while 76 per cent had five members. Therefore, 84 per cent of the boards interviewed were either of the Graded, Rural Agricultural or Township type district. Sixteen per cent of the boards interviewed had more than five members and represented the Third, Second, or First Class type of school district. The 164 boards which responded to the questionnaire on the selection of the super- intendent of schools reveal that 86 per cent of these boards have five members with 14 per cent having more than five members and very likely representing Third, Second, First, and Special type school districts. 27 TABLE II Comparison of Membership of the 164 Boards and the 25 Board Members Number of The 25 Boards The 164 Boargs ‘ Members on Number Of Per Number of Per the Board Boards Cent Boards Cent_ Three members 2 8 0 0 Five members 19 76 141 86 Six members 0 0 2 1.2 Seven members 2 8 19 11.6 Nine members 2 8 2 1.2 Totals ‘_ 25 100 164 100 While Table II represents the number of members on the Boards of Education which were interviewed in comparison with those boards which reSpOnded to the questionnaire on select- ing superintendents, Table III, page 28, refers to the type of school district represented by the superintendents of schools who reSponded to the questionnaire on selecting public high school principals. Table III indicates that 89.7 per cent of the superintendents responding represent Graded, Rural Agricultural and Township type districts while 10.3 per cent represent districts Of the Third, Second, and First Class as well as the Special type of school district. TABLE III Type of School District of the 320 School Superintendents 28 Number Of Districts Per Cent Graded District 107 33.5 Rural Ag District 146 45.6 Township District 34 10.6 Third Class District 29 9.1 Second Class District 1 .3 First Class District 1 .3 Special District 2 .6 Totals 320 100 It is believed that Tables II and III show that this study is representative of the procedures and policies used in selecting the superintendent of schools and the high school principals in Michigan. When this study was first proposed, some administra- tors suggested that an item be included in the questionnaire which would give the potential administrator an indication of the number of years a superintendent of schools remains in one position. It is the feeling of many men now in the field that frequent administrative changes impede long range educa- tional planning and are not conducive to the educational wel- fare of school patrons. In order to determine the number of years a superintendent Of schools remains on one job, it was suggested that an investigation be made of the number of 29 changes made in superintendencies in Michigan in the last twenty years. Table IV shows that both the boards inter- viewed and the boards responding averaged approximately two to three changes in superintendents of schools in the last twenty years. TABLE IV Changes in the Superintendency The 25 Boards The 164 Boards Number of Changes Number of Per Number of Per in Twentnyears Boards Cent Boards Cent NO change 0 0 11 6.7 One change 2 8 26 15.9 Two changes 5 20 37 22.6 Three changes 9 36 31 18.9 Four changes 5 2O 23 14 Five changes 4 16 11 6.7 Six changes 0 O 13 7.9 Seven changes 0 O 6 3.7 Eight changes 0 O l .6 Nine changes 0 O O 0 Ten changes 0 O 3 1.8 Eleven changes 0 O O 0 Twelve changes 0 O O O Thirteen changes 0 O O O Fourteen changes 0 O l .6 Fifteen changes 0 O 0 0 Sixteen changes 0 0 O O Seventeen changes 0 O O O Eighteen changes 0 O O O Nineteen changes 0 O O O Twenty changes 0 O O O Twenty-one changes 0 0 1 .6 Totals 25 100 164 100 30 The 25 boards interviewed were chosen partly because they had selected a superintendent of schools within the last five years. TABLE V Length of Present Tenure of Superintendents =——______——_—____—:— Years on the The 25 Boardgg The 164 Boards Present Job as Number Of Per ‘Number of Per Superintendent Boards Cent Boards Cent Just appointed 2 8 5 3.1 One year 2 8 11 6.7 Two years 7 28 28 17.1 Three years 9 36 29 17.7 Four years 4 16 16 9.8 Five years 1 4 12 7.3 Six years 0 O 5 3.1 Seven years 0 O 11 6.7 Eight years 0 O 8 4.9 Nine years 0 O 2 1.2 Ten years 0 O 6 3.7 Eleven years 0 0 4 2.4 Twelve years 0 O 5 3.1 Thirteen years 0 O O O Fourteen years 0 0 3 1.8 Fifteen years 0 O 4 2.4 Sixteen years 0 O l .6 Seventeen years 0 O 1 .6 Eighteen years 0 O 0 0 Nineteen years 0 O 1 .6 Twenty years 0 0 2 1.2 Twenty-one years 0 0 1 .6 Twenty-two years 0 0 2 1.2 Twenty-three years 0 O O O Twenty-four years 0 0 2 1.2 Twenty-five years 0 O O 0 Twenty-six years 0 0 1 .6 Twenty-seven years 0 0 3 1.8 Twentyreightgyears O 0 l .6 Totals 25 100 164 100 Table V shows that 61.7 per cent of the 164 boards reSponding had also gone through this experience within this 31 same period of time. One Superintendent has served in his present position as superintendent of schools for twenty- eight years. Pertinent letters regarding administrators with such unusual records are presented on page 197 of the Appendix. TABLE VI The Number of High School Principals in the 320 School Systems Number Of Number Of Principals Employed School Systems Per Cent___ One Principal 296 92.5 Two Principals 15 4.7 Three Principals 6 1.9 Four Principals O 0 Five Principals 2 .6 Six Principals 1 .3 Totals 320 100 According to Table VI, 92.5 per cent of the school systems represented employ only one high school principal. In 4.7 per cent of the schools, two high school principals are employed while 1.9 per cent of the respondents employ three high school principals. By adding the number Of principals employed in each of the 320 schools, it is shown that 360 Michigan public high school principals are repre- sented in this study. 32 Initiating_the Candidacy - The Board of Education is clearly the official agency delegated with the authority to select. schooladministrators in Michigan. (See Appendix C, Pages 207, 208, and 209.) It cannot evade this responsibility. In performing this function, the board should deter- mine whether an Official vacancy exists. Hagman1 believes that board minutes ought to show that the board has taken action to establish the vacancy. Whether a resignation has been accepted, a vacancy established by death, or whether the board has had to release the incumbent does not matter. Recording such a vacancy in the board minutes assures pros- pective candidates that they can apply for the position without violating professional ethics. 1H. L. Hagman, "Steps in Selecting A Superintendent," American School Board Journal, 118.17, March, 1949. 33 TABLE VII Official Administrative Vacancies j -: L— -: Policy on The 25 The 164 The 320 Super- Recording of Boards Boards intendents The Vacancy No. Per Cent No. Per Cent No. Per Cent Minutes of the Board Show that An Official Administrative Vacancy Exists 20 80 131 80 225 70.6 Official Administrative Vacancy is not Recorded in The Minutes Of the Board 5 20 27 16.4 88 27.5 NO Answer 0 O 6 8.6 6 1.9 Totals 25 100 164 100 320 100 Table VII shows that 80 per cent of the boards inter- viewed and also 80 per cent of those responding to the questionnaire do record such information in their board min- utes when an Official vacancy exists in the superintendency. This is also the practice in 70.6 per cent of the cases where a high school principal is to be selected. Once the vacancy has been established, no time should be lost in determining the qualifications desired of the new administrator. Prospective administrators have the right to know existing educational conditions. Such statements of 34 qualifications and conditions are an assurance that only qualified applicants will be considered and may avoid board embarrassment when attempts are made to use pressure to support those who do not meet these minimum qualifications. TABLE VIII Policy on Written Statements of Qualifications The 320 Policy on The 25 The 164 Super- Written Boards Boards intendents Qualifications NO} Per Cent NO. Per Cent NO. ‘Per Cent School Systems Which Draw up A List of Qualifications In Writing, 13 52 61 37.2 89 27.8 School Systems Which Do N23 Draw up A List of Written _Qua1ifications 12 48 89 54.2 224 70 NO Answer 0 O 14 8.6 7 2.2 Totals 25 100 164 100 320 100 Apparently, it is not general practice in Michigan to draw up such a list of qualifications for the new adminis- trator. Table VIII indicates that 52 per cent of the boards interviewed do draw up such a list of qualifications, while 54.2 per cent of the boards and 70 per cent Of the superin- tendents responding to the questionnaires do not make it a practice to draw up such a list. Some schools save the 35 annual report of the previous year and make this available to applicants. Some prefer sending a personal letter out- lining the nature of the job, history of the school, current conditions, community trends and standards desired. Other school systems prefer giving this information in a personal interview. TABLE IX Information on Schools and Community for Candidates for the Principalship The 320 Superintendents Present Practice Number Per Cent A Statement Of Information is Prgpared 39 12.2 A Statement Of Information is Not Prepared 271 84.7 NO Answer 10 3.1 Totals 320 100 The 320 superintendents indicate that only 12.2 per cent of them prepare a statement containing information con- cerning the schools and community for the benefit of pros- pective principals. Some 84.7 per cent of these superin- tendents make no attempt to provide such.material for pros- pective candidates. Representative statements are presented on pages 19i205 of the appendix. The writer feels that such information would be an invaluable guide to applicants and to those persons who may be requested to recommend candidates. 36 TABLE X Determining the Qualifications of the Superintendents of Schools “——_ —L ___._-;_f h! 1 mt— The 25 Boards The 164 Boards ReSponsible Number Of Per Number Of Per Persons or Groups Boards Cent Boards Cent School Board Only 23 92 113 69 School Board and Community Groups 0 O 15 9.2 School Board, Community Groups and Teachers 1 4 l .6 School Board, Community Groups, Teachers and Pupils O O l .6 School Board and Re- tiring_Superintendent 2 8 31 18.9 Retiring Superin- tendents Only 0 O 6 3.7 Nobody O 0 O 0 Church Groups, Communitnyeaders O O 5 3.1 No Answer 0 O 1 .6 Table X presents information regarding the persons who determine the qualifications desired Of the new superin- tendent Of schools. This particular item on the question- naire was open and the boards were asked to check as many persons and agencies as were applicable. Therefore this and other open tables do not necessarily show a total of 100 per cent. It would seem that the Board Of Education and, in 37 some instances, the retiring superintendent largely deter- mine these qualifications. TABLE XI Determining Qualifications Of the High School Principal Responsible The 320 Superintendents Persons or Groups Number Per Cent Superintendent 128 40 Superintendent and Retiring Principal 19 5.9 Superintendent and School Board 216 67.5 Teachers 7 2.2 Superintendent, School Bogyd and Teachprs 24 7.5 Community Groups 3 .9 Students 1 .3 Nobody, . 0 O No Answer 4 1.2 When a new principal is to be elected, Table XI sug- gests that the superintendent and the Board Of Education generally determine the qualifications desired. The lay public, teachers and students are seldom consulted. This is not consistent with such democratic principles as are identi- fied in Chapter III of this study. 38 Majpr policies in thegprocess of selection - When there is agreement regarding the qualifications desired of the new administrator, there are other policy decisions which should be made. The salary of the new administrator should be de- termined. Such factors as the size of the community, its ability to pay, the salary paid the former administrator, the personal and professional qualifications wanted and the type of educational program desired should be considered. Many board members say that money is no factor. They want Leadership for the best possible educational program they can Obtain for their children. TABLE XII Salary Schedules for the New Administrators The 320 Regarding Sal- The 25 The 164 Superin- ary Sched- Boards Boards tendents pics No. Per Cent No. Per Cent NO. Per Cent A Set Formula Is Used to De- termine The Salary of The New Adminis- trator 5 2O 19 11.6 38 11.8 NO Set Form- ula Is Used TO Determine The Salary of The New Admin- . istrator 2O 80 142 86.6 273 85.4 NO Answer 0 0 3 1.8 9 2.8 Totals 25 100 164 100 320 100 39 At present (Table XII, Page 38), 80 per cent of the boards interviewed, 86.6 per cent Of the boards reSponding to the questionnaire and 85.4 per cent Of the superintendents state that they have no set formula which is used to deter- mine the salary schedule for new administrators. However, 20 per cent of the boards interviewed have already adopted one. The Michigan School Board Association has suggested the adoption Of the salary scale presented on page 212 of the appendix. Another policy decision applies to the length of the first contract to be Offered the new administrator. TABLE XIII Length of First Contract The 320 Length in The 25 The 164 Superin- Terms of ___Boards Boards tendents Years No. Per Cent NO. Per Cent No. Per Cent One Year 15 60 101 61.6 286 89.4 Two'Years 4 16 25 15.2 10 3.1 Three Years 6 24 30 18.3 8 2.5 Four Years 0 O 0 2 .6 Five Years 0 .6 O O NO Answer 0 4.3 ;4 4.4 Totals 25 100 164 100 320 100 According to Table XIII, 60 per cent Of the boards interviewed, 61.6 per cent Of those answering the questionnaire and 89.4 per cent of the superintendents responding show that they offer a one-year contract. Three-year contracts are offered by 24 per cent of the boards interviewed and only 18.3 per cent of the boards responding to the question- naire. It would seem that administrative contracts are issued for two and three years after the first successful year on the job. One problem which faces boards is the problem of the local candidate. Sometimes it is said that the local candi- date's knowledge of conditions and personnel are an advan- tage. It is said that the selection of the local candidate means a high eSprit de corps among the administrative staff and faculty. Evidently, local candidates are favorably con- sidered for administrative positions in Michigan's public high schools if all qualifications are equal or as high as those of other applicants. TABLE XIV Consideration for Local Candidates The 320 Policy on The 25 The 164 Superin- Local Boards Boards tendents Candidates No. Per Cent No. Per Cent No. Per Cent All Other Qualifications Bein Equal Loca Candidate Is Given Preference 21 84 124 75.6 270 84.4 focal Candidate Is Not Given PreTerence 4 16 30 18.3 37 11.5 No Answer 0 O 10 6.1 13 4.1 Totals 25 100 164 100 320 100 41 In this connection (Table XIV), 84 per cent of the boards interviewed, 75.6 per cent of the boards responding to the questionnaire and 84.4 per cent of the superintend- ents say that the local applicant is given preference. The local applicant is not given preference by 16 per cent of the boards interviewed, 18.3 per cent of the board members answering the questionnaire and 11.5 per cent of the super- intendents in the case of applicants for the principalship. Some boards believe that local candidates may not always have the highest qualifications but that he will "arrive" on the job. There was some sentiment eXpressed about the desirability of the present administrator providing in- service training so that someone on the present staff could move into the administrator's job in the event of an ad- ministrative vacancy. Closely allied to the problem of considering the local candidate is the problem of competitive examinations for the principalship and the path of advancement of the principal. TABLE XV Competitive Examinations for Principalship M It The 320 Superintendents Present Policy# Number Per Cent Schools which Do Elect Princi- als On The Basis of ompetitive Examinations O 0 Schools Which Do Not Elect Principals On the Basis of Compet tive Examinations 316 98.7 NC Answer 4 103 Totals 530 100 42 Table XV indicates that there is no practice of using competitive examinations in the selection of high school principals. Many boards feel that competitive examinations tell little which will help in the selection process and are used often as an escape when an administrative decision ought to be made. TABLE XVI Advancement for Principals W Jar—w! m The 320 Superintendents Present Policy Number Per Cent Schools Which Do Have Such A Line of Advancement 4 1.2 Schools Which Do Not Have Such a Line of Advancement 300 93.8 No Answer 16 5 Totals 320 100 Only 1.2 per cent of the superintendents indicate that there is a line of advancement in their principalship from.the elementary to the junior high and from the junior high to the senior high schools. 0n the other hand, 93.8 per cent indicate that there is definitely no such policy in their schools. The inference which can be drawn from Table XVI is that, evidently, Michigan considers the ele- mentary principalship equal in importance to the high school principalship. This is a healthy picture. The move from the elementary to the high school principalship no longer need be considered as an advancement. Both are recognized as being equally important. 43 The board will also have to set a policy regarding the public relations involved in the selection of adminis— trators. The press and interested citizens will continually want information regarding candidates. Professional ethics require that such information be discreetly handled. TABLE XVII Information for the Community The 320 The 25 The 164 Superin- Present Boards Boards tendents Policy, No. Per Cent No. Per Cent No. Per Cent Progress Made Is fiept Confidential 24 96 134 81.7 267 83.4 Public Is Kept Informed Of All Stages In The Se- leCtion Process 1 4 19 11.6 24 7.5 No Attempt Either Way 0 O O O 7 2.2 No Answer 0 O 11 6.7 22 6.9 Totals 25 100 164 100 320 100 Table XVII shows that 96 per cent of the boards interviewed, 81.7 per cent of the boards reSponding and 83.4 per cent of the superintendents keep all progress made in the selection of the administrator confidential. Only 4 per cent of the boards interviewed, 11.6 per cent of the boards replying to the questionnaire and 7.5 per cent of the boards say that the public is kept informed of all stages in the se- lection of the administrator. No attempt is made either way according to 2.2 per cent of the superintendents. 44 Those who favor keeping such progress confidential believe that such a policy avoids confusion and protects those applicants who are not selected. If any statement is released, the statement is approved by all of the board mem- bers and is released when the board has notified the top candidate that he has been selected. They say further that anything can happen up to the final selection, and if the public is kept informed, then pressures will be applied and the board will not be able to make an impartial decision. Those who favor keeping the public informed say that school business is public business and all board meetings should be open to the public. In this way, pressures are stopped and questions can be asked by anyone and will be answered by board members present. Some boards like to set a time limit for receiving applications for administrative positions. Most of Michigan's boards, however, do not set rigid time limits. 45 TABLE XVIII Time Limits For Applications For Administrative Positions W The 320 The 25 The 164 Superin- Present Boards Boards tendents Procedure No. Per Cent No. Per Cent No. Per Cent A Definite Time Is Set For Receiving Applications 11 44 69 42 62 19.4 No Definite Time Limit Is Set For Receiving Applications 14 56 80 48.8 236 73.7 No Answer 0 O 15 9.2 22 6.9 Totals 25 100 164 100 320 100 According to Table XVIII, only 44 per cent of the boards interviewed, 42 per cent of the boards answering the questionnaires and 19.4 per cent of the superintendents say that they do establish a time limit. And 56 per cent of the boards interviewed, 48.8 per cent of the boards responding to the questionnaire and 73.7 per cent of the superintend- ents do not set definite time limits. The author believes that observation of a time schedule would eXpedite the se- lection of school administrators. Candidates are often invited by boards for personal interviews with the board in executive session. Such invi- tations are usually reserved for those candidates who appear to have those qualifications which the board desires. 46 TABLE XIX Payment of Expenses for Administrative Candidates The 320 The 25 The 164 Superin- Present Boards Boards tendents Policy: No. Per Cent No. Per Cent No. Per Cent Such.Candi- dates' Expenses Are Paid 9 36 43 26.2 65 20.3 Expenses of Invited Candi- dates Are NOT Paid 16 64 114 69.6 237 74.1 No Answer 0 O 7 4.2 18 5.6 Totals 25 100 164 ,_;QO 320 100 Only 36 per cent of the boards interviewed, 26.2 per cent of the boards responding to the questionnaire and 20.3 per cent of the superintendents indicate that the eXpenses are paid of those candidates who are invited to meet with the board. Also, 64 per cent of those boards interviewed, 69.6 per cent of those reSponding to the questionnaire and 74.1 per cent of the superintendents state that the eXpenses of candidates so invited are not paid. Boards of Education would do well to reconsider this policy. There is reason to believe that certain well qualified candidates would not ac- cept such invitations because the eXpense involved might be rather heavy. Good practice suggests that such candidates be reimbursed. The board will have to determine the methods to be used in locating the man desired for the job. Sometimes the 47 person best qualified for the job will not apply. Such a candidate should not be overlooked. Many boards feel that once they have made the public announcement of the vacancy and determined the qualifications of the man they are seek- ing, they should conduct a positive search and not be con- tent with waiting for applications. TABLE XX The Search for the Superintendent W - The 25 Boards The 164 Boards Present Practice Number Per Cent Number Per Cent The Job Should Seek The Man 18 72 100 61 The Man Should Seek The Job 7 28 51 31.1 No Answer 0 O 13 7.9 Totals 25 100 164 100 Of the boards interviewed, 72 per cent believe that the board should seek the man for the job. Also, 61 per cent of those boards responding to the questionnaire indicate such positive action. However, 28 per cent of the boards inter- viewed and 31.1 per cent of the boards responding to the questionnaire disagree and feel that the board should wait for applicants. Some indicate that on the job investigation may be done after all candidates have been screened or after the preliminary investigation has been completed. 48 Discovering the administrator - Certain organizations such as the American Association of School Administratorsz and the National Conference of Professors of Educational Admin- istration3 are becoming alarmed because of a scarcity of trained administrative personnel. This is not to say that there is a scarcity of people with a Master's degree. What these organizations believe is that there is definitely no surplus of outstanding peOple in the field of school admin- istration. One of the items on the questionnaire provided Opportunity to check the various sources which school boards and superintendents use to find applicants or candidates for administrative positions. It was found that 88 per cent of the boards inter- viewed, 80 per cent of the boards replying to the question- naire and 81.3 per cent of the Superintendents used college and university placement bureaus. This is a significantly high percentage. Placement bureau efforts should be directed primarily to the interests and needs of the prospective employers and secondarily to the interest of the adminis- trative candidate. There should be close cooperation with those who are responsible for the training of school 2American Association of School Administrators, Choosinnghe Superintendent of Schools, Washington, D. C., i549, p. IV. 3Report of Work - Conference of National Professors of Educational Administration, Develgpin Leaders For Education, Endicott, New York, 1947, p. 9.. 49 administrators, the proSpective employers, and those who are presently active in the profession. The former can help by advising the placement bureau of the type of position for which the administrative candidate is best fitted. The latter group can best be served by assistance in continued growth on the Job and in deserved promotion. TABLE XXI Sources of Administrative Candidates m The 320 The 25 The 164 Superin- Identification Boards Boards tendents of Sources No. Per Cent No. Per Cent No. Per Cent College and Uni- versity Place- ment Bureaus 22 88 131 80 260 81.3 Colle e Educa- £19“ epartment 10 40 72 43.8 131 40.9 Commercial Place- ment Agencies 5 20 25 15.2 101 31.5 Retiring Su er- intendent 0 Schools 5 20 53 32.2 0 0 Superintendent of Schools of Neighboring Towns l 4 13 7.9 4 1.2 Citizens of Communipy 2 8 12 7.3 9 2.8 Teachers 0 O 7 4.3 46 14.4 Principals l 4 10 6.1 O 0 Radio and Press 0 0 4 ‘2.4 7 2.2 County Superin- pgpdent of Schools 2 8 43 26.2 50 15.6 State Department of Public Instruction 6 24 76 46.3 81 25.3 Students 0 0 0 O l .3 Retiring Principal . O O O O 40 12.5 Michigan Educa- tion Association 0 O O O 11 3.4 Educational Leaders 0 0 O 0 1 .3 Promotions From Within 0 O 0 O 8 2.5 No Answer 0 O 7 6.1 18 5.6 Table XXI also reveals that 40 per cent of the boards interviewed, 43.8 per cent of the boards responding to the questionnaire and 40.9 per cent of the superintendents con- sult college Departments of Education. Commercial placement 51 agencies are contacted by 20 per cent of the boards inter- viewed, 15.2 per cent of the boards answering the question- naire and 31.5 per cent of the superintendents reaponding to the questionnaire on selection of the high school principal. Several comments indicate that in the past some commercial agencies had made themselves rather unpleasant by trying to use pressure on employing officials. The State Department of Public Instruction is con- tacted by 24 per cent of the boards interviewed, 46.3 per cent of the boards answering the questionnaire and 25.3 per cent of the superintendents. The retiring superintendent is used by 20 per cent of the boards interviewed, and 32.2 per cent of the boards answering the questionnaire, while 12.5 per cent of the superintendents use the retiring prin- cipal when a new principal is to be elected. The county superintendent of schools is contacted by 8 per cent of the boards interviewed, 26.2 per cent of the boards responding to the questionnaire and 15.6 per cent of the superintendents. Other sources including the citizens of the community, teachers, radio and press, Michigan Education Association, Educational Leaders and staff promotions play a minor role as sources used to invite applicants for administrative JObSe 52 TABLE XXII Final Selection of the New Principal “— The 320 Superintendents Present Policy Number Per Cent Recommended by the Superintendent and Approved by the Board 304 95 Recommended by a Commit- tee of Teachers and Ap- proved by the Super- intendent O 0 Recommended by a Commit- tee of Teachers and Ap- proved by both the Superintendent and Board 4 1.2 Automatic Promotion From Job as Assistant Principal O 0 No Answer 12 3.8 Totals 320 100 Preparation for the final selection - TABLE XXII indicates the final procedure used in the selection of the public high school principal. In 95 per cent of the selections the candidate is recommended by the superintendent and approved by the board of education. In 1.2 per cent of the selections the principal is recommended by a committee of teachers and approved by both the superintendent and the Board of Educa- tion. In reference to the selection of administrators, Wright4 believes that teachers should be given a greater 4Franklin L. Wright, "Selecting A Superintendent", School Executive 68:28, June 1949. 53 voice in the selection of high school administrators because their adjustment will depend largely on the administrator who is selected and their cooperation is assured if they are allowed to participate in the administrator's selection. Waller5 states that teachers were instrumental in selecting the superintendent of schools in Allentown, Pennsylvania. Their participation insured a Spirit of cooperation among the staff and helped bring democracy into the selection process. It should be clearly understood that the right of teachers to participate in the selection of school adminis- trators does not mean that reactionary teachers have the right to recommend reactionary administrators for employment. Rather, teacher participation should be assurance that Boards of Education have the benefit of the recommendations of professional educators to assist them in choosing the best administrator that can be employed. The trend in the schools served by the Bureau of COOperative School Studies would give evidence of the fact that teachers are playing a prominent part in the selection of administrators in Bureau school systems. Two classroom teachers serve on the selection committee or administrative council which elects the assistant elementary principal.6 5Raymond L. Wallera "Where The Teachers Helped In Se- iggiing A uperintendent, .Nptions Schools, 47:64, February 6MetrOpolitan Detroit Bureau of Cooperative School Studies, Policies and Practices Relating To Administrators And Supervising Personnel lg Bpreau SchoolfSystems, 1949-198L 54 The preliminary investigation of candidates may be carried on in different ways. The two most generally prac- ticed methods are to conduct the investigation with the entire board participating or through a special committee on selection appointed by the board. Practice in Michigan seems to favor the participation of the entire board. TABLE XXIII Investigation of ProSpective Candidates for the Superintendency Present The 25 Boards The 164 Boards Procedure Number Per Cent Number Per Cent The Entire Board Is ReSponsible 22 88 107 65.4 A Special Committee On Selection Is Ap- ppinted By_The Board 3 12 50 30.4 The President And Secretary of the Board are Responsible O O l .6 The Standing Commit- tee on the Selection of Teachers 0 O 1 .6 No Answer 0 O 5 3 Totals 25 100 164 100 Of the boards interviewed, 88 per cent favor this method. It is used by 65.4 per cent of the boards answering the questionnaire. The Special committee method is favored by 12 per cent of the boards interviewed and 30.4 per cent of the boards reaponding to the questionnaire. One board designates the board president and secretary to do this 55 preliminary work, while another board delegates this respon- sibility to the standing committee on the selection of teachers. Many boards feel that the preliminary investiga- tion is too important a job to be left to a Special commit- tee while others feel that the special committee tends to lessen the disruption of the normal flow of board business. TABLE XXIV Personal Interviews With Board Members The 25 Boards The 164 Boards Present Polipy Number Per Cent Number Per Cent Personal Interviews are Permitted 14 56 75 45.8 Personal Interviews With Board Members are Not Permitted ll 44 76 46.3 No Answer 0 0 13 7.9 Totals 25 100 164 100 Some boards allow administrative candidates to have personal interviews with individual board members. Table XXIV shows that there is no clear-cut policy on this matter in Michigan. The boards interviewed indicate that 56 per cent of them allow such interviews while only 45.8 per cent of the boards answering the questionnaire follow this policy. Meanwhile, 44 per cent of the boards interviewed and 46.3 per cent of the boards contacted by questionnaire definitely do not allow such personal interviews. Some administrative applicants feel that they should have the opportunity for 56 meeting individual board members especially in cases where a special committee is used in the preliminary investigation of candidates. Generally, boards which do not favor indi- vidual interviews believe that all interviews should be con- ducted only when the board is in executive session. TABLE XXV The Sifting of Candidates for the Superintendency M The 25 Boards The 164 Boards Present Procedure Number Per Cent Number Per Cent Examination of Credentials Only 0 O 0 0 Use Both Interviews and Credentials With All Candidates 9 36 56 34.1 Interviews Only, 0 O 0 O Examination of Cre- dentials Until a Minimum.Number of Desired Applicants Remain an then Both Interviews and Cre- dentials as Basis of Elimination 16 64 100 61 Collected Informa- tion and Then Went After Them 0 O l .6 Retiring Superin- tendent Does This For the Board 0 O 1 .6 No Answer 0 0 6 3.7 Totals 25 100 164 100 The above table shows that 64 per cent of the boards interviewed and 61 per cent of the boards answering the questionnaire examine the credentials of all candidates, sift these until a minimum number of desired applicants 57 remain and then use both interviews and credentials as the basis for elimination of candidates. The same table shows that 36 per cent of the boards interviewed and 34.1 per cent of those responding to the questionnaire use both interviews and a study of the credentials of all candidates as a means of narrowing down the list of applicants. When the board has narrowed the list of applicants to those best qualified for the job, it is ready to enter the final stage in the se- lection process. The work of the special committee — Table XXVI, page 59, indicates present practice in Michigan regarding the work of the Special committee in those schools which make use of the Special committee in the selection of the public high school administrator. Table XXVI is a composite table Showing five areas of reSponsibility of the special committee. This in- formation is presented in this manner so that the reader may more readily see a complete picture of the work of the Special committee on one page. In 55 schools, 3 of those interviewed and 52 of those replying to the questionnaire, use is made of the special committee. All 3 of the schools interviewed give the Special committee this authority. The policy is rather clear. In regard to committee correSpondence, 2 of the 3 schools interviewed and 84.6 per cent of the schools answer- ing the questionnaire, committee correSpondence is filed 58 7 believes that observance with the board secretary. Meissner of this principle Should eliminate any danger of the special committee exceeding its authority or purpose. The same table shows that committee correspondence is definitely limited to the selection of the new superintend- ent by two of the three boards interviewed and 76.9 per cent of the 52 boards responding to the questionnaire. Also the Special committee reports to the entire board as a committee of the whole before taking official action. Each of the three boards interviewed and 86.5 per cent of the 52 boards state that the entire board reviews the files of the Special committee before the final selection is made. 7H. V. Meissner, "Selecting A Superintendent," American School Board Journal, 106:24, June, 1943. 59 TABLE XXVI The Special Committee The 3 Boards Interviewed The 52 Boards Present Policy Number Per Cent Number Per Cent Committee Has Authority To Inter- view Candidates 3 100 47 90.4 Special Committee Does Not Have This Authority 0 0 5 9.6 Totals 3 100 52 100 Committee Corres- pondence is Filed with the Board Secretary, 2 66.7 44 84.6 Corresnondence is Not Filed With Secretary 1 33.3 8 15.4 Totals 3 100 52 100 Committee Corres- pondence is Limited to the Selection of the New Superintendent 2 66.7 40 76.9 Committee Corres- ppndence is Not Limited 1 33.3 12 23.1 Totals 3 100 52 100 —_=_ ’1 t Special Committee Re- ports to Board as Com- mittee of Whole Before EgkingpAction 3 100 46 88.5 Committee Need No Re- port to Board as om- mittee of the Whole Be- fore Taking Action 0 0 6 11.5 Totals 5” __ a 100 ‘ §2_ 10o —-——-—-—-—— —— d- -___ — _—— Entire Board Reviews Files of Special Com- mittee 3 100 45 86.5 Entire Board Does Not Review Files of Spe- cial Committee 0 O 7 13.5 Totals 3 100 52 100 60 TABLE XXVII Recommendations of the Special Committee w: W The 3 Boards Interviewed The 52 Boards Number Recommended Number Per Cent Number Per Cent Recommend One Candidate 0 O 5 9.6 Recommend Two QandidatesL» O O 7 13.5 Recommend Three ggndidates 2 66.7 34 65.4 Recommend Four Candidates 0 O 2 3.8 Recommend Five Candidates 1 33.3 3 5.8 Recommend Six Candidates 0 O 1 1.9 Totals 3 100 52 100 Table XXVII Shows that 66.7 per cent of the boards interviewed, which use the Special committee, and 65.4 per cent of the 52 boards responding to the questionnaire, recom- mend the tOp three candidates for the consideration of the entire board. According to this same table, 13.5 per cent of the boards answering the questionnaire recommend two candidates, 9.6 per cent recommend only one candidate, 3.8 per cent recommend four candidates. One of the three boards interviewed recommends five candidates and 5.8 per cent of the boards answering the questionnaire recommend five candi- dates. Only l.9 per cent of the boards answering the questionnaire recommend Six candidates for the consideration of the entire board. The feeling is expressed by many that 61 if more than five candidates are recommended, the special committee might as well be eliminated. Those tOp people that are recommended should more nearly meet the needs of the community'than those candidates who have been eliminated. The fipp;;selection - In the final selection, some boards prepare a number of questions which are used by the board chairman to obtain information from the candidate and to expedite the meeting. Other boards have an informal sit- uation where any board member may ask any question he wishes and at any time. TABLE XXVIII Final Interviews The 25 Boards The 164 Boards Present Policy, Number Per Cent Number Per Cent Final Interviews . are Informal 25 100 144 87.8 Questions are Pre- pared Beforehand O O 11 6.7 No Answer 0 O 9 5.5 Totals 25 100 164 100 All of the twenty-five boards interviewed prefer the informal type of interview. The Boards answering by ques- tionnaire indicate that 87.8 per cent of them use the in- formal type of interview while 6.6 per cent of the latter use the formal type with questions prepared beforehand. An in- formal type of meeting with an adequate amount of time 62 scheduled for each interview seems to appeal to most boards. They state that each member feels he wants to know what the applicant's educational program will be like if he is elected and prefers to have the candidate develOp such a program by answering informal questions from each of the board members. TABLE XXIX ReSponSibility for the Election of the New Superintendent The 25 Boards The 164 Boards Present Poliqy Number Per Cent Number Per Cent Final ReSponSibility for Electing New Superintendent Rests in Full Board Alone 25 100 158 96.4 Final Responsibility Does NOT Rest in Full Board Alone 0 0 3 1.8 No Answer 0 O 3 1.8 Totals 25 100 164 100 Policy in Michigan shows that the final responsibility for selecting the new superintendent rests in the full board alone. According to Table XXIX all of the boards interviewed follow this policy while 96.4 per cent of the boards respond- ing to_the questionnaire follow this practice also. Only 1.8 per cent of the latter group do not follow this procedure. 63 TABLE XXX Election of the New Superintendent W W A} The 25 Boards The 164 Boards Present Polipy Number Per Cent Number Per Cent The Superintendent is Elected with a Unanimous Vote 18 72 124 75.7 Superintendents May be Elected by Vote Other than a Unanimous One 7 28 33 20.1 No Answer 0 O 7 4.2 Totals 25 100 164 100 Table XXX Shows that the policy in Michigan is to elect the new superintendent with a unanimous vote of the board. As evidence, 72 per cent of the boards interviewed and 75.7 per cent of the boards responding to the question- naire follow this practice. Only 28 per cent of the former and 20.1 per cent of the latter group indicate that the superintendent may be elected by other than a unanimous vote. Those who favor unanimity fear that election by less than a unanimous vote presents the danger of Opposition to the candidate as soon as he takes office. Once the candidate has been selected, most boards re- lease the name of the successful candidate to the public. Professional courtesy insists that the successful applicant be allowed a reasonable length of time to decide whether or not he will accept the position. 64 SUMMARY 1. Most board members do not have a written list of the qualifications they are seeking in the new administra- tor but prefer to tell him these qualifications orally. Where a new superintendent is to be elected, the board usually determines what these qualifications will be. Where a new high school principal is to be selected, the superintendent and school board generally decide on his qualifications. 2. There is no set salary scale for the new administrator. His first contract is generally for one year. Local candidates are given favorable consideration in most instances provided their qualifications are equally as high as those of other applicants. There are no com- petitive examinations for the principalship in most Michigan systems and no line of advancement in the principalship from elementary to the senior high school. 3. Progress in the various stages of the selection process is usually considered as a confidential matter. There is no clear-cut policy on the setting of time limits for the selection of administrators. Candidates usually pay their own expenses when invited for board interviews and most boards prefer to conduct a positive search rather than wait for applicants to come to them. 65 4. College and university placement bureaus are most widely used to discover candidates for administrative jobs. The State Department of Public Instruction and retiring administrators are also used but to a lesser extent. 5. Most Michigan school systems prefer to have the entire board conduct the preliminary investigation of the candidate. When Special committees are used, the com- mittees have authority to interview candidates, the correSpondence is limited to the selection of the ad— ministrator, the correSpondence is filed with the board secretary and an average of three candidates is gen- erally recommended for the consideration of the entire board. 6. In the final selection, boards like to have an informal type of meeting with final responsibility for the se- lection of superintendents resting in the full board alone. The policy practiced in most Michigan school systems is to elect the new superintendent with a unanimous vote. Chapter V THE PERSONAL QUALIFICATIONS CONSIDERED pg THE SELECTION OE MICHIGAN'S PUBLIC HIGH SCHOOL ADMINISTRATION This chapter is concerned with those personal qualities which are considered in the selection of Michigan's public high school superintendents and principals. It is well to consider such qualifications because the administrator's personal fitness for the job may mean success or failure for his educational program. The administrative candidate who has or attempts to cultivate these qualities and combines them with insight into administrative matters may well be considered as good administrative timber. Edmonson, Roemer and Bacon1 recognized this fact when they wrote, "The mere acquisition of professional information does not guarantee success in the field of school administration. Both the personal qualities and professional training are needed." 1J. B. Edmonson, Joseph Roemer, Francis L. Bacon, The Administration Of The Modern Secondary School, New York: The Macmillan Company, 1948, p. 83. 67 TABLE XXXI Age Range of the New Administrator W ' The 320 The 25 The 164 Superin- Boards Boards tendents Age Range No. Per Cent No. Per Cent No. Per Cent 20 - 25 Years 0 O O 0 O O 25 - 30 Years 0 O 3 1.8 63 19.7 30 - 35 Years 6 24 31 18.9 fi§9 59p;_ 35 - 40 Years 14 56 70 42.7 46 __p;4.4 4O — 45 Years 5 20 39 23.8 9 2.8 45 - 50 Years 0 O tip 6p;p_ 2 .6 50 - 55 Years 0 O 3 1.8 O O 55 - 60 Years 0 O .6 O 0 Does NOT Matter 0 O 1.2 O O No Answer 0 O 5 3.1 11 3.4 Totals 25 100 164 100 320 100 Age Requirement - One of the issues usually considered in the selecting of the public high school administrator is the desired age range. According to Table XXXI, board preference regarding the new superintendent seems to favor the 35 to 40 age bracket while the superintendents would like to have a new principal in the 30-35 year group. Specifically, 56 per cent of the boards interviewed and 42.7 per cent of the boards reSponding to the questionnaire prefer the new super- intendent to be in the 35 to 40 year range. Likewise, 59.1 68 per cent of the superintendents prefer the principal to be in the 30 to 35 year range. Only 1.8 per cent of the boards answering the questionnaire desire a superintendent in the 25-30 year range while 19.7 per cent of the superintendents desire the principal to be in this age group. Only 14.4 per cent of the superintendents desire a new principal in the 35-40 year range. There is much feeling that a top candidate would not be disqualified because of his age. Comments included the statement that candidates are wanted "who are old enough to have had experience and young enough to grow on the job with years of service ahead of them." Another way of saying this might be that new administrators ought to be young enough to be forward looking and old enough to be seasoned. Age is one of the personal factors but the total man is the important consideration. Th9 marriagp requirement - Some communities place a great deal of emphasis on marriage. The wife of the administrator often plays a major role in community acceptance of his edu- cational program. In an attempt to identify the present sit- uation in Michigan regarding the marriage requirement for new administrators, an item.on this matter was included in the questionnaire. According to Table XXXII, page 69, marriage is required by 28 per cent of the boards interviewed, 36.6 per cent of the boards responding to the questionnaire 69 and the superintendents indicate that marriage is required for 11.2 per cent of the new high school principals. No marriage requirement is reported by 72 per cent of the boards interviewed, 58.5 per cent of the boards responding to the questionnaire and by 86.3 per cent of the superintendents answering the questionnaire on the selection of principals. It might be said that even though.marriage may be desired in general, it is not required of the new public high school principal or superintendent. TABLE XXXII Marriage Requirement The 320 The 25 The 164 Superin— ‘ Boardsér Boards tendents Present Policy No. Per Cent No. Per Cent No. Per Cent Marriage is Required 7 28 60 36.6 36 11.2 Marriage is NOT Reguired 18 72 96 58.5 276 86.3 No Preference O O 3 1.8 O O No Answer 0 O 5 3.1 8 2.5 Totals 25 100 164 pAOO 320 100 Certain othep_persona1 qualificatiopp - In regards to other personal qualifications, Table XXXIII presents twenty-seven such qualities. A scale was devised in order to determine whether there are certain personal qualifications which Should receive special and careful attention in the preparation 70 and training of public high school administrators. The twenty-seven items offered each respondent the Opportunity to indicate whether each qualification was considered 1331 Important, Important, Uncertain £3.2g Its Importance, Unimportant, or Very Unimportant in the selection of the public high school superintendent or principal. The abbre- viations, Vimp for Very Important, Imp for Important, Unc for Uncertain, UNImp for Unimportant, and VUNImp for 1351 Unimportant were used to save Space on the questionnaires. The percentage scores for Table XXXIII, page 71, were found by adding the results of the interviews with the twenty-five Boards of Education, the superintendents' questionnaires and the principals' questionnaires. The average was then found and these averages in terms of per- centages are identified in column 7 of Tables I, II, III, IV, and V, Appendix A, Pages 171, 172, 173, 174, and 175. 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O. m.H w.Hm Hw :owposppmcoo ESHsOHanso .w OOH :.m m. m m.mH m.HO H.4H wmw pouHWstmwwmsww .H Hopes penned made; 983 on: man dab? msoh< hoppmfl poonnsm MHNXN mqmt er pron. ECO sq. wiles is served a; the school. (3“? 9c V; 1"] 13m Wavellnrrzt during the fast (‘9?! years has 1') ,-o:1 about "’0 fepiln. Eur your wee BOO lust year. We Will continue {1 eves. She enrollment is about equally dinided so 7 grades and gijh echo 1. ['CI'V" -JIF: a st1”f 3f BC ts: ers 1a1d.e t e tg1chin3 load. Ssv :'al on tha Slaff are lor'zl married tosohnfis Who h-"e made t1:ir bones in the :onnun-?y for a period of geavs. In normal times an equdl balance batveen use and wonon tentter 52 maintained. T?’Hflt€: Teachers have had rather long parlors cf tenrwz it our systemo This applies to oucslde teuzhers as solid as leerl. Our salary schedule is rclat vely high wken compared to many schools of canal size. W3 try to m1intsin a single snl ry standard for equal work, training and reSponsibility. Our range is from $9,600.00 to Ci,OOC.OO for non V00. tsazlcrs. GILZYS"WURC”'P ' 072: Our childrwx are t._1~an:3t>’2~';c d by 11 school 1253;153:211. {HE‘II'YJ‘J 373% being t*:”sg‘rtod firm1‘fiie 38 townships served.) 7 “(1’70’11 [‘1' «fir 1- .. v a 1.1 ‘Js/g)_ . I. I .‘ '. ‘ “' f n . ““ - ‘f‘ b; A u .w . - nlylxg :c3t3 Lro ne.mal. Rent , “30.00 to a?) {-C) per -3Lih nosed 11d Tndm r unwnn*ie- 206 APPENDIX C Selected paragranhs on the legal aSpects and responsi- bilities of school administrators are ascended. Also pre- sented are a cony of the North Central Association Bulletin on "Policies, Regulations, and Criteria for the Anproval of Secondary Schools," and a copy of the salary scale preposed by the Michigan Association of School Administrators. 207 First Class School Districts "The superintendent of schools is appointed by the board for a three year term, his qualifications, duties and compensation being determined by the board.” Second Class School Districts "The superintendent of schools who is reSponsible for the executive management and control of the educational de- partment of the school system is appointed by the board for a term not exceeding three years, his qualifications being determined by the board. The board may appoint a business manager for a term not exceeding three years and delegate to him the management and control of purchases, contracts, and other business matters to such an extent as the board may determine. Both the superintendent of schools and the busi- ness manager may be removed from office before the eXpiration of their contracts by a 2/5 vote of the board of education."2 Third Glass School Districts "The superintendent, appointed for a term not to ex- ceed five years, is responsible for putting into practice the educational policies of the state and of the board of edu- cation, and assisting the board in all matters pertaining to the general welfare of the school in accordance with the board direction. The superintendent must be a college graduate or have equivalent educational qualifications." Rural Agricultural School "The superintendent, appointed by the board, has the reSponsibility of putting into practice the general educa- tional policies of the state and of the board in accordance with board directions. He must hold at least a state life certificate or state normal diploma, or possess equivalent educational qualifications."4 IEngene B. Elliott, "Michigan's System of Public In- struction," Bulletin No. 407, Office of the Superintendent of Public Instruction,vlansing, Michigan, 1944, p. 17. 21bid, p. 18 3Ibld, p. 19 4Ibld, p. 20 Township School District "The board of education employs the superintendent of schools who is the holder of at least a state life certifi- cate or normal school diploma, or has equivalent educational qualifications and is a graduate of a college or university of recognized standing. It is the duty of the superintendent to assist the board in all matters pertaining to the general welfare of the school End to perform such other duties as the board may direct." Graded School District "If the board employs six or more teachers, it must employ a superintcrdent who is the holder of at least a state life certificate, a normal school diploma, or has equivalent educational qualifications." Primary School District "The school board of the primary district has no authority to employ a superintendent.' "The Educational duties of a Graded School Superin- tendent are: 1. To recommend in writing all teachers necessary for the schools and to suSpend any teachers for cause until the board of education may consider such suSpension. 2. To classify and control the promotion of pupils. 3. To recommend to the board the best methods of arranging the course of study and the proper textbooks to be used. 4. To make reports in writing to the board of edu- cation and to the Superintendent of Public In- struction annually or oftener if required, in re- gard to all matters pertaining to the educational interests of the district. 51bid, p. 21. 6Ibld, p. 21. 71bid, p. 22. 209 5. To supervise and direct the work of the teachers and other employees of the board of education. 6. To assist the board in all matters pertaining to the general welfare of the school and to perfogm such other duties as the board may determine.I Extra-leggl Reguirements "The administrative head of the schools is the chief executive officer of the board of education. Subject to the approval of the board of education, the administrative head is responsible for the selection and assignment of all school employees, the business management of the schools including school plant and equipment, the administration and supervision of the educational program, and the_program of public rela- tions. The better the administrative personnel, the more efficient will be the organization and management and the greater the probability of the successful attainment of the school's objectives, provided the personnel is always mind- ful of the primary function of the school - the development of its pupils. Success should be neasured in terms of re- sults, not of machinery." "The administration of the school is such as to insure well organized and well-managed school, effectively and intelligently supervised, and meeting the needs and interests of the pupils and of the community. Effectiveness of organi- zation, permanency of tenure of all staff members, as shown by the history of the school, and the attitude and support of the community are matters which will be taken into con- sideration in determining whether the school is eligible for accrediting. "Interference with the administration of the high school by organized groups of teachers or pupils, by the board of education, or by organized groups outside the school, when such interference is likely to result in a lowering of the effectiveness of the educational progrmn, will be considered sufficient grounds for an official visit and inquiry into the condition of the school."10 TIbid, p. 380 Policies Regulations, and Criteria for the Approval of Secondary Schools The North Central Association of Col— leges and Secondary Schools, Officers of the Commission on Secondary Schools, y1950-1951, pp. 17-18. lOIbid, p. 19. 210 "The principal (or the administrative head of the secondary school) has had at least two years of teaching ex- perience and possesses as a minimum a Master' 3 degree from an institution of higher education qualified to offer grad- uate work. His preparation in school administration and supervision includes an apprOpriate distribution of graduate work covering these phases of the school administrator's work which are professional in character, such as secondary school administration, curriculum making, the supervision of instruction, methods of teaching, philosophy of education, history of education, pupil activities, guidance, health and safety, vocational education, personnel records and reports, and school finance. Anyone who holds the title of principal meets the foregoing requirements. "The superintendent of the schools or the administra- tive head of the school system has the teaching experiencg1 and professional preparation described in Regulation 4A." llIbid, p. 11. 211 I79! 3) The North Central Association .1 Colleges and Secondary Schools Founded in 1895 pm, Rm, an! em {a (A. AM a] 3M, seine/4 0.. OFFICERS OF THE COMMISSION ON SECONDARY SCHOOLS, 1950-1951 Chairman—Eur. R. szrrr. Proviso Township High School, Mawood, Illinois. Secretary—lino“ C. JOHNSTON, Wayne University, Detroit 1, OFFICERS OF THE ASSOCIATION 1950-1951 Prmidi’nI—MAT‘T L. ELLIS, Hendrix College, Conway, Arkansas Secretary—G. W. Rostrum, Univeniry of Nebraska, Lincoln, Nebraska Treasurer-~WILLMM E. McVn, DePaul University, Chicago, Illinoil —————.—_—_.—‘___ ——————_ CHAIRMEN OF THE STATE COMMITTEES OF THE COMMISSION ON SECONDARY SCHOOLS Arizona—O. K. Carretson, University of Arizona, Tucson, Am a Arkansas—M. R. Owens, State Department of Education, Little Rock, Arkansas Colorado—Stephen A. Romine, University of Colorado, Boulder, Colorado Illinois—L. B. Fisher, University of Illinois, ana, Illinois Indiana—C. G. F. Franzen. Indiana University, Bloomington, Indiana Iowa—L. A. Van Dyke, State University of Iowa, Iowa City, Iowa Kansas—Ralph Stinson, State Department of Education, Topeka, Kansas Michigan—Lawrence E. Vredevoe, University of Michigan, Ann Arbor, Michigan Minnesota—E. M. Weltain, State Department of Education, St. Paul, Minnesota Missouri—John Rufi, University of Missouri, Columbia, Missouri Montana—William King, State Department of Public Instruction, Helena, Montana Nebraska—Floyd A. Miller, State Department of Public Instruction, Lincoln, Nebraska New Mexico—E. I'I. Fixley, University of New Mexico, Albuquerque, New Mexico North Dakota—Richard K. Klein, State Department of Public Instruction, Bismarck, North Dakota Ohio—R. M. Garrison, State De artme t I Ed t' Columbus, Ohio p n 0 uca ion, Oklahoma—J. Standifer Keas, St 1 D rt , Oklahoma City, Oklaho :1 :3 epa ment of Education, South Dakota—W. Marvin Kern , St t D ' Instruction, Pierre, Scull: Difkfita epartment Of Public West Vir 'nia—A. J. Gibson, State Department of ducation, Charleston, West Virginia Wisconsin—R. F. Lewis, State De . . partment of Public Inst ' Madison, Wisconsin I ruction, Wyoming—L. R. Killer, University of Wyoming ramte, Wyoming ’ “The C ment and I for univers tinued imp €5ectivenes levels thro the solution (300per3tiW and colleg ASsociatim Tillationshi accrediting .:t' 3(‘80011 . M, .t i; ”(It)". an. '!.110 I 0. { },.twatio¢ a score J E nation. I! [fibitC If "11);“. "1 putt). IQst“ 0‘ ‘L4AI‘ " 't‘ "1. .! Educ-"‘0" I? II! P doll-C i" in urn-(1.)“. HITTEIE 0' a ‘ 4min; (ham "The object of the Association shall he the develop- ment and maintenance of high standards of excellence for universities, colleges. and secondary schools, the con- tinued improvement of the educational program and the elIer-tiveness of instruction on secondary and college levels through a scientific and professional approach to the solution of educational problems, the establishment of cooperative relationships between the secondary schools and colleges and universities within the territory of the Association. and the maintenance of ellcctive working relationships with other educational organizations and arcrt-ditina anemic: " b ‘ h ' ' GUIDING PRINCIPLES 1. An institution should be judged. upon the total pa rn it presents as an institutior ' cit seems necessary that institutions terms of particular characteristics, it shoo m t at wide variations will appear in success achieved. ver ence from ards m ur 1 one of characte greatly detra ting fro th ducational mstitution. ormit very detail tional experimentation and is not onl ut undesirable. 7. Criteria. to b ' of maxnnum value, shou mg and conduciv to educational growt e instruments or continuous self-e should provide th e1 entive to strive cor 1g er goals of achievement. I I H .ITS .ip--n the basis of the 'st.li.'t.'nn of it.- hpe. '.iutio.':l If iti‘tfii in t, it shouid he Muf- ;-ear in the degree of if of procedure III]! omprmated for bv i should be denied "rt a speutir stand. 3 mt is good. her as is posed-la in e purpose which it I'ie {art ehu'iid l-e 'H r'! ell-I am. 4:: i.’ a type that can it CHDdIIiOflI. upon a suficient than to establish ‘tII. 2:" regard as basic itiffi' preparation. (howl. the nature 3' equipment and rary and library vie policies of the "us. the teaching ~huuid be recog- l5" normal stand- ;‘eristit‘s without .il merits of an .-I stilles educa- .'_v unnecessary id be stimulat- i; IIH’\' slinultl \.lIU.’lItUn and ~t.iiitl_\ toward O POLICIES OI" THE COMMISSION 3 ON SECONDARY SCHOOLS ' ‘oiacr I. A school which has submitted its annual report to the State Committee, which is in the highest class of schools as otlicially listed by the properly con- stituted educational authorities of the state and which has been approved continuously for five years shall not he dropped without a year's warning except by a three-fourths vote of the members of the Commission present. A school which has not been approved continuously for five years may be drop- ped without warning. Poucv 2. It is the policy of the (_‘oiiiiiii.~‘~ioii t0 reconunend the removal from the approve-«L li-t of the Association of any H‘ltilnl which, after a year's warning. con- tinues to violate the same Regulation or Criterion \si’titdt has violated the previous year. L'pon the remiminendation of the State Committee. however, this- policy may be waived by a three-fourths vote of the Iinmmissinn members present. State Committees are encouraged to advise a school which has been warned for violation of a Regulation or a Lritermn to submit to an evaluation. using the [Li-alumna Criteria. This evaluation is to be carried out when, in the opinion of the State Committee, it will assist in improving the Condition for which the school was warned, or in explaining the extenuating Circumstances which may justify a second warning. or even the discontinuance of the warning. Power 3. Secondary schools are approved {or an indefinite period. All schools on the approved list. however, shall submit such reports as the Commission may “squire. The certificate showing that a school is approved by the. Association is valid as long as the school meets the conditions for approval as defined by the Commission on Secondary Schools and ap- proved by the Association. Poucr 4. Credits acquired through summer session work, extension courses, correSpondence courses. or state examinations will be accepted by the Association as counting toward the preparation of the teacher, if such credits are accepted by an approved institu- tion of higher education. The Association recognizes that credit established in accordance with the recommendations in A Guide to the Ei-aluation 0/ Educational Experiences in the Armed Services is sound. Such credit may be counted as a part of the preparation of the teacher, when accepted by an approved institution of higher education. _5_ Poucv 5. The Chairman of the State (50:33:38? agentl 0f f Chmniuildcziidldnihe (Secretary v shooso tesa .3 neiission on Secondary Schools. iii; to the Commission for the (3115:“ such and filing of all 1'eport(si..rz;rctt 01‘ ' sociation may 1 . . glshid‘eCIhZinnan of the State Commt either the Committee representativetx University or of the State Departmen‘ and shall he selected by mayority \yoi : Committee. subject to the approve 0 Committee. He she“ be elected ior _ vears. and shall be eligible to sueeeex may continue in ghee oak; so \on% as i oi the State ommlttee. ‘ . ‘1): the event oi she‘smex‘m‘xke. Qws.\\\\\\ \‘meVem 93 ohms: 03 an incumbent. t mittee shall elect a chairman to (30ml pired term. The meeting for 1122;?“ called h\ r the set/(WW' inyMW%//mawmr Poucv 6. The interim authority for interpri Regulations, and Criteria for the AP, ondary Schools is the Secretary of tl on Secondary Schools. Poucv 7. It is the policy of the Association sc 0013 for violation of the condition to the approved list of the Aasociafi from this list any high school whi same Regulation or Criterion dur years. High schools may also be war in enever it becomes evident that violate conditions for eligibility t. list. In e case of a minor viola anon may instruct the State Commi .ool concerned. It is the polic ation not to take a n action which i t recommended h ' . y the State rst notifying the committee of the State Committees are encouraged t which ‘ ‘ n warned ior violaticr or a Cntenon to an mit to an ev. valuauve Cmeria. (See Policy 2) Poucr 8. 1n the case 0 ,\ .. . :"e Cerf"? 91. :e I 'V")‘ he of 'i’ VL‘.‘ 2""r't ft ' ':’ 7 " s ’e 4'“; ”1' ...' \3: {their "' tni 9'4 a 1'1: " .3 '-s s, vehjl _‘ '79.: :3 g as he .s s 2:“:- 0 r 'ir".v- :.-: v, o 03,. \-!" I. O :... r» "w "t .r;terprrnng Pc-Ti'iea the .tttr'rmsl of >6:- rs of the Comm-u: :stinn to warn M: ulations {or elrgttfim mcistmn and to droa l which nolates the I: during consecutive " warned-1r (if {We}. bet thev frequentlv .tv to the approved .olation. the Associ- rmuttee to advise the -lrcv of the Assoc;- I‘h is different from Committee without "he state concerned. .‘ to advise a schnoi tion of a Regulation evaluation. using the II ~ols of any state. ’ItlUflS and Criteria inn and approved ‘tiileil lit’ the State In must be sup- ‘ t s .‘ia .o my -.; e ‘l ,0. as r 9" ‘: L___ M— +13 ported by substantial evidence showing that these ' ---.~ “-1. ~.o 'r» E . J deviations are justifiable. run. f'e 1.2'1‘. No school should be denied approval if it fails to meet tully all Criteria and Regulations. rovided its total educational pattern is good. as revealed by the results of s Competent survey or other evidence. Policy 8 also apt-hes to New school-i smelting aclniiuion. State Com- nuttrv-s are. jlt‘tllll'ti in expecting chm-r adherence to pulili-hcd regulations and criteria in the case of new schools. Special attention should he gisen to the reports ol .‘tnte Louumttrm which have u-ml the Emiuutii‘e (."tterm as one of the steps to be taken by no-w schools In making their application for admission. It is recom- mended that Nate Committees a-k each prospective new school to carry out at least a self Mainstion using the Itiaiurm'ie Criteria. Such schools should be encouruut'd to use the toll Cooperative Study prom-«lure, supple- mentv-«l by a review oi the self evaluation by a visiting Coriitnittce or by the State Committee. The conditions for eligibility to the approved list of the Association are included under two separate classifi- cations: A. Regulations. B. Criteria for the Evaluation of Secondary Schools. Write for the brilliant-e Criteria to: Cooperative Study of Secondary School Standard-a, 711 Jackson Place, \Vashingtoti. D. C. For Earning Secondary«School Credit in The Armed force's. write to the National Association of Secondary- School Principals. National Education Associatirm. 1201 Sines-nth Street. N. \V.. Washington 6. l). (I. REGULATIONS Regulations are those yardsticks which serve to assist schools which are members of the Association with definite guidance as to the necessary minima to be observed. In other words. regulations are floors below which them seems to be agreement that schools may not {all and still be of the type that should be considered good schools according to the Association's Criteria. REGULATION 1. The Annual Report Blank. The Association is llntit'r no obligation to consider a school for unqualified approval unless the annual report blanks _7_ have been prOperly and completely filled out and on file with the State Chairman on the dates determ; the Commission. REGULATION 2. Organization of the School. ondary school shall base its report on all grades in: in its organization} REGULATION 3. Qualifications of Stafl Membe. (A) Instructional Stafl. (1) General Preparation. ,All men of the instructional staH possess a Bachelor 5 degree-N an institution of higher education approved byStclfoo' Central Association of Colleges and Secondary . s i from an institution of equal standing. (Excepttorztet be made when recommended by the State Comm]! 08 the case of teachers of trades, if these teachers are ent” qualified to teach in the state and have had the appre ship training required in their respective trades.) Graduates of colleges not recogntl; by the North Central Association or by imy 338‘ regional accrediting agency may become eltglb t? it? n l in a secondary school accredited'by the Alf-900.1352” c being admitted to graduate standing in an .lnstitubl an higher education accredited by the Association or liting other regional accrediting agency, and by CFmP duati successfully not less than six semester. hours 0 gm} to work. This part of the Regulation is not to app Y ch graduates of non-accredited colleges who dealre to tea d in the state in which they were graduated, when apPTOVC individually in accordance with the policy of the State Committee. Teachers in school systems haying'ttvo or more high schools, who are transferred by the admim: trative oflicer from one school to another, and who, that? not fully qualified, have been accepted preyiously by e Association, when they teach the same subjects tn a new school as they were teaching in their former posrtiottli, shall be accepted by the Association as preperly quahfie teachers, provided that the system encourages teachers who are not fully qualified to continue their educational preparation, and that evidence exists that progress is being made.3 1A six-year high school may, with the approval of the State Com- mittee, report u Don the upper three years of the school. 2Except where specificall _ y stated (as in the case of library person- nel), requ1remcnts pertaining to staff preparation are not retro- active and do not inv alidatc the qualification of a stafl member who was fully qualified under the standards applicable at the time of his appointment to his present position. 311: the case of church schools, “school system” is taken to mean a group of schools under the central administrative control of a particular religious order. ' . v I I q . Q ' "o . is .r: :' ’3': ' .i"s WK”. '0: 7‘ ‘ :5! .cs'fi'o‘i A Er- r If rain .35.?" ' \L; " lfr'tfe't.’ _ ‘ Jets. 1:: W :-.e: rt 6“???” - ruse-t 51 t3! .\ «'1‘: 2,. .- fsn Stain: :‘1 r T, '9 :3" am... '3 ".9? ;: in "TO ire-71:" or: v . 31:1". 1 _,ve 'ra.V\' «v‘ “x "erg”!!! ‘u- v f 1 t 1' i' I‘ I" n. . ie as 22:: fit ha *‘ 3:5":- :' 0 'v ' c o: :1 an 12‘s....” s’«’.'.1:A.'n 0t 5' ‘5' ml 1'? C"mil'l"’:g r :. tun 0f grit-11‘ s not In W?“ '9 . 5,.» tics." ‘0 it“; w i. when IF’F'r?'ec firs of {it 3’3 '- stems haunt two rd l-v the admin» '. and who, thouth previously hv ‘ili th‘U In I M‘ f 'rmer position. ruperly QUIlIDt‘d -~:irsees teacher! their education that progress t! .l the .‘tste C13" . “.5, n'l. i-f til-VI" W0. '1 are not re!» t a stat! n-emnd wii fit at the that .s taken to melt! tfisr (”nth-l Oi l (2) Professional Preparation. The mini- ’ nurn professional preparation of individual members of the instructional staff is fifteen semester hours of educa- tion. in the case of a teacher whose professional prepa- ration Cotlsists of less than fifteen semester hours. the 5tate (.nmmittee ~hall have power to waive this Regula- tion if. in its judi'tnent. the teacher is otherwise highly qunlllit'ti and is doing clearly superior work. (3| Preparation in Teaching Areas. Ad— equate preparation in teaching fields and areas is defined as that whirh meets the leaal requirements of the state in which the school is located and also any special re- quirements set up by legallv constituted educational au~ thorities 0f the state. provided. however. that the min- imum preparation is fifteen semester hours at the college level in any one of the following areas: language arts. a foreign language, social studies, science, mathematica, ltUStltC\5. health and physical education. music. art. home economics. agriculture, and industrial arts. and adequate preparation in each subject taught.‘ In the case of a teacher who devotes a minor fraction of his time to the teaching of a particular subject, a reasonable deviation from the minimum preparation may he accepted when ap- proved by the State Committee. in the case of unified courses which draw their suliject matter from two or more teaching fields. the minimum preparation expected will be twenty semester hours on the college level, apprOpriately dis— tributed among the teaching fields concerned. Each State Committee will submit to the Secretary of the Commission on Secondary Schools the requirements of the properly constituted educational authorities of the state pertaining to the preparation of teachers in suhject fields and areas. ‘ 1} Rt't‘nrtfs 0/ Teachers. Preparation. An oflitrial tr it.~t'ript or a certified copy of the college prepa- ration of eaeh teacher is kept on tile in the ollice of the atlrnini~trative head of the school or srliool system. All information which pertains to the preparation of teachers is secured from such oflieial records. An oliir'ial transcript is the in~titutional credit record signed hy the registering ofiieer of the higher institution certifying: the credits. Its suhmiu'ion to the State Chairman for evaluation may he required. A certified copy of the transcript may he accepted. ‘Deductions in mathematics or in any one foreign language may be allowed to the extent of two semester hours for each unit earned in high school, not to exceed a total deduction of six semester hours. (B) Library Stafls, (1) The Librarian. In schools with rollment of 500 or more pupils, the librarian is a ful librarian. In schools with an enrollment of 2G upils, the librarian may be a full-time librarian, a a ll librarian, or a teacher-librarian; at least hal time of a teacher-librarian is devoted to the library schools with an enrollment of less than 200 pupil least two periods a day of the teacher-librarian’s timu devoted to the library. (2) Professional Preparation. The l1 rian meets the requirements of Regulation 3A (1 ) (2). In a school with an enrollment of 500 or m pupils, the librarian has completed a minimum of semester hours of library science. In a school u an enrollment of 200499 pupils, the librarian hascc leted a minimum of 16 semester hours of library scren n a school with an enrollment of less than 200 pup! the librarian has completed a minimum of 6 semest hours in library science. The work in library science includt such courses as the following: school library organi: ation and administration, cataloging and classificattor hook selection and acquisition with emphasis on the read ing and needs of adolescents, reference material, am general bibliography. (3) Assistants. Provision is made for an adequate number of assistants to the librarian, either as assistanblibrarians or as pupil-librarians, (C) Other Professional Stafl (physician, den- fifit. nurse, psychiatrist, psychologist). Members of the non-instructional professional staff meet the requirements of the state in which the school is located. (D) Clerical Stafl. Adequate clerical assist- ance is provided. The qualifications of such personnel include, as a minimum, high school graduation and prepa' ration in office practice. 03) Custodial Stafl. The members of the cus- “dial staff meet the state requirements pertaining to their naming and employment. REGULATION 4. Administrative Stafi. (A) Principal. The principal (or the admin- istrative head of the secondary school) has had at least two years of teaching experience and possesses as a mini- mum a Master’s degree from an institution of higher edu- ‘Regulation 3(8) shall be in force upon adoption, but exceptions may be made by the State Committee until the school year 1955-56. _10_ m '43:“ '; * LIE"; . i': w}wisu.t;12:' T'tnlnttlifl..f" .. ,N 'r'vnt 3.’ :h' e ..t rattan I It.:‘-'- at lent hr! the "a the i :tan is -- m :u paint. it ' ...' tans". s 2.1! tr! rats 1. The lift: “ma 2‘ ll 1.1-d 't of St“ or m-fl .. - l ‘l s n..n.:r..m 0. . 'n . “f: .r-l ilk ...' titan h” “9' . of 1.? tan ment?- us than 2‘" Phi'uh .-m ti (J [3302‘ a rare incisdd l.E-ran' orcsntt- 1nd clawtt-‘stsm .'..1~:son the res we materzal. trd n 1‘. made i"! ” 'ranan. “”1" u .9. tt'hssiciln. dm' Mani-er! 0‘ the rv'qmremtflll l. _» (lrftCIl gut" ' such pfrgonDC ,flittn Ind Prep.‘ l-crs of the cus- rtstning to that ..r the a‘l'nln' t- lt.ttl at “3°15 W., as a mint- ul' higher cdu' .. Mt caret-“'1'" not rest PM cation qualified to ollcr Ernduate Work. ”is preparation in .." school administration and supernsion includes an appro- gprtatc tlt‘ttlltuttnn of graduate work covering those phases of the sa.hool adtmmstrator's work which arc professional in (harartcr. such as secondary school administration, Currtrulum making, the supcnl-tort of instruction. metho ads ol teaching. philowphv of education. history of ed“. r.tt.on. puptl actnttzcs. guidance. health and safety, voca- lthlJl education. pcr~onncl records and reports, and school finance. Ansone who holds the title of principal meets the iorcgoing requirements. llil 5Upo'nnlr'ltliv'nl. The Bilitt'fittlt‘lttlt'tlt 0i .. l." -l- or the udnnni~trsttw head of tiu- s‘rhool systcm has the teaching ex perience and professional preparation (lowcrtl-cd in lit-gulutmn 4:\. Hit Supert-t'son' and Guidance Assistants. Any member of the faculty who assists the administrative head of the I‘l‘hOUl in the supervision of in~truction possesses, II a minimum. the n-quiremo-nts specified in Regulation 3A llt and (2|. and, in addition. an appropriate distrihuo tion of graduate work in such fields as the supervision of in~truction in the secondary school. personnel and guid- ance, methods of teaching. educational psychology, and philosophy of education. REGULATION 5. Length of School Year. The min- imum length of the school war is thirty-six weeks. 180 «law. with a minimum of 172 days of classes actually in session. REGULATION 6. Length 0/ Class Period. (A) A school may elect to conduct classes on the.- short period hasis, the long period basis, or a Combination of the two. The minimum length of the short class period {or one unit of credit is defined as 4” minutes. exclusive of all time used in the changing of clones or teachers. five times a week for thirty-six weeks, or It‘ll) days. Under this plan, two class periods necessi- tating little or no preparation outside of class are con- sidered as equivalent to one period of prepared class work. (B) The length of the laboratory or long class period. for one unit of credit and for the purposes of this lir‘tzulation. is defined as a minimum of 55 minutes ex- clusive of all time used for the changing of classes or teachers. Under the long period plan, directed study may be substituted for the outside preparation required {or the short period class. Under the short or the long period plan. however, a reasonable amount of outside or inde- pendent study by pupils in accordance with their abilities is encouraged. 1. [ REGULATION 7. Requirements for Graduation. (A) A threeoyear senior high school requires minimum of twelve units, or 120 semester hours, for graduation. Four-year senior high schools require a minimum of sixteen units, or 160 semester hours, for graduation. Six-year high schools require a minimum of twelve units, or 120 semester hours, earned in the upper three years. (See Regulation 2.) (B) A semester hour is defined as the amount of credit granted for the completion of a course covering one semester and consisting of one class period weekly, as defined in Regulation 6. (C) In order to permit variation from the fore- going definitions of a quantitative unit of credit based upon time element and to stimulate improved standards of scholarship, the school may elect to grant credit on a qualitative basis. School authorities, therefore, are en- couraged to determine credit through the use of approved end-of-course tests. These tests measure the achievement ordinarily required fer credit in a one or two semester course. Any supplementary evidence which may be con- sidered necessary or desirable to establish the validity of such credit may be required. (D) State Committees are empowered to ape prove this plan for those schools wishing to adapt it, provided the school has personnel trained for the ad- ministration of such testing program. The scores of such tests may be used for the transfer of credit to other schools and to colleges. (E) Tests may be used to classify individuals entering school with educational experience for which regular transcripts of credit are not available. Each in- dividual thus tested is placed in the educational courses best suited to his needs. Racuumon 8. Size of School. An approved whoa] employs, as a minimum, a number of teachers whose full- time equivalency is one in excess of the number of years in the organization of the school. REGULATION 9. Pupil Load. In order to protect the social as well as the intellectual maturity of the pupil, it is advisable that he have four years experience in a four-year high school or three years experience in a three-year high school in order to graduate.‘ In e‘x- ceptional cases, pupils may be allowed to graduate in less than the time specified above, provided that adequate guidance procedures have been followed. ‘1! the school has a summer session, the time spent may be counted as a proportionate part of the school year. ._.12_ B [or CW l.rb school requir- Il mar-«rt hours is r!) schools require a ’l senses!" hours {or I repair! 0 minimal ‘mm. can-mi is l 2.: lord as the amount of ‘I' a course catering IlJI period weekly. inion from 1150“" nit 0/ ”'3 mprm'rd standsfdl . (rant ("fill °" ‘ therefore. an! an- : use 0’ WW" . the uhiet‘cmfl" rh DIV be con- t . . 5 the validity 0‘ word 0 a other schOOl' fv individ“.‘" ee {or rt". ’18. EJCh m- ional ‘0'” [oved #00] I who“ In“. her of I” Huntumx 11). Teaching Load. in determin- compunents: the number of periods of class teach- "W. the number of different preparations, study hall duty. class size. total number of pupils taught daily, the demands made in the wav of any guidance and super- visory activities, and the duties involved in the sponsor- ship of pupil activities. Due allowance is made in Cum- puting the teacher load for special assignments to com- mittee work whose purpose is to improve any phase of the school promm. The desirable maximum equivalency of a combination of such duties is six periods daily for the short period schedule. and five periods daily for the lengthened period schedule. A teaching load in excess of seven perimls daily. including study hall assignments, for the short period schedule and six periods daily. including study hall assignments, for the lengthened period schedule is considered a violation of this Regulation. The total teaching load is not excessive and is distributed equitably among the teaching stafi.’ RECI'LATION 11. Library Expenditures. (A) That part of the annual secondary school budget devoted to library expenditures varies according to the size of the school; the smaller the school. the greater the pupil per capita expenditure. A minimum amount of 3200,00 is expended annually in each secondary school for the purchase of library books. periodicals. news- papers. pamphlets. vertical file materials. and supplies. (8) The budget is planned in accordance with the library needs as shown by the annual library inventory and in accordance with the school's objectives for library service. The following scale of annual expenditures is recommended as a guide. ools with an enrollment of 1000 or more pupils expend approximately 50 cents per pupil. Schools with an enrollment of 500 to 999 pupils expend approximately 75 cents per pupil. dSchools with lan‘enrollrnent of 200 to 499 u ilsex approximate y 1.00 u il. P P pen Schools with an enrol’lumehtpof less than 200 pupils expend not less than $200.00. REGULATION 12. Financial Support. The financial condition of the school district or governing body is such that it is possible for the school to meet the conditions for accreditation and to maintain reasonably well stand- ards of excellence as indicated in the Criteria. . ‘5 the tearliing load. consideration is given to the follow 8 r . 7An average enrollment in the school in excess of thirty pu ils per teacher is considered as a violation of this Regulation. or tin purpose of interpreting this Regulation, the principal. vico principals, study hall teachers. vocational advisers. librarians. and other supervisory ollicers may be counted as teachers for such portion of their time as they devote to the management of the hi5h aehool. -- 13— CRITERIA The standards of excellence which a school held-:9 membership in the North Central Association is expec to maintain are based on statements in the Evaluative Criteria, as developed by the Cooperative Study of Sec- ondary School Standards. CRITERION 1. Philosophy and Objectives. (A) Pupil Population and School Community- Since the school exists for the educational needs of It! constituency, it should be familiar with the distinctive characteristics of the community, such as its sociological composition, its social, economic, religious, recreational and educational institutions and agencies, and the educa- tional needs of both youth and adults. Since the local community is also a part of the state, nation, and world. the school must also be concerned with an understand- ing of the social, political, economic, and other forces of these larger communities and with the development of the ability of all peoples to live together in one world. A school, therefore, should develop its philosophy and objectives from an analysis of such social factors. (B) PhilosOphy of the School. Each school should be free to determine its philosophy to the extent that it promotes the principles and spirit of American democracy. The statement of philosophy should be written, implemented by a specific statement of objectives, and manifested in the educational program of the school. CRITERION 2. Educational Program. The edu- cational program of the school is concerned with more than the accumulation of knowledge, development of skills, and improvement of understandings. The develop- ment of interests, tastes, appreciations, ideals, and atti- tudes, and the functioning of all these elements in a democratic society should be included in the educational program. An educational program which is concerned only with preparation for college can no.longer be considered an adequate offering for a school, although preparation for college should continue to be one function of sec- ondary education. The program should provide for the interests, needs, and abilities of all pupils as well as for the requirements of the community and the public sup- porting the school. The evaluation of an educational program should be made in terms of the curriculum and courses of study. pupil activities, the library, guidance, instruction, and outcomes. . l A) Curriculum. The curriculum should be chiefly concerned with the orientation, guidance, in- _14_ m (I) m H r‘ p. r. __ __ struction. and participation of youth in those significant J was of living for which education should supplement work of other social institutions. rcnents in the [militate w 'prrstne Stub of Set- ‘lJ 06115355,, and Silt-«ll C’WL'WFJ‘. «locational Well of its . :sr with the mom lath as its svanlurtal ', religion "(mu-1 treaties and the sdsd‘ .tlults. Since the local are, net: >n. and will d with an understand 1:. and nther farm of I lhe development of tether in one Iorld ’ its ltllostplly sad socu factors. hoof. [Jrh schml vsophy lo the eaten! spirit of Amend“ ulnph" IlWUld k ment of objectives 'rsm of the school. rram. Tl" “in. ',,,,,.i with marI ck-vclftptm'm ° rs. mdevelop' Hitllfl and Far elemrnu .‘n ‘ the gducstiofl‘l onerfl“d only he comi‘l‘." n r1310” h P W! sec- , well u {at public ”P- r.” .bould L., or study- .ca'on. ‘9 .houfd _be lane‘s m- f “HS Constant adaptation and development of the curriculum should be a cooperative enterprise one! - my all staff members. carried on under competent less ership. and using all available resources. Carefully conducted and supervised experimentation for curriculum development is desirable. . . (B) Pupil Activity Program. The pupil ac- tivity program should aim to develop desirable social traits and behavior patterns in an environment favorable to their growth. Special importance should be attached to provision for pupil participation through student councrls or similar organizations in the administration of thme school functions which especially concern the interest and welfare of pupils. The activity pro should not only provide opportunity for developingm ership ability but should stimulate active participation 0 all pupils in appropriate school organisations and com- munity activities. . (C) Library Service. The library is easily l0- cemble to pupils. adequate in size. and attractive in ap- pearsnce. Adequate provisions for the school library should include the following: (1) a well-educated. ‘- uent librarian; 42) books and periodicals to supply the needs for reference, research. and cultural and inspira- tional reading; (3i provision for keeping all materials fully catalogued and well organized; (4) a budget which provides adequately for the maintenance and improve- ment of the library; (5» encouragement of pupils in the development of the habit of readin and enjoying books and periodicals of good qualit an real value; (6) con- tinuous and systematic use of library by teachers. ( D) Guidance Service. Guidance, as applied to the secondary school. should be thought of as a service designed to give systematic aid to pupils in making adjustments to various types of problems which they must meet—educational. wcaa'o , mo social, civic and personal. Guidance activitiea should be organized into a definite program in which each stafl member is a responsible participant. Where counselors are available. they should be responsible not only for specific activities but for stimulating and assisting teach- ers in their guidance activities. (E) Instruction. In the instructional rogram evidence should be found of: (1) goals or o jeetives appropriate to the degree of development of pupils and in keeping with the purposes of the school; (2) the selection and use of varied types of teaching and learning _u_ materials and experiences; (3) the adj ustme and organization to conditions and needs 01 group and as individuals; (4) the use of eve means available in the evaluation of progress of learning; (5) a personal relationship of respect, and helpfulness between teachers a resulting in similar relationships between sch 01 munity; (6) provision for all desirable type ings; (7) definite and adequate learning by p: outcome. The efliciency of instruction, the habits of thought and study, the general intelle moral tone of a school, and the cooperative attitu community are paramount factors. Only schc rank well in these particulars are considered clip the list of schools approved by the Association. (F) Evaluation of Outcomes. In the tional program of a good secondary school, maj cern should be given to attaining desirable outcorz to the various kinds of evidence indicating that sum comes are being realized. The results of the learning process a include: (1) factual information or knowledge; meaning and understanding; (3) abilities to do—ki edge and understanding combined with skill; (4) c able attitudes—scientific, social, moral, and otl (5) worthy ideals, purposes, appreciations, and inten and (6) resultant intelligent participation in general activities. CRITERION 3. School Stafl. (A) Instructional Stafl. The stall should . a group of individually competent persons, organizr into a cooperative body, having common purposes an motivated by the philosophy and objectives of the schoo Diversity of preparation and viewpoints is desirable lo a well-rounded staff, but its members should have the ability and the desire to work together, cheerfully, hat: moniously, and efficiently for the good of the school and its pupils. Each member of such a stall should give evidence of awareness and understanding of educational problems and of continuous professional growth. The number of stafi' members should be adequate for the curriculum oflemd, the school’s enroll- ment, and the special needs of the pupils and the com- munity. The teaching load and the total working load should be such as not to endanger the special needs of pupils. Each staff member should have broad, general scholarship, thorough preparation in his special field, professional competence, and reasonable social de- velOpment. In the selection of individual stall members, __16_ adjustment of method needs of pupils as he of every leritirna progress and quality inship of confidence. eschen and pupils. seen KlMul and com- abls types of lean- rung by pupils as an action. the acquired rrsl intellectual and rative attitude 0 Only schools that sidered eligible for variation. ea. in the ethics. school. major con- irshle outcomes an sting that such out- Ul’l [OfflI fiould r gnarled“: (zl ities to do—km'd' i. am.- (4) dw- )ral. and om"; inn]. and intemffi ion in general hf! _. ,uff should be -r~0n.. nrgflnll? ,hnuld hm I!” cheerfullyv m I the schOOl , “1’ should [1" r of 'duc‘tjoll growl/t. bers should 5‘ school's ”roll- , md ll]. ”- "runs 1°“ .ccs'al bout of he" bro!!- in ihle 00d“ *- tafl' m attention should be given to teaching ability. personality, lth. and character. In evaluating the adequacy of the ral preparation of the imtructional stalf. State Com- mittees will take into Consideration the extent to which tho Ill? as a whole has completed work beyond the Bachelor's degree. the kind and distribution of college courses taken, the recency of their completion. and other evidences of professional growth. Teachers should receive salaries adequate to insure a living standard comparable with the social de- mands on the profession and the worth of their service. as well as to provide security for old age. (H) Librarian. Tllc library staff has a broad. general education. a good undt-r‘tumling of the school’s philosophy of education and of its educational pro am, and some successful teaching experience. The Ia has the ability to work effectively with teachers in finding and using suitable library materials and aids in teaching and learning, to work agreeably and eliectively with pupils, and to teach thcm to find and use library material readily and etfectivcly. (C) Other Professional Stafl. The services of such personnel as physician, dentist. nurse. psychiatrist. psychologist are desirable and should be adequate to the needs of the school. (D) Clerical Slafl. The clerical asusistance necessary for an effective program of instruction, admin~ idration, and supervision should be provided. (E) Custodial 5105. The number of custodial '15 members should be adequate to keep the school plant in sanitary and efficient operation. They should be trust- worthy, resourceful, and cooperative. (F) Health Examination. it is recommended that a health examination be given to every new employee and periodically to every staff employee. Cmruuort s. Administration and Supervision! (A) The Board 0/ Education. Responsibility for determining the general policies of the school system is entrusted to a governing board. hereafter designated as the board of education. The administrative head of the schools is the chief executive officer of the board of edu- cation. Subject to the approval of the board of educa- tion, the administrative head is responsible for the selec- tion and assignrncnt of all school employees, the business '11: the case of private schools or church schools. by “Board of Edn— cation" is to be undrrstnud the individual or group performing the functions of the board of ulucstion which are considered in 'tariou ‘. _ 17 _ a. 39$ management of the schools including school equipment, the administration and supervisim ucational program, and the program of publi These duties necessitate organization of resor material and personal; delegation of duties and and supervision of all delegated tasks and ot viduals to whom authority and responsibility are The better the administrative personnel, the m0] will be the organization and management and til the probability of the successful attainment of the objectives, provided the personnel is always mi the primary function of the school—the develop its pupils. Success should be measured in tr results, not of machinery. (B) Policies of the Board of Education. (1) The policies of the board of ech are such as to encourage a maximum of educe growth and development. The board of education published statement of policy. (2) The policies of the board of educ are such as to attract and retain the services of qualified and competent staff members and a well-tra school administrator who is capable of providing effec educational leadership. It is the policy of the bc under which an accredited high school operates to ploy, promote, demote, and discharge staff members 1 other employees only upon the recommendation of administrative head of the school system. (3) No employee is dismissed during t term of a contract or refused reemployment except at 1 official meeting of the board of education. The what: of such a meeting clearly indicate all actions taken by th board. Employees who are to be dismissed or refuse. reemployment are given reasons for the action taken by the board of education and are given an opportunity for a hearing before oflicial action is taken. . (4) The administrative head of the school system attends all meetings of the board of education except that part of a meeting when his own employment is under consideration. (5) The board of education deals with and members and other school employees only through the ad- ministrative head of the school system. ( 6) The administrative head of the school system is held responsible by the board of education for submitting a carefully planned budget, and for the ex- penditure of money in accordance with the budget adopt- ed. He keeps those members of the staff who have re- sponsibility for the proper expenditure of school funds informed as to the balances remaining in that part of the budget which relates to their departments. _13__ nulnlitv are stand r. ml. the MR dried rmrnt and the greater mmrnl o/tlteadiool'l II always mindful d the development of “'th ill ”fl” 0‘ Education. board of MO. I"! of educatioul )f education h! 5 tan“! a! dam um'ces ’ ad a well-trail”d ending 65'5"" 0 rates In .' fin»... and million 0! 1“ rd dufifll b t, except at an 01'3"“ take- by ‘5‘ 'd of [filled Inn l‘lk'n b‘. ulffllnlty ‘0! r tb‘ uh?“ I cow-0°" mplofw‘ rgz‘it‘f (7) The administrative head of the school stem should share with the controlling board responsi- lity for rstahltshinc and maintaining desirable relations with the school's public. Therefore the supporting public should be informed regarding the policies. program, ob- iectives, activities. and plan! for the future of the school so that the support of the public be assured for the school's undertakings. There should alwavs be a sympathetic and understanding relationship between the school and its administration on the one hand and its public on the (C) Cooperative Relationships. The working relationships between the board of education and the administrative head of the system. between the adminiav trative head of the av stem and the principal of the sec- ondary school. and lwtwern principal and staff are such as to insure successful and effective administration. Ad- ministrative procedures should be carried on by demo- cratic prom-ms which recognile the abilities and contri- butiona of staff members. (D) Administration. The administration of the school is such as to insure a well-organized and well- managed school. effectively and intelligently supervised. and meeting the herds and interests of the pupils and of the community. Effectiveness of organization, perma- nency of tenure of all staff members. as shown by the history of the school, and the attitude and support of the community are matters which will be taken into con- sideration in determining whether the school is eligible for accrediting. Interference with the administration of the high school by organized groups of teachers or pupils, by the board of education. or by organized groups outside the school. when such interference is likely to result in a lowering of the effectiveness of the educational program, will be considered sufficient grounds for an official visit and inquiry into the condition of the 00 (E) Supervision. Supervision includes the im- provement of every phase of the educational program, such as the organization of program of studies, the re- vision of curricula, the instructional procedures. the pupil activity program. and the non-instructional activities of staff members. The administrator directly in charge of a secondary school should have ample time during the school day for the administration and supervision of his school. (F) Administration 0/ the Activity Program. A secondary school should not participate in any district, state. interstate. or regional athletic, music, commercial. speech. or other contest. tournament, congress. or as- semhlagc involving the participation of more than two -19.. ii i schools, except those approved by the State Committee, or by that organization recognized by the State Committfi as constituting the highest authority for the regulati and control of such activities. It should be the responsi- bility of the State Committee to furnish member schools with a list of approved contests, tournaments, congresses, and assemblages. The State Committee should give prompt action on requests for the approval of activities. (C) System of Records and Reports. A school should maintain a type of personnel and record system of such nature that it can provide any of the data asked for in the Criteria. CRITERION 5. (A) School Plant. The school plant should be flexible, adequate in size, and so planned as to facilitate the oiiering of a modern program of secondary education that is suited to the needs and interests of the pupils and of the community. When a new plant is being planned, or an existing building is to be enlarged or remodeled, plans should contemplate meeting future as well as pres- ent needs. The building should be attractive and appro- priate in design and should assure the safety and health of its occupants. The site should be large enough to provide ample playground space and should be attrac- tively landscaped. (B) Library. (1) Materials. The library should be conceived of as a communications center. The number and kind of library and reference books, periodicals, newspapers, pamphlets, information files, audio-visual materials, and other learning aids should be adequate for the number of pupils and the needs of instruction in all courses offered. (2) Location and Equipment. (8) The library room, or combination library-study hall, should be easily accessible, should ac- commodate approximately ten per cent of the enrollment, should be attractive in appearance, and should contain standard library equipment, such as: reading tables, desks or desk-chairs, chairs, librarian’s desk, cabinets for card catalogs, magazine and newspaper racks, diction- ary stands, and filing cabinets. In judging the adequacy of library space, consideration should be given to modify. ing factors in individual schools and to the extent to which library facilities are decentralized. . (b) The record system should include a shelf list, alphabetically arranged card catalogs, an .— 9Ouality of service and adequacy may be measured by the use of Section F, Library Service, of the Evaluative Criteria. _2()_ 'be “Mr (Wrnmittee. u: the .‘lllf‘ ommtttr It for the trattlatti‘l mild {4- thc mpnmi- Forth ntrruiu «Email ! .lIan t1, ronjr'ufl. wrou/ if .I' llllilfi. «IIA’I/Vt’fr 1‘ l‘hebol l Hui rr’otui rules: i if tlt- di'r ruled it rrl Pit l I.“ Hid mm! as to {athlete rululari education of the pllptil and is bent: plannc ml or rrm-ndclc . r in well u preo- tive and IpprO- .tltty urtl hv-alth ,qgr enough to .tlllld bf lltr.c. “nt‘rit‘fll Of ., and ‘1’“, Of ‘ "(uppJ‘Kl—sv Idlcflll’ 5”“ t“. numbef 0! [ref] Ont" rambl’n‘d". ' mould lc‘ rnrollmaflv tld 600“". ing ”ble" . cable!" Lg, dicuon' Jlll'llf’ac“. , "pull 1‘" .' y.) u‘lllCh d includ‘ [1083. a 3M .- d \ secession record. and should be classified by the Dewey imnl system or other classification system acceptable the State Committee. The central library may be sup- lementr-d hv departmental or classroom libraries of requcntlv chanced materials appropriate to the work of individual clams”. (Ci Sanitation. Janitorial service, lighting. heating, ventilation. water supply and drinking fountains. lav-tori“ and toilets, wardrobes and lockers, school furniture. and location of the classrooms. shops. labor- atory, and library should be such as to insure hygienic conditions for pupils and teachers. 1 D) Sat/pry. l’ropcr steps for protecting pupils against injuries should be taken in laboratories, shops. g)mnuiums. transportation facilities, and in all parts of the building or grounds where accidents are likely to occur. The school plant should be adequately protected against fire and should have fire exits. ' tEt Instructional Equipment and Supplier. In- structional equipment and supplies, such as: science IP- paratus. laboratory tables and demonstration desks: shop tools and machinery; gymnasium equipment Ind lup- plies; equipment for home economics and Igricultunl laboratories: equipment and supplies for eommercin , m. and music rooms: audio-visual aids equipment; me I and charts; library books. text books. and supplies should be adequate and used in such a way u to meet the needs of instruction for all courses and activities olfered. IF) Special Services. Adequate rovision should be made according to the individual ncccfi of each school for such special services as rest rooms, cafeteria, dining rooms, kitchens, clinics. infinnary facilities, and study and sleeping quarters. (C) Protection 0/ Pupil Records; Care and Storage 0/ Equipment and Supplies. Ample provision should be made for the safekeeping. systematic arrange. ment, and care of all materials, supplies, and apparatus used in the instructional and activity program, and the storage of all financial and personnel records and reports. An annual inventory is made of all equipment and sup- plies. A fireproof vault should be provided, or a safe which meets underwriterl' specifications. _21_ Her ‘ ,gormula Endorsed a) Tums/id '949 {or ginning [In Salary 44. Superintendent ./ SC/wolt ‘9! Ch: J’ic/than association 0/ Selma! Gfdminblrslon FOREWORD gCHOOL BOARD MEMBERS raise the question, ”What shoulc of our Superintendent be?” A formula has been worked ou been of assistance to Boards of E answering this question. * This formula is based on the pi there should be a definite relations the salary of the Superintendent or of the teacher. In developing this effort has been made to determir tionship. There are six factors involved i ula. The first of these factors cre perintendent with a status equal the teacher. Factors 2, 3, 4, and 5 represent ures of the magnitude of the Supe responsibilities as the chief exec school system. These four factors of arithmetical computation. The sixth factor is based on a! o the services of the Superinter Board of Education. No effort is rr the individual Board in how it 5 Each Board will have its own judging and it will apply these its own thinking and standards. Tl wise include length of service. It is assumed th uperintendent is entrustedlwith fl of a. school system has better t qualifications for functioning in c on. ' The weighting of the personal t tor should be looked upon, theref . . to very excellent. peering In the formula represent running up to l. as representing ytdpal school board might consid en . ‘ The six factors that . o to ma are. each given a weigfiting. Th:j weightings constitute the index I uperintendent. These six factor on the opposite page, " American School Board Journal May w" s -. ito a a *0! he." 5 .‘ S frequently " u-d t're sc‘cry ”23‘ fat ssh Ch has i Cl E.j.JCC?::'n in "‘e or n: a'e that .‘t "."s" I? ret'ween m' or: ice sec :05 S “(mfg On -._~.m~ no th.s relao ,ejd In tbe {O'm‘ , cic: ts the So- zus to that of went fur MCCS' SHE" nicr‘j’ffliis "UNLJY \8 C6 the ‘ rs c'e matters '1 on C‘.3"JCi 3'1 Hippie,” [V the r. P"; ‘e t" g..' de 2 gi‘rj'l d“) th'S. .s't Cf’3'i0 i?! C it} lir‘e “'lh Th 3 may like- Vv’iUTl “kl OS "1 thelC'31'Ictsi‘sf0 ' than O'VC'Cge q C sch_'_jl SIiU’ t' cngotlf‘n lCC' of re. CS '009' «i the (5 oo- 4... gecd and 3 what On mdl‘ :er very excel- ' c this formula .1 sum of these inuml‘er ot the .5 are set forth lssue. “9‘38- t IV. VI. ELEMENTS OF FORMULA SHOWING RANGE OF WEIGHTINGS Base index Number Credited to Every Superintendent Use l. The number I. is the bore index and repre- sents the salary of the teacher at the maximum on regu'ar salary schedule with a degree comparable to that of the Superintendent. Pupil Membership U'c the foliowmj table to arrive at the weight to be given for this factor: Up to if if”) pupils in school system .4 l0?) to .1073 pupils enro'led .6 20‘") to 407’) pupils enrclled .8 4700' to EEOC) pupils enrolled l. 8 If) to 24,0”? pupi's enrolled l.2 240“”) to lOQfO") pupils enrolled l.4 l0f‘l,C700 and up l.6 Number at Teachers Employed Use the following table to weight this factor: l5 to 135 teachers .2 lZS to 6“”) teachers .3 60") teachers and more .4 The lower limit for teachers employed is here placed at l‘i because there has been inadequate testing of the tcrmulo in small school districts. Wealth at Community “'0th occ0rcfing to the following table: For each l million dollars of assessed valuation up to ten million dollars .005 For each mill.on dollars in addition thereto up to 400 million dollars .00l State and Federal Money Received by Local School District Weight OCCOrding to the following table: For each $25,000 or portion thereof, up to $200,030 which is received from such aid .005 For each Sl00,000 thereafter or portion thereof, up to a total of l million dollars .005 For each i million dollars of the next 10 millicn dollars .02 Personal Equation This calls for an evaluation of the Superintendent by the Board of Education according to such criteria as a Board cares to use. The range of this factor is placed from .05 to l-good to very excellent—— representing the Board's judgment of personal and professional competentoncies in the Superintendent. APPLICATIONS or FORMULA t Add the results of the six computations tc secure the index number of the Superintendent . as compared with the index number of I, that of the teacher at normal maximum according to salary schedule. This index number of the Superintendent as against 1 represents leader- ship, responsibility assumed by, and time de~ mands on the Superintendent beyond. what is normally demanded of the teacher. The following is an example of the applica- tion of the formula to a city with a popula- tion of 18,000, having an enrollment of 3,10C pupils, 120 teachers, prOperty evaluation of $18,000,000 and receiving State Aid of $177,000. l. 1.0 Base index number ll. .8 Credit for 3100 pupils Ill. .2 Credit for 120 teachers W. .058 Credit for property valuation $18,000,000 V. .04 Credit for State Aid of $177,000 VI. .2 Assume this to be the credit for - ~ personal equation 2.298 INDEX NUMBER FOR SUPERINTENDENT $3,400.00 MAXIMUM SALARY OF TEACHERS $3400 X 2.298 = $7,813.00 — Reasonable maximum salary of Superintendent on basis of rating of .2 (Item Vl—Personal equation) given to Superintendent by Board of Educa- tion and the prevailing salary schedule in the community served by the Superintendent. nICHIan STATE UNIV. LIBRRRIES lllllllllll ll llll lll llllll ill 11 111111 ll lllll ll lllll llllllllll 31293103179697