I

)

71-23,170
CHAMBERLAIN, Robert John, 1919A RATIONALE FOR THE ESTABLISHMENT OF THE
CONCEPT OF DIFFERENTIATED STAFFING IN THE
PUBLIC SCHOOLS OF LANSING, MICHIGAN.
Michigan State University, Ph.D., 1971
Education, administration

U niversity Microfilms, A XEROX C om pany , A nn A rbor, M ichigan

A RATIONALE F O R THE ESTAB L I S H M E N T OF THE CONCEPT
OF D I F F E R E N T I A T E D
SCHOOLS OF

STAFFING
LANSING,

IN T HE PUB L I C
MICHIGAN

By
Robert John Chamberlain

A THESIS

S u b m i t t e d to
Michigan State University
in p a r t i a l f u l f i l l m e n t o f t h e r e q u i r e m e n t s
for the d e g r e e of
DOCTOR OF PHILOSOPHY
Department of A d m i n i s t r a t i o n and Higher Education
College of Education
1971

AB ST R A C T
A R A T I O N A L E F O R THE E STA B L I S H M E N T OF T H E CONCEPT
OF D I F F E R E N T I A T E D STA F F I N G IN THE PUBLIC
SC HOOLS OF LANSING, MI CHI GAN
By
Ro ber t John C h a m b er lai n

The goal of this paper was to analyze those
e x i s t i n g p r o g r a m s uti liz ing dif fe r e n t i a t e d staffing,
t o g e t h e r w i t h the literature in the field and,
informat ion ,

from such

to synthe siz e those ideas w h i c h might be

m o u l d e d int o a p r o p o s e d model of d i f f e r ent iat ed staffing
at the e l e m e n t a r y an d secondary levels.

It was not the

i n t e n t of this p a p e r to set up tr adit ion al- the ore tic a l
models

for the sake of comparisons, nor to guarantee the

i m p l e m e n t a t i o n of the models described, but rather to
d e f i n e the staff relationships,
such o r g a n i z a t i o n a l patterns,

the gen era l purpose of

and to br ing .together staff

p l a n n i n g in a m a n n e r that w o u l d answer those questions
t h a t pla gue

a school dis t r i c t as it approaches a new idea.

C o n s i d e r a b l e attention w as given to the problems
of ur b a n education, w h i c h is a mat ter of immediate concern
to the L a n s i n g School District.
ature,

In rev iew ing the liter­

p a r t i c u l a r att ent ion was given to those writings

Robert John Chamberlain
workable

as a s u b u n i t of one school, b u t ma y be b r o a d e n e d

i n t o a d d i t i o n a l units,

or to an entire school.

It is

c o n s t r u c t e d in such a w a y that it can b e r e p l i c a t e d in
a n o t h e r sc h o o l h a v i n g s im i l a r features.
m o d e l is d e p a r t m e n t a l i z e d ,
departments
embraces

but again,

and in o t h e r schools.

Th e j unior h i g h

can be u s e d in o t h e r

The s e n i o r hi gh m o d e l

an e n t i r e s chool and s t r u c t u r e s an e n t i r e l y ne w

o r g a n i z a t i o n a l pattern.

Again,

p erh aps

the m o s t s i g ­

n i f i c a n t factor is the ana lysis of job r e l a t i o n s h i p s and
the

l e g i ti mac y of s u b p r o f e s s i o n a l s

in the t e a c h i n g

hierarchy.
It
great

is of c o n s i d e r a b l e in te r e s t

c o n s i d e r a b l e impact.

and junior high mo d e l s
success.

and

in g o o d c o n s c i e n c e that the w r i t i n g of this

p a p e r has ha d

plan;

that a

d e a l of i m p l e m e n t a t i o n has a l r e a d y tak en place,

to b e l i e v e

them.

to n o t e

B o t h the e l e m e n t a r y

are f u n c t i oni ng w i t h r eas on a b l e

At this m o m e n t the ch all e n g e

is to e n l a r g e u p o n

The se n i o r h i g h m o d e l is p r o c e e d i n g a c c o r d i n g to
the o r g a n i z a t i o n a l st ruc tur e as d e s c r i b e d in

C h a p t e r IV is b e i n g f o l l o w e d and p e r s o n n e l are b e i n g h i r e d
a c c o r d i n g to that p a t t e r n and w i t h t hos e o b j e c t i v e s
mind.

Lik ewise,

in

the two c red it c our ses w i t h M i c h i g a n

S t a t e U n i v e r s i t y i n v o l v e m e n t as r e c o m m e n d e d are nearly
r e a d y to b e c o m e a reality.

Two Federal grant applications

w i l l be p r e s e n t e d in Jan u a r y ,
d i f f e r e n t i a t e d staffing,

b o t h of w h i c h

are b a s e d on

and w h i c h t o g e t h e r w i l l e m b r a c e

a d o z e n L a n s i n g sch ool s at all three

levels, w i t h

a

Robert John Chamberlain
potential grant of over
portion
During

of

this

a million dollars.

thesis went

the n e g o t i a t i o n

for a d m i n i s t r a t o r s

i n t o the g r a n t

session,

gain

and teachers

and a n e c e s s a r y

of d i f f e r e n t i a t e d
It is
pattern will

felt
find

to pla n

process

staff

fessionals

that while not
complete

structure
on t h e

agreed upon

t o g e t h e r on
is c i t e d as a

for the

implementation

staffing.

and

teaching

a l l of t h i s

fruition,

District will necessarily make
basic

application.

approval was

differentiated staffing processes, which
major

A considerable

its

the L a n s i n g School

some m a j o r
recognition

team.

staffing

changes

in its

of s u b p r o ­

DEDICATION

To My Wife Mary Joanne
W h o s e Sacrifices Made This Project
Possible

ii

ACKNOWLEDGMENTS

The writer would
a p p r e c i a t i o n to Dr.
Thesis Committee,
encouragement.
Dr.

like to e x p r e s s h i s

R i c h a r d F e a t h e r s t o n e , Chair.nan of the

for his a s s i s t a n c e ,

advice,

an d

S i n c e r e a p p r e c i a t i o n is a l s o a c c o r d e d t o

Robert Green w h o gave many hours

direction,

sincere

and to Dr.

of a d v i c e

and

Clyde Campbell who provided the

i n i t i a l i n c e n t i v e to l a u n c h this p r o j e c t .
is e x p r e s s e d t o Dr. G e o r g e M y e r s
s e r v i n g on the S t u d y C o m m i t t e e .

a nd Dr.

Appreciation
James McKee

for

T A B L E OF C O N T E N T S
Page
LIST OF

F I G U R E S ................................................ vii

Chapter
I.

S T A T E M E N T O F T H E P R O B L E M ...........................
GENERAL
SPECIFIC

STATE M E N T OF T HE
S T A T E M E N T OF

P R O B L E M ...............

THE

PROBLEM

SIGNIFICANCE OF THE PROBLEM
LIMITATIONS

.

.

.

.

1
1
8

...................

9

O F T H E P R O B L E M ........................... 11

P L A N A N D C O N T E N T O F T H E S I S ........................... 12
II.

A

R E V I E W O F T H E L I T E R A T U R E ...........................15
INTRODUCTION

......................................

R O L E O F T H E T E A C H E R —T R A I N E R
T h e O r g a n i z a t i o n of
Definition
Blocks

INSTITUTION

Instruction

.

.

.
.

.
.

28

to R e o r g a n i z a t i o n ........................... 39
.

S U M M A R Y ............................................. .
A

20

a n d G o a l s ............................... 35

Staffing Patterns and Role Functions.

III.

15

HISTORICAL DESCRIPTION
COMPONENT PARTS

44
59

........................

66

..................................

66

T H E ROLE OF THE M O T T

I N S T I T U T E .................... 7 3

T H E R O L E O F C O U N S E L O R A I D E S ........................ 7 8
PROJECT

R E F U E L .......................................... 80
iv

Chapter

Page
THE FAMILY HELPER P R O G R A M

.....................

82

THE INSTRUCTIONAL C O U N C I L .................... 85
S U M M A R Y ......................................... 94
IV.

DESCRIPT ION OF M O D E L S ........................... 98
PHILOSOPHY S T A T E M E N T ........................... 99
R A T I O N A L E ..................................... 101
THE ELEMENTARY M O D E L ........................... 102
The P r o b l e m .................................. 102
Definition of D i f f e r e n t i a t e d S t a f f i n g

.

.

104

P u r p o s e s ..................................... 105
O r g a n i z a t i o n ................................ ...

107

Up grading S t a f f .............................. 115
Summary of the E l e m e n t a r y Mo del

.

.

.

.

117

THE JUNIOR HIGH M O D E L ....................... 117
Te am C o m p o s i t i o n ........................... 118
C l as s r o o m Structure

.........................

Di ffe rentiation of S t a f f R e s p o n s i b i l i t i e s
Special Strengths

.

.............................

Summary of the Jun ior H i g h M o d e l .

.

.

.

119
120
121
122

THE SENIOR HIGH M O D E L ....................... 122
Tentative O r g a n i z a t i o n a l C h a r t ................. 12 3
Summary of the Senior H i g h M o d e l .

.

.

.

MO DEL S FO R FE D E R A L F U N D I N G ................... 131
Title III, El eme nta ry a nd S e c o n d a r y
Education A c t .............................. 132

v

131

Chapter

Page
TEACHER CORPS PROPOSAL

.........................

School District and Community
V.

SUMMARY AND RECOMMENDATIONS
DISCUSSION OF PROCESS

..............

......................

.........................

135
14 0
144
146

R E C O M M E N D A T I O N S F O R A C T I O N .........................148
R E F L E C T I O N S ........................................... 152
BIBLIOGRAPHY

.................................................

153

L I S T OF F I G U R E S
Figure
1.

Pa ge

D i f f e r e n t i a t e d H i e r a r c h y , T e m p l e City,
C a l i f o r n i a .........................................

33

D i f f e r e n t i a t e d Staff, K a n s a s C i t y M i s s o u r i ,
M o d e l ................................................

40

3.

A Model

53

4.

Model of Separation and O v e r l a p of C l a s s r o o m
R e s p o n s i b i l i t y ......................................... 105

5.

P r o p o s e d O r g a n i z a t i o n M o d e l for O n e - l e v e l
P r o g r a m .................................................108

6.

Potential

7.

Tentative Organizational

2.

of D i f f e r e n t i a t e d S t a f f i n g ................

Problem Areas

...........................

114

Chart

125

vii

...................

CHAPTER
STATEMENT
GENERAL
The
processes

demand

that

public

school

of

hierarchical

its

to p u l l
place

them

Pressures

in

pressures

cation
1848,

cricitism.
point

which

since
may

that

examine

has

Indeed,
this

to mount

the

that
been

not

size

in m i n u t e
Urgent

educational

positions

detail
reforms

on

contemporary

from all
Both

sides,

degrees

and

complexity

The

nature

the pattern

of

slumber

and

society.
aimed

at t h e

and kinds
of
the

the

of

school

current

established

in

survive

the present
s h o u l d not .

differentiated

1

are n e e d e d

edu­

School,

addressed.

the e f f i c a c y

of A m e r i c a n

Grammar

it

in o u r

of o r g a n i z a t i o n a l

characteristic

perhaps

paper

today's

from their bureaucratic

the Q u i n c y

very well

of

PROBLEM

leadership

structure.

environment.

indicates

structure

in

"establishment."

and its

conflict

OF THE

t h e m a i n s t r e a m of

vary with

PROBLEM

events

those

schools

continue

educational

system

systems

public

OF THE

STATEMENT

swiftly moving

I

onslaught
It is

staffing

of

to this
is

2
D i f f e r e n t i a t e d s t a f f i n g m u s t be a p r o c e s s to
a c c o m p l i s h e d u c a t i o n a l objec tiv es;
w i t h i n itself.

it is n o t an o b j e c t i v e

A n ideal i n d i v i d u a l i z e d p r o g r a m is one

that w i l l take m a n y ye ars to a c c o m p l i s h and s hould take
the f o r m of a t r a n s i t i o n a l p r o c e s s r a t h e r than a r e v o ­
l u t i o n a r y reassignment.
educational
constru ct,

E v e r y s t r u c t u r a l c o m p o n e n t and

theory that is now a p a r t of our sch ool
as a res u l t of t r a d i t i o n a l experience,

is now

up for e x a m i n a t i o n w h e n d i f f e r e n t i a t e d st af f i n g m a k e s
appearance.
is ol a t e s

holds;

The s anc t i t y of the c los ed doo r w h i c h

a te ach er and a class w i t h i n four w all s,

qu est ion ed.

is

The compl ete w i s d o m of one t eacher n o longer

and m o r e precisely,

the i n s t r u c t i o n a l
degree becomes

the i n t r o d u c t i o n of w o r k e r s

on

t e a m w i t h o the r than a c e r t i f i c a t e d

a t h r e a t e n i n g con c e p t to the e d u c a t i o n a l

e s ta b l i s h m e n t .

C a r e f u l p l a n n i n g and e x p l a n a t i o n is

essential.

The

focus m u s t b e on an i m p r o v e d p roc ess

educati on.

Attempts

have

its

at fle x i b l e ap p r o a c h e s

for

to i n s t r u c t i o n

fai led b e c a u s e the f u n d a m e n t a l impl ica tio ns w e r e not

a d e q u a t e l y recognized.
E d u c a t i o n is failing too m a n y youngsters.
can p o i n t to p o o r a c h i e v e m e n t records,
low s t a n d a r d i z e d test scores,

Critics

high failure rates,

and a h i g h dro p o u t rate as a

m e a s u r e of failure in our schools.

A co mmon c r i t i c i s m

that is b e i n g h e a r d c o n s t a n t l y is that m o r e m o n e y is be i n g
p l a c e d in the b u d g e t of schools, w i t h
anything significantly

"new."

little e v i d e n c e of

W h i l e w e have w i t n e s s e d

3
large e x p e n d i t u r e s
services,

for r e m e d i a l

technological

pensatory education,
a b o u t t he

same.

tools,

and other

the m e t h o d

Young,

guidance
forms

of

of i n s t r u c t i o n

utilization

as

com­

remains

in w r i t i n g on e d u c a t i o n

7 0 ' s , c o m m e n t e d on staff
instructional

teachers,

f o r the

a different

technique:

A h i e r a r c h y of p r o f e s s i o n a l p o s i t i o n s m u s t b e c r e a t e d
to b r i d g e the g a p b e t w e e n the h i g h l y - t r a i n e d a n d
s o p h i s t i c a t e d t e a c h e r a n d the u n s o p h i s t i c a t e d p u p i l .
T h e u t i l i z a t i o n of t e a c h i n g a s s o c i a t e s , t e a c h i n g
a s s i s t a n t s , a n d t e a c h i n g a i d e s w i l l h e l p to a l l e v i a t e
this problem.
The paraprofessional personnel should,
when possible, be drawn from the school neighborhood.
T h e e g o - e n h a n c i n g n a t u r e of t h e s e j o b s w i l l h a v e h i g h
p a y o f f v a l u e f o r t h e p a r a p r o f e s s i o n a l as w e l l as for
the c h i l d r e n . ^
There

are m a n y

roles

school setting.
tasks
th us

Most

t h a t do not
there

for t e a c h e r a i d e s

is t h e o n e

avenue

t h a t of

assisting with

study

tention

the w i s d o m of

teachers

instruction.
such

While

New York

function.

reinforcement

found

in a
at­

significantly

role.
"Wh y

are

aide w h e n

jo b of t e a c h i n g ,

instruction.

In c o m m e n t i n g

used

The TEPS C o m ­
auxiliary

answered that auxiliary personnel

to do a b e t t e r

is

some may

that the

of a t e a c h e r

in r e p l y t o t h e q u e s t i o n

individualize

responsibility,

a m o v e , it w a s

introduction

personnel needed?"

at

f or n o n c e r t i f i c a t e d p e r s o n n e l

in S c h e n e c t a d y ,

in an i n s t r u c t i o n a l

time

clorical-monitor

s p a n of e l e m e n t a r y p u p i l s w a s

i n c r e a s e d b y the

mission

c a t e g o r y of

of s e r v i c e

conducted

spend too much

require professional

Another

question

teachers

in the p u b l i c

allow

e . g . , to
further

as to

4
w h y the p r e s e n t upsurge of int erest in auxiliary personnel,
the C o m m i s s i o n st ated that:

new dim ens ion s in education,

such as r eor g a n i z a t i o n of the structural pa tte rns in
schools,

an e x p a n d e d curriculum,

d i f f e r e n t i a t e d roles

and the concept of

for teachers,

include flexible scheduling,

are essential.

cooperative and team teaching,

and d i f f e r e n t approaches to learning,
work,

seminar work,

Th ese

such as large g r o u p

and ind ivid ual ize d instruction.

The se

new dimensio ns mak e teaching a more complex and d e m a n d i n g
job.

T e a c h e r aides are not e nti rel y n ew to the e d u c a t i o n a l

s c e n e , and there is some e vidence of their v a l u e .
1965,

In

a study con duc ted by the N e w York State E d u c a t i o n

D e p a r t m e n t in dic ate d that 428 of 629 school districts in
2
the state w e r e e m p l oyi ng 3,314 teacher aides.
N inetythree p er cent of the districts conside red their ex p e r i e n c e
w i t h aides favorable.

T w e n t y - s i x districts were neutral,

and only four e x p r e s s e d un favorable opinions.

Dissenting

opinion seemed to appear pr i n c i p a l l y where un tra ine d aides
we re assigned heavy no nin str uct ion al supervi sor y r e ­
sp ons ibi lit ies in the lunchroom.
Ri ess man and Pearl cite as a favorable e x p e r i m e n t
a tea m - t e a c h i n g p r o j e c t begun in P itt sbu rgh in I 9 6 0 . 3
Tw e n t y m oth ers were re cru ite d to assist in d u p l i c a t i n g
te ach er - p r e p a r e d material,
equipment,

in operating audiovisual

and p e r f o r m i n g other tasks.

The pr oje ct was

so

su cce ssf ul that the number of aides was do ubled after the
first four years.

The fact is e s t a b l ish ed that there is

5
a l e g i t i m a t e ro le
with

in th e e d u c a t i o n a l p r o c e s s

less t h a n a c o l l e g e d e g r e e .

Many educators

t a l k i n g a b o u t s taf f d i f f e r e n t i a t i o n ,
its p o t e n t i a l .

specialists,

as t e a c h e r aid es,

where

w o r k i n g u n d e r him,
The National

levels

competence,

an d

edu­

of t a s k ) , s u b j e c t m a t t e r

special service personnel,

Theorists

profession;

of t r a i n i n g ,

and d i f f i c u l t y

subprofessionals
interns.

fe w are a w a r e of

at d i f f e r e n t r e s p o n s i b i l i t y

(assigned o n the b a s i s

c a t i o n a l go als ,

but

are

A fully di f f e r e n t i a t e d staff includes

classroom teachers
pay

for p e r s o n s

administrators,

student teachers,

and

c o m p a r e t e a c h i n g t o the m e d i c a l

the g e n e r a l p r a c t i t i o n e r h a s
as w e l l

as t he s e r v i c e s

Education A s s o c i a t i o n has

s t a n d on s t a f f u t i l i z a t i o n b y a d o p t i n g

aides

of s p e c i a l i s t s .

taken

an a f f i r m a t i v e

a resolution

in

1968:
A s s o c i a t i o n of C l a s s r o o m T e a c h e r s R e s o l u t i o n 196 8-25:
S p e c i a l i z a t i o n and D i f f e r e n t i a t i o n in T e a c h i n g
Assignments.
A C T (an N E A d e p a r tm ent) r e c o g n i z e s t h e n e w r ole s an d
g r o w i n g d i v e r s i t y in t e a c h e r a s s i g n m e n t s and r e ­
sponsibilities created by the innovative developments
in e d u c a t i o n .
It, t h e r e f o r e , u r g e s c l a s s r o o m t e a c h e r s
(a) to i n i t i a t e a s t u d y to e x p l o r e the d i f f e r e n t i a t i o n
in r o l e s a n d r e s p o n s i b i l i t i e s , (b) t o i d e n t i f y the
is s u e s a n d p r o b l e m s i n v o l v e d , i n c l u d i n g s a l a r i e s , as
th ey r e l a t e to c l a s s r o o m t e a c h e r s , a n d (c) to se ek
s o l u t i o n s t h a t w i l l c o n t i n u e t o m e e t t h e n e e d s of
t e a c h e r s and the c h i l d r e n t h e y serve.
It is r e c o g n i z e d t h a t c u r r i c u l u m p l a n n i n g
c o m p l e x i n t e r a c t i o n of f o r m a l

is a

and i n f o r m a l d e c i s i o n ­

making processes.

So me p l a n n i n g

is d o n e b y the

assignment method,

while other planning

formal

is d o n e b y

6
individuals

and small groups

basis.

The

concept

both

of

these

work

together

approach

at t h e
to the

le ar n e r .

This

description

practices:
level

sensitive

used

needs,

as

an e f f e c t i v e

abilities,

tasks

a more

and aims

students

involvement

in r e l e v a n t d e c i s i o n - m a k i n g

processes

an a c c e p t e d t r u i s m t h a t t h e
job,

and m o r e

these

especially,

institutions

versity

cation Program
through

a thorough

structure,
a new

is

an a t t e m p t
analysis

and objectives.

approach,

university

the m o d e l

level of

activities.
foregoing
until

teachers

changes

students,

it is

on

lo ok

leadership.

the
to

The U n i ­

Elementary Teacher Edu­

to i n s t i t u t i o n a l i z e
of e d u c a t i o n a l
In

the

to describe

i n s t i t u t i o n s , for

lay public,

Model

of

a high

take place

for e d u c a t i o n a l

of M a s s a c h u s e t t s *

that will be

for a p o s i t i v e

i m p l e m e n t a t i o n of the

in t e a c h e r - t r a i n i n g

is an

sophisticated

There must be

of i n s t r u c t i o n w i l l n o t

ar e e f f e c t e d

staffing

programs

how and w h y

Significant

influence

and reactions

teacher—training
learn.

allows

since teachers must

classroom teacher

concept presumes

among

unstructured

staffing

Differentiated

of t h e

of t e a c h i n g

relationship

to be

a team effort

on i n s t r u c t i o n a l

an i n f o r m a l ,

of d i f f e r e n t i a t e d

approaches
in

on

looking

roles,

at t h e

change
tasks,

c o n c e p t of

states:

T h e r o l e of t h e e l e m e n t a r y s c h o o l t e a c h e r is c h a n g i n g
a n d w i l l c o n t i n u e t o c h a n g e in t h e f u t u r e .
We must
p r e p a r e t e a c h e r s for c h a n g e a n d n o t s t a b i l i t y .
The
c o n c e p t s of p e r f o r m a n c e c r i t e r i a , m u l t i p l e i n ­
structional routes, d i f f e rentiated staffing patterns.

7
and c o n t i n u a l i n s e r v i c e t r a i n i n g p r o g r a m s a p p e a r to
offer a m e a n i n g f u l a p p r o a c h to e d u c a t i o n in the
f u t u r e .^
The options which differentiated staffing p r o v i d e —
sp eci fic all y,

individualized instruction,

smal l g r o u p work,

and i n c r e a s e d a t t e n t i o n to the n e e d s of i n d i v i d u a l p u p i l s
t h r o u g h the use of a d d i t i o n a l p e r s o n n e l ,

all ap p e a r to

have a d v a n t a g e s in urb an s c h o o l d i s t r i c t s w h e r e
tr at i o n s of d i s a d v a n t a g e d y o u t h

concen­

are on the increase.

T h e n e i g h b o r h o o d and h o m e e n v i r o n m e n t the c h i l d leaves
daily for school; the s u r r o u n d i n g s f r o m w h i c h e ach
child's b a s i c m o d e l s of b e h a v i o r s t e m — all p l a y a
cr uci al role in s h a p i n g the c hil d's c l a s s r o o m b e h a v i o r
and a c a d e m i c p e r f o r m a n c e as w e l l as the c h i l d ' s p e r ­
ce pt i o n of the classroom.
Th e rural to u r b a n shift is st ill w i t h us and p r o m i s e s to
be for some time to come.
na ti o n ' s

Thus, w h i l e the m a j o r i t y of the

c h i l d r e n go to u r b a n school s,

t h e r e is st ill a

large p o p u l a t i o n w i t h a r ura l b a c k g r o u n d t h a t w i l l
to shift i nto u r b a n c o m m u n i t i e s

continue

in an a t t e m p t to s t r u c t u r e

a new way of life.
T h r o u g h o u t A m e r i c a ' s past,
ha ve b e e n i mmigrants,
ce n t r i c n e i g h b o r h o o d s ,

most urban in-migrants

usually settling
b u t in m o r e

r e c e n t ye ars, A m e r i c a n

Negroes have become a more significant
e x t r a n a t i o n a l groups.

in t i g h t l y e t h n o ­

fa cto r than are the

A t the sam e time,

Northern metropolitan communities

a n u m b e r of

are e x p e r i e n c i n g an in-

m i g r a t i o n of S o u t h w e s t M e x i c a n - A m e r i c a n s , thus
no t o nly a c u l t u r a l mix,

creating

b u t at the same time n e c e s s i t a t i n g

a n e e d for tea ch e r s to m a k e use of a s e c o n d language.

8
Serious problems

c o n f r o n t the u r b a n t e a c h e r w h o has b e e n

t r a i n e d in m e t h o d s

and the u s e of m a t e r i a l s b a s e d on

traditional middle-class
a new school year begins,

urban whites.
the u r b a n

More

and m o r e as

teacher will

face a

c l a s s r o o m s i t u a t i o n r a c i a l l y or e t h n i c a l l y d i v i d e d ,
economically

or e d u c a t i o n a l l y d i s a d v a n t a g e d ,

students w h o

are v e r y

prejudice

or the

therefore,

l i k e l y the v i c t i m s

l a c k of e m p a t h y .

of e i t h e r

It is s u g g e s t e d ,

t h a t the t r a d i t i o n a l p r a c t i c e

of one t e a c h e r to

a g i v e n g r o u p of p u p i l s w i t h i n a r o o m w i t h
and the

assumption

an d b a c k g r o u n d ,

t h a t all s t u d e n t s

will become

public urban education.
in min d,

it is n e c e s s a r y to

applications
it p e r t a i n s

of t h e

analyze

in

these broad generalizations

look

at the m o r e

specific

t o the L a n s i n g S c h o o l D i s t r i c t .
S T A T E M E N T OF T H E P R O B L E M

specific purpose

of t h i s

investigation

is to

those existing programs utilizing differentiated

staffing,
su ch

intolerable

c o n c e p t of d i f f e r e n t i a t e d s t a f f i n g as

SPECIFIC
The

a c l o s e d door,

are of like a b i l i t y

increasingly

With

and with

to examine

the

literature

information extrapolate

in t h e field,

and f r o m

t h o s e i d e a s w h i c h m a y be

m o u l d e d i n t o a p r o p o s e d c o n c e p t on d i f f e r e n t i a t e d s t a f f i n g
for the L a n s i n g S c h o o l D i s t r i c t .
purpose

of thi s p a p e r t o g u a r a n t e e

It is n o t n e c e s s a r i l y the
the i m p l e m e n t a t i o n of

s u c h a c o n c e p t at the time of this w r i t i n g ,
already been stated

f or as has

the p r e s e n t f o r m of i n s t r u c t i o n

in

9
American education

is w e l l o v e r one h u n d r e d y e a r s

new structure will not be
willingly.
hazards.

implemented quickly,

old— a

nor

A c c e p t a n c e of th is i d e a is f r a u g h t w i t h m a n y
It is the i n t e n t of this p a p e r to d e s c r i b e

theoretical model
processes

and at the

in w h i c h

so t h a t L a n s i n g ,

same t i m e

to d e s c r i b e

a

the

thi s s c h o o l d i s t r i c t ha s b e e n e n g a g e d ,

as w e l l

as o t h e r c o m p a r a b l e u r b a n s c h o o l

districts,

m a y u se the t e c h n i q u e s

described,

to b e g i n a p r o g r a m of d i f f e r e n t i a t e d s taf fin g.

No exact hypothesis
that by describing

is sta ted;
the c o n c e p t

for cha nge ,

however,

it is p o s t u l a t e d

in b r o a d terms,

a p p l i c a t i o n s m a y b e d e r i v e d s o t h a t a "s m a l l
b e ma de,

herein

e v e n at the d e p a r t m e n t a l

specific

sta rt" m a y

l eve l w i t h i n

a given

building.
SIGNIFICANCE OF THE PROBLEM
F o r m a n y y e a r s L a n s i n g h a s h a d an a c t i v e
riculum development structure,
administrators,

which has

involved teachers,

and to a l i m i t e d d e g r e e ,

parents.

be s a i d t h a t t h e r e has b e e n n o m e a n i n g f u l
volvement.
tunities

their abilities.

to l e a r n at r a t e s

Despite many hours

study through the w o r k s h o p process,

It m u s t

student in­

A t t e m p t s h a v e b e e n m a d e to p r o v i d e

for s t u d e n t s

cur­

oppor­

commensurate with

of p l a n n i n g and
s uch e f f o r t s h a v e n o t

b e e n d e m o n s t r a b l y p r o d u c t i v e due t o the r e t u r n to th e
traditional
students

s e t t i n g of one

t e a c h e r to a g i v e n g r o u p of

for an a s s i g n e d s i n g u l a r d i s c i p l i n e .

Suc h

10
patterns

tend to focus on subject matter,

unique needs of students.
Lansing,

not on the

In a n a l y z i n g the s itu ati on in

it be com es a p p a r e n t that it is nec ess ary to

identify,

train,

and uti l i z e a greater var iet y of human

resources w h o can pro vid e the exp ert ise lacking in the
teacher generalist,

and w h o in turn can pro duce gre ate r

individual learning on the part of students.

T he schools

wh ich w e r e e s t a b l i s h e d as the ed uca tio nal instit uti on must
respond to the current needs of a swiftly m o v i n g society.
If m ore appropri ate m ean s
found,

for mee t i n g such needs are not

a greater gap w i l l d eve lop bet w e e n the institution

and the clientele w h i c h it pu rpo rts to serve.

This is not

to say that a revised pro ces s such as d i f f e r e n t i a t e d
staffing wil l produce some sort of e d u c a t i o n a l miracle.
Fl orida State Commiss ion er,

F loy d Christian,

stated:

D i f f e r e n t i a t e d S t a f f i n g as a process is not a panacea.
It will not pro vid e immediate answers for those e d u ­
cators or lay pe opl e w h o are looking for instant
solutions to the m a n y v e x i n g problems facing edu cation
t o d a y .^
In achieving some form of flexible a ssignment of in­
structional duties,

it m u s t be recogni zed that school

personn el are individuals w i t h personal likes and dislikes,
and disparate abilities,
Ideally,

ev en w i t h i n a singular discipline.

flexible assignm ents w o u l d capitalize on the best

of their differences.
For some ei ght years, various schools w i t h i n the
La nsi ng

(Michigan)

Sch ool D i s t r i c t have operated team-

teaching pr ograms at b o t h the e l e m e n t a r y and secondary

11
levels w i t h v a r y i n g de g r e e s of success.

In m o r e r e c e n t

years,

incorporated

o t h e r s t a f f i n g p a t t e r n s have be en

w h i c h h a v e b r o u g h t t e a c h e r aides,
volunteers,

u n i v e r s i t y students,

s t u d e n t and a d u l t
and h i g h sc h o o l s t u d e n t s

into the c l a s s r o o m as p a r t of the t e a c h i n g team.
fall of 1969,

Dr. C l y d e Ca mpb ell ,

In the

d i r e c t o r of the M o t t

F o u n d a t i o n p r o g r a m at M i c h i g a n State U n i v e r s i t y ,

in

w o r k i n g on a c o o p e r a t i v e p r o j e c t w i t h the L a n s i n g S c h o o l
Di str ict ,

s u g g e s t e d that the e x i s t i n g i n s t r u c t i o n a l

c o m p o n e n t s m i g h t very w e l l be o r g a n i z e d into a f u n c t i o n a l
d i f f e r e n t i a t e d s t a f f i n g structure,

and th at the w r i t e r

m i g h t be i n s t r u m e n t a l in b r i n g i n g these v a r i o u s
together.
major

T h r o u g h the c o o p e r a t i o n of Dr.

advisor,

Dr.

Dr. G e o r g e Myers,

R o b e r t Green,

facets

Fred V e s c o l a n i ,

Dr. J a m e s McKee,

and

such a p r o j e c t w as underta ken .
L I M I T A T I O N S OF TH E STUDY

This

study was

l i m i t e d to the f o l l o w i n g ar ea of

concentration:
1.

Si nce the con c e p t of d i f f e r e n t i a t e d s t a f f i n g
is r e l a t i v e l y new,

cer t a i n

limits,

s o far as

l o n g i t u d i n a l s t u d i e s , p r a c t i c i n g p r o g r a m s , or
investigative

li ter atu re w e r e concer ned , w e r e

a u t o m a t i c a l l y imposed.
2.

N o a t t e m p t was m a d e to s t r u c t u r e a c o n t r o l and
experimental group

for the p u r p o s e of

12
comparative
possible

a n a l y s i s , since

Because

at

an e s t a b l i s h e d m o d e l .

schools within

indeed do

school

limited to
opposed

aims

s t r u c t u r a l p r o c e s s e s , n o t an

e x a m i n a t i o n of
3.

the design

a district

s y s t e m s , the

"how the

as

study was

i d e a m i g h t w o r k ," as

to a c o m p l e t e

spelling

de t a i l s b e y o n d the p o i n t
maneuverability

differ,

of

on t h e p a r t

o u t of

al l

flexibility
of

an

and

interested

s c h o o l staff.
4.

The

study was

further

of the L a n s i n g

(Michigan)

far as p o s s i b l e
This

the

same

could

the

of o n e

time

School

advantage

school

of d e s c r i b i n g

conceivably have

metropolitan

to the

implementation

approach has

with members

limited

activities

District,

is

so

concerned.

of w o r k i n g

system

staff but

a concept which

application

for o t h e r

school d i s t r i c t s .

PLAN AND CONTENT OF THESIS
This

chapter has

presented

in s o m e

d e s c r i p t i o n of t h e g e n e r a l p r o g r a m and,
degree,

an a n a l y s i s

nificance

of t h e

of t h e p r o b l e m

School District.

as

detail

to a lesser

specific problem and
it r e l a t e s

a

the

sig­

to the Lansing

at

13
C h a p t e r II contains a survey of the cur rent
literature r ela ted to theories of learning,
on i n d i v i d u a l i z e d or t e a m instruction,
cifically,

some m a t e r i a l s

and m ore s p e ­

some bri ef ref eren ces to p r a c t i c i n g p rog ram s of

d i f f e r e n t i a t e d staffing.
A hi s t o r i c a l d e s c r i pti on w i l l be p r e s e n t e d in the
third chapter, w h i c h w i l l treat some of the r elated
factors and w i l l give in some detail a d e s c r i p t i o n of the
progress wh ich has b e e n made in L an s i n g in leading to an
un der sta ndi ng of the con cep t of d i f f e r e n t i a t e d staffing.
T o be of some p ote ntia l b e n e f i t to Lansing,

it

will be nec ess ary in C h a p t e r IV to desc rib e a c onceptual
model w h i c h w i l l have some i mpli cat ion to e l e m e n t a r y
school,

as we ll as to the s eco nda ry school program.
Finally, w i t h o u t a process for implementation,

total study w o u l d be of little use.

the

It is the intent of

the w r i t e r to des cri be in C h a p t e r V the process by w h i c h
some phase of the m odels d e s c r i b e d in the previous
chapters m ay be implemented.

The last chapter wil l

attempt to summarize the findings of the previous chapters
and to m a k e certain r eco mm e n d a t i o n s

for action.

14
FOOTNOTES

^ W i l l i a m C. Y o u n g , " E d u c a t i o n for t h e 7 0 's, "
C l e a r i n g H o u s e , X L I V (March, 1 970 ), 387.

The

2

State Education Department, Bureau of School and
Cultural Research, Survey of Public School Teacher A i d e s ,
Fall, 1965 (Albany:
U n i v e r s i t y o f th e S t a t e o f N e w York,
A p r i l , 196>6 ) .
3
the P o o r

Frank Riessman and A r t h u r Pearl,
(New York:
F r e e Pr e s s , 1965) .

New Careers

for

4

D w i g h t W. A l l e n a n d J a m e s M. C o o p e r , " M a s s a ­
chusetts Model Elementary Teacher Education Program,"
J o u r n a l of R e s e a r c h a n d D e v e l o p m e n t in E d u c a t i o n , I I ,
N o . 5 ( S p r i n g , 1969) .
^ R o b e r t Li. G r e e n , C l i e n t s o f the U r b a n S c h o o l
(East L a n s i n g :
M i c h i g a n S t a t e U n i v e r s i t y , B u r e a u of E d u ­
c a t i o n a l R e s e a r c h , n .d.).
^Floyd Christian, "State C o m m i s s i o n e r Speaks on
Flexible Staff Utilization" (unpublished position paper.
D e p a r t m e n t of E d u c a t i o n , T a l l a h a s s e e , F l o r i d a , S e p t e m b e r ,
1969) .

CHAPTER

II

A REVIEW OF THE LITERATURE
INTRODUCTION
The

literature

f r o m t h a t of m a n y
or described,

in

Another unique

educational
that

many

aspects

Consequently,
programs,

the m o d e l

id e a s

in m a g a z i n e s ,

feature

are

same thing

is t h e
is a b o u t

Furthermore,

conference

as

component parts

reports,

that the

four years

tends

to be

proposed projects,

nature.

old.

To be
the

a t e r m is r e l a t i v e l y

15

staffing.

Adding

to

i d e a in its p r e s e n t

and while

a r e not.

are

describes existing

of a b r o c h u r e

fact

there

to some deg r e e

or hypothetical models

c o m p l e t e l y new,

ated s t a f f i n g

to a l l p e o p l e

of d i f f e r e n t i a t e d

information which

proposals,

description

the

researched

t o p i c is t h a t d i f f e r e n t i ­

institutions.

and ot h e r p u b l i c a t i o n s
t h is

of this

are

is r e l a t i v e l y new.

of staff u t i l i z a t i o n w h i c h

a p a r t of

staffing differs

topics which

concept

not mean

all e d u c a t i o n a l

become

found

this

feature

ated staffing does
or t o

on d i f f e r e n t i a t e d

su r e ,

fe w

idea of d i f f e r e n t i ­

recent,

many

of

its

16
As w i l l b e n o t e d in this chapter,
c o m p e l l i n g c h a l l e n g e is for e d u c a t o r s
about p r o c e s s e s

to u t i l i z e t eac h e r s

developing more

creative,

in schools;

b e t t e r u t i l i z a t i o n of people,

to t h i n k d i f f e r e n t l y

and o t h e r p e r s o n n e l in

productive,

to seek n e w av enu es

the p r e s e n t

an d e f f e c t i v e roles

in l e a r n i n g t h r o u g h the

res our c e s ,

and things.

B a si c to d i f f e r e n t i a t e d s t a f f i n g is the a s s i g n m e n t of
p eople to w o r k t o g e t h e r in p lan nin g,

preparing,

and

teaching.

L a w r e n c e Hasken, w h o is c o n c e r n e d w i t h p e o p l i n g

educati on,

says th at

" t e c h n o l o g y and s ys t e m s a p p r o a c h e s

are r e c a s t i n g the p r o d u c t i v e ro l e s of e d u c a t o r s ," and
p r o p o s e s a c o n c e p t of c h a n g e b a s e d on

"r e p e r t o i r e

d e v e l o p m e n t — the r e p e r t o i r e is i n e s c a p a b l y d i s t r i b u t e d
among a cadre of people."'*'
M a j o r im pet us

for c r e a t i n g the p r e s e n t

i n t e r e s t in

d i f f e r e n t i a t e d s t a f f i n g m u s t be a t t r i b u t e d to the N a t i o n a l
Education Association,
of C l a s s r o o m Teachers.

and its affiliat e,

the A s s o c i a t i o n

Of p a r t i c u l a r s i g n i f i c a n c e w a s

the

report of the N a t i o n a l E d u c a t i o n A s s o c i a t i o n on its
c o n f e r e n c e d e a l i n g w i t h the t e a c h e r and his s u p p o r t i v e
2
staff.
T his r e p o r t s u g g e s t e d that b e c a u s e of m a n ' s
m o b i l i t y and the ease w i t h w h i c h he m a y e a r n a living, he
now has time to give c o n s i d e r a t i o n to the d e v e l o p m e n t of
hu man resources.

T h i s f u r t h e r i n d i c a t e s that e d u c a t i o n is

the link b e t w e e n the i n d i v i d u a l and hi s rol e in society;
furthermore,

t h a t schools m u s t p r o v i d e some d e g r e e of

17
success

for e v e r y o n e .

Together,

these

n e w c o n c e p t of s c h o o l o r g a n i z a t i o n .
of p e o p l e w o r k i n g t o g e t h e r

in w h i c h

n u c l e u s of a g r o u p of p r o f e s s i o n a l s
w h o are d e d i c a t e d
talents

factors call

There must be

for a
a team

the t e a c h e r is the
and n o n p r o f e s s i o n a l s

to the n o t i o n o f c o o r d i n a t i n g the

and contributions

of a s u p p o r t i v e

staff.

Project

T i m e t o T e a c h , c o n d u c t e d b y the N a t i o n a l E d u c a t i o n
Association

s tates:

If t e a c h e r s a r e t o c h a n g e t h e i r b e h a v i o r , t h e y m u s t be
e n c o u r a g e d to a c c e p t a n e w i m a g e of t h e m s e l v e s .
This
n e w i m a g e m u s t be d e v e l o p e d w i t h i n e x i s t i n g s c h o o l
s i t u a t i o n s t h r o u g h the j o i n t e f f o r t s of t e a c h e r s ,
principals, and administrators. . . . The essential
p r e r e q u i s i t e to i m p r o v i n g A m e r i c a n e d u c a t i o n in this
g e n e r a t i o n is the e s t a b l i s h m e n t of t h o s e c o n d i t i o n s
w h i c h w i l l p e r m i t the m o s t a d v a n t a g e o u s u se of the
p r o f e s s i o n a l s k i l l s of t h e t e a c h e r s .
In c o n s i d e r i n g the r o l e of s u p p o r t i v e
attention was
others?

(b) W h a t

teacher?
st aff ?

g i v e n to:

(c) W h o
(d) W h y

supportive

(a) W h a t

jobs ca n b e d o n e b y

jobs s h o u l d b e d o n e b y the c l a s s r o o m
are the c l a s s r o o m t e a c h e r ' s

s h o u l d the

staff?

staff,

and

supportive

classroom teacher have a

(e) W h a t are t he b l o c k s

to such

sc hoo l o r g a n i z a t i o n ?
While

a d e s c r i p t i o n of the

e n h a n c e d b y an i t e m i z e d list, m o r e
be h e l p f u l .

Jobs

in thi s
te sti ng,

appropriate

t h a t can b e d o n e by o t h e r s

as t h o s e of a c l e r i c a l na tu r e ,
office records,

f o r e g o i n g c o u l d be

fil in g,

answers ma y

are d e s c r i b e d

s u c h as a t t e n d a n c e

and c e r t a i n h o m e

co nta cts .

rep ort s,
Also

c a t e g o r y are s u c h t e a c h i n g — r e l a t e d a c t i v i t i e s
monitoring,

and s t u d y

supervision.

as

Nonteaching

18
assignments

include

s u p e r v i s i o n of g e n e r a l

curricular

activities,

jobs w h i c h

s h o u l d be done by the

th e m a n a g e m e n t
work directly
school,

of t e a c h i n g

all p o l i c i e s w h i c h

when

to teach

student

it.

The

last

how

in t h e

the s u p p o r t i v e
cators

staff.

in a g i v e n

tendent.

These

school

on t h e p e r i p h e r y o f
the dentist,

professionals

include

monitors,

q u e s t i o n of w h y
portive

all

system,

psychologist,

ai des ,

are

staff

experiences

the

teachers,

such

and teacher retention

As with

tradition stands

as t h e m o s t

those

should have

statements

clerical
The

a sup­

as:

learning

teacher effectiveness
ar e

at t h e b l o c k s

any p r o p o s e d

change

Lastly,

the

to school

in educa t i o n ,

formidable barrier,

its c l o s e a s s o c i a t e ,

Para-

and volunteers.

is e n c o u r a g e d .

looked

reorganization.

as

home visitors,

s e r v i c e s of s u p e r v i s i n g p e r s o n n e l

staff

of

superin­

social worker,

a classroom teacher

report on s u p p o r t i v e

closely by

third major

the s c h o o l — t h e n u r s e , t h e

a n d t he

answered by

an d

to do with

are d e s c r i b e d

of c h i l d r e n ar e e n h a n c e d ;

is e n h a n c e d ;
improved;

is

it,

certificated edu­

teacher aides,

intern

of

the m e m bers

including

Professional noneducators

who work

The

identifies

all

and the

to teach

function here has

teaching role

as

elaboration

a f f e c t the t e a c h e r

the d i r e c t i o n o f c o n t i n u i n g e d u c a t i o n .
category

includes

in a n d o u t

Further

to teach,

Those

are d e s c r i b e d

assignments, which

as w i t h p a r e n t s .

educational program— what

assignments.

teacher

c o n c e r n e d w i t h the

as w e l l

includes

and routine

areas, extra­

human resistance

followed
to change.

19
Other contri but ors i nclude insecure school personnel,
inadequate planning,

and inadequate school laws.

the concept to the a c t i o n stage,

To move

the report urg ed w ide r

di sse min ati on of the c o n c e p t of the t eac her and his staff;
a clear defini tio n of the terms;
research;

lay involvement;

e n c o u ra gem ent of

and p r o g r a m initiation.

In 196 8, in place of the annual meeting,

the

Regional TEPS C o n f e r enc es of the Na tio nal Co m m i s s i o n on
Teacher E duc ati on and P r o f e ssi ona l Standards,
direction of Dr.

Roy Edelfelt,

under the

a c c u m u l a t e d informat ion

under the banner of Ye ar of the N o n - c o n f e r e n c e .
this eighteen months period,

D uring

220 d emo n s t r a t i o n centers

looked at the ma tt er of the teacher and his staff.

(It

is of par tic u l a r note that the p ubl ic school system of
Lansing,

Mic hig an was se lec ted as one of the centers

because of its work w i t h aides and p a r a p r o f e s s i o n a l s .)
Fr om this broad generalization,
differen ti ate d staffing.

there arose the t e r m

At these c onferences papers

were pre sen ted on the topic and ten we re selected for
p ublication in The T eac her and His S t a f f .

Ge nerally

these represen ted sc hol arl y and th eor eti cal models,

as

well as insights into some of the more p e r p l e x i n g problems
in the whole rubic w h i c h surrounds the topic of d i f f e r ­
entiated staffing.

T e a m in str uct ion imposes a novel set

of p rep ara tio n r e q u i re men ts on the t e a c h e r - t r a i n i n g
institutions in o rde r that the e l e m e n t a r y or secondary

20
teacher may be

appropriately prepared.

b y J o h n M a c D o n a l d that,
c o n t e n t area,
of a team,

It w a s

following basic proficiency

the c o l l e g e s t u d e n t s h o u l d b e c o m e

to be supervised by

c o m p e t e n t in t e a m i n s t r u c t i o n

a special

t e a c h i n g a l o n g the

lines of

in t h e

a member

staff member

and management.

4

ra ise s the i n t e r e s t i n g q u e s t i o n of r e d e s i g n i n g

relevance

suggested

team function.

is a l l u d e d to as t h a t w h i c h w i l l

This
student

T h e m a t t e r of
facilitate

the

d e v e l o p m e n t of any c a p a c i t y of a p o t e n t i a l

learner.

a r g u e d th at the

a f u n c t i o n of

individualization process,

differentiated staffing,

will enhance

g r e a t e r n u m b e r of s t u d e n t s

learning

It is

for a

than traditional processes.

R O L E OF T H E T E A C H E R —T R A I N E R I N S T I T U T I O N
"The t a s k of p r o v i d i n g c o m p e t e n t ,
teachers

for the

schools

r e s t s u p o n the

effective

colleges

u n i v e r s i t i e s — n o t s i m p l y u p o n the s c h o o l s
of e d u c a t i o n . "
concern

5

t e a c h e r s by c o l l e g e o f f i c i a l s .
education

or d e p a r t m e n t s

T h e R e s e a r c h C o m m i t t e e w e n t on

for the la ck of a t t e n t i o n g i v e n

critically examine

and

to e x p r e s s

t o the e d u c a t i o n of

They urged

that schools

their practices w i t h

of

a v i e w to

p r o d u c i n g the k i n d of t e a c h e r w h o c a n c a p a b l y m e e t th e
tasks of c o n t e m p o r a r y e d u c a t i o n .
p a r t i c u l a r in this b r o c h u r e
tu tio ns

It w a s

observed

that these educational

should examine their curri c u l u m to make

th e i r p e d a g o g i c a l s t u d i e s

in
insti­

sure

are t i e d to e d u c a t i o n a l

that

goals.

21
a n d t h a t t h e p r e p a r a t i o n of
major

improvements
The

four years
few spots
prepared
where

The

centers

are r e a d y

in

the

give

ample

suggests

teachers
such

assistant

as m e m b e r s

of

as p r o g r a m s
teachers,

interns,

that some

a n u m b e r of

implications
If

teachers
some

teachers

surely they need

of

for
are going
t o be

in d i f f e r e n t ways.**
to demonstration projects

with New Mexico State
some
a.

change
The

University,

in t h e

of p r e s e r v i c e
on

b.

c.

and

of

Local

schools

on

Plans

inservice

the

idea

and concentrate

and universities

continue

should cooper­

continuing educational progr a m s .
of

teacher promotion

teacher growth

a l e a d e r s h i p role,
master

factors

should drop

integrated education which will
retirement.

on

in c o n n e c t i o n

design of programs:

until

at e

a number

teaching professions

teacher.

should be based

potential,
such

a

are b e i n g

A r e v i e w of

a staff,

are

in the T E P S d e m o n ­

indication

approach.

role:

There

tradition.

traditional

According

suggest

aides,

is o n e

a teacher.

exciting practices

to break w i t h

these programs

educated

of the tea c h e r

and suddenly

as

to

and staffing patterns.

the nation whe re

serve

like.

to w o r k

should be geared

along d i f f e r e n t i a t e d roles,

stration

change

education

a student,

students

and the

in r e s e a r c h

typical

across

teachers

as e v i d e n c e d b y

as t e a m

leader,

or

22
d.

Th e p r o c e s s of e d u c a t i n g tea che rs m a y not
n e c e s s a r i l y re l a t e d i r e c t l y to l i c e n s i n g or
degrees -

O t h e r e n c o u r a g i n g signs of the climate
are p r e s e n t e d t h r o u g h a series of questions.

for cha nge
Is the

q u a l i t y of e d u c a t i o n d i r e c t l y r e l a t e d to the q u a l i t y of
those w h o e n t e r t e a c h i n g and the q u a l i t y of t h e i r p r e p a ­
ration?
its

Can the p r o f e s s i o n

a f f o r d to be u n c o n c e r n e d about

" p r o f e s s i o n a l campus home?"

C a n the t e a c h i n g p r o ­

fe ssion a voi d s t a t i n g c l e a r l y d e f i n e d st and ard s
e d u c a t i o n of t e a c h e r s ?

Can t e a c h e r s a n d p r o f e s s o r s

the c u r r e n t se a r c h of stu d e n t s
Have the p a t t e r n s
su cce ssf ul

for the
ignore

for a m e a n i n g f u l e d u c a t i o n ?

of the p a s t b e e n so o u t s t a n d i n g l y

t h a t w e m u s t cling to them?

In a s s e s s i n g the cl i m a t e
tr ain ing i n s t i t u t i o n level,

7

for ch ang e at the t e a c h e r -

R ous h o b s e r v e d

fe eling was one of d i s c o ura geme nt.

that his

initial

"My f eel ing s w e r e aptly

e x p r e s s e d b y T h o r e a u w h e n he w r o t e tha t the c o r r e c t i v e
p r o c e s s e s m a y take too m u c h time, and a man 's life w i l l
Q
be gone."
T e a c h e r e d u c a t i o n p r o d u c t s come fro m the same
source to w h i c h they return.

W e can and m u s t b r e a k the

cycle.
Th e C o m m i t t e e on E c o n o m i c D e v e l o p m e n t h a d its
sights on the b e s t use of the e d u c a t i o n a l dollar.
"new view,"

In its

the r e p o r t c l a s s i f i e d l e a r n i n g a c t i v i t i e s

three categories:

(1)

lecturing,

explai nin g,

and

into

23
demonstrating;
and

(3)

gr oup s.

(2)

independent study under supervision;

discussion
9

i n v o l v i n g the t e a c h e r a n d s m a l l

It o b s e r v e d t h a t the t r a d i t i o n a l p r a c t i c e of

lecturing

is n o t an e f f i c i e n t use of t h e tim e of e i t h e r

students

or teachers.

M a n y of t h e s e

be done by tapes or video t a p e s .
g r oups,

as m a n y

as

12 0,

staffed by assistants,
The

1, w i t h

equipment

i nte rns ,

staff dollars

an d p e r s o n n e l .

F u r t h e r m o r e , large

the

areas,

and m e d i a technicians.
i n c r e a s e d to p e r h a p s

then deployed

for o t h e r

T h e C o m m i t t e e w e n t on to u r g e

e x p e r i m e n t a t i o n in o r g a n i z a t i o n to e l i m i n a t e
of s t u d e n t s w h i c h

can b e t t e r

can b e h o u s e d in l a r g e o pen

c e r t i f i e d s t a f f r a t i o is th en

50 to

functions

conventional

class

regimentation

structure per­

petuates .

cation;

Dr.

Roy Edelfelt proposes

one

tha t w i l l g o b e y o n d the c o n f i n e s

and e x t e n d i n t o the c o m m u n i t y
10
agencies.
He

needs,

h o w the

of the st ude n t .

or s o m e p o r t i o n of them,

what part

learn;

his

f o u n d in a c o m ­

h o w it m a y t a k e p l a c e

is e x c i t i n g o r dull.

these a v e n u e s

may be

He n c e ,

intel­

This new concept will place emphasis

learner may

Much

of e x p l o r i n g h o w p e o p l e

themselves— mental health

of

on i n d i v i d u a l l y

b a s e d on the e m o t i o n a l ,

and social needs

m u n i t y s ett i n g .

of the s c h o o l

and i n c l u d e the r e s o u r c e s

suggests greater emphasis

designed study programs,
lectual,

a n e w c o n c e p t in e d u ­

on

for him;

can b e d o n e t h r o u g h
fe el a b o u t

and s o c i a l c o n c e r n s w i l l r e c e i v e

24
new acknowledgment.

Req u i r e m e n t s sho uld be b a s e d on

achievement; not on p r e s c r i b e d b l o c k s of time.
this m a y be accomplished,

ac cor d i n g to Edelfelt,

A l l of
through

the use of teaching g r o u p s , i n c l u d i n g a v a r i e t y of
n o n e d u c a t o r s — psychologists,

sociologists,

artists,

m u s i c i a n s — all available on a p a r t - t i m e basi s but all part
of a team which responds to the needs of de scr i b e d goals
of a large group of students,

i n d i v i d u a l l y prescribed.

The conference re por t goes on to state that much
needs to be learned about the k i n d of e xp e r i e n c e s w h i c h
positively affect learning as it re lat es to s e l f - i m a g e —
this suggests a strong p o t e n t i a l role

for the h u m a n i t i e s ,

since self-image in turn e nha nce s the desire to learn the
basic studies.

It is argued t hat the p roc e s s e s of group

teaching can stimulate such e x p e r i e n c e s .
relevance,

as previ ous ly concept ual ize d,

vidualization of instruction;

The very idea of
suggests i n d i ­

u nde r co nve nti ona l t eaching

arrangements of one teacher to a given n um b e r of s t u d e n t s ,
such an arrangement is not e a s i l y accomplished.

It is

along these lines that the t r a d i t i o n a l t e a c h e r - t r a i n i n g
p r o g r a m has operated.

The pr osp ect s

for change are

enlight ene d somewhat b y the i nte res t of Fe der al l e g i s ­
lation which provides funds to e n c o u r a g e n e w teach ing
models.

Some of the early t hin kin g w h i c h has been

encourag ed by this A c t suggests that the org ani z a t i o n a l
pattern of a pri ncipal and a b o d y of staff mem ber s as the
basic unit should be r eco n s t i t u t e d to define the tasks

25
w h i c h h a v e to b e d o n e and to e x a m i n e the m a n a g e m e n t
functio n in terms of a h i g h l y d i f f e r e n t i a t e d staff#
ra ngi ng f r o m top a d m i n i s t r a t o r s
fe ssi ona l personn el.

to p a r t - t i m e p a r a p r o -

Educational diagnostic evaluation

classes m i g h t be set up s o t h a t e v e r y s t u d e n t c o u l d be
d i a g n o s e d in o r d e r to p r e v e n t t e a c h e r s
er ron e o u s

assumptions

a bou t the ne eds of t h e i r students.

Pr e s e r v i c e e d u c a t i o n of t e a c h e r s
realistic situations

fr om r e l y i n g on

as a m e a n s

for d e v e l o p i n g

is g o i n g to be in d i r e c t p r o p o r t i o n

to the e x t e n t to w h i c h the b a r r i e r b e t w e e n the g o o d s cho ol
of today and the t r a i n i n g i n s t i t u t i o n can b e broken.
Thus#

the role of the t e a c h e r an d his s t a f f is to ass ist

in r e d u c i n g this barrier .
D i f f e r e n t i a t i o n calls

for an a p p l i c a t i o n w h i c h is

cu rre ntl y not fou nd in the s t r u c t u r e
cation;

it s u g g e s t s

of c o l l e g e s

of e d u ­

face-to-face working relationships

be t w e e n p r o f e s s i o n a l s #

as w e l l

as t h o s e of lesser training;

it p r e s u p p o s e s a s t a t u s h i e r a r c h y ;

it as s u m e s

wh ich can be d e f i n e d b y a job de sc r i p t i o n ;

a position

it casts upon

the c oll e g e s the h e a v y b u r d e n of p r o d u c i n g g r a d u a t e s w h o
can e f f e c t i v e l y fit into t h e s e p r e s c r i b e d roles.

It

further s u g g e s t s t h a t d i f f e r e n t i a t e d s t a f f i n g p r e s e n t s a
"people p r o b l e m . "
F e n w i c k E n g l i s h c o m m e n t e d on the issue of w h a t
colleges

are d o i n g

for d i f f e r e n t i a t e d s t a f f i n g by

observi ng that few such i n s t i t u t i o n s

are g r a d u a t i n g

students w h o h a v e any u n d e r s t a n d i n g of h o w to te ach

in a

26
flexible
Most

arrangement,

colleges

function

or h o w to d e l e g a t e

are p r o d u c i n g

in a t r a d i t i o n a l

further stated that new
developed

from the

group-centered

become

aides,

or

According

staffing offers
that have k e p t

removes

and places

of
any

certification

that teachers

should

is

an i s s u e w h e n e v e r

f o r m of p a r a p r o f e s s i o n a l

to A l v i n L iesheimer,

the bes t

chance

to c u t

off the

requirements
12
static.
The

that

and colleges work

together

as

a team will

need

colleges must prepare
Liesheimer

certification requirements
relationships needed
Certification

An

imperative

of goals,

to develop teachers
that

a barrier

could be made by

and

for

to t h e k i n d s

of

staffing.

o u r b e s t u n d e r s t a n d i n g of

attestation

th e

restrictive

true d i f f e r e n t i a t e d

should reflect

educational p r o c e s s .
d a t e 's a b i l i t y

for

it

to decide what

in t e r m s

stated

are

is d i s ­

differentiated

college-training programs

t h e s e n e w ro l e s .

schools
theory

staffing makes

t h e n the

in a

a more modern

of d i f f e r e n t i a t e d

teaching staff

the

him

Traditional

very newness
schools

The

the d e c i s i o n - m a k i n g processes.

The matter

cu s s e d .

as t e a c h e r s .

role

the n o t i o n

English

need to be

of d e c i s i o n - m a k i n g

respond with

in h a r m o n y w i t h

a p a r t of

teacher

as w e l l

unilateral

t r a i n e d to

setting.

collegial environment.

of a d m i n i s t r a t i o n m u s t
is

teaching

are

training programs

i d e a of d e c e n t r a l i z a t i o n

which

students w h o

for a d m i n i s t r a t o r s ,

administrator

responsibilities.

to a t e a c h e r

an i n f o r m e d p e r s o n

the

candi­
through

27
o b s e r v i n g h is e f f e c t i v e n e s s

in a situation w her e p e r ­

formance is e v a l u a t e d in terms of p r e d e t e r m i n e d goals.
In the pro po s a l for Grant R eq u e s t by the Be averton
School District,'*''* cer tain needs w e r e d esc rib ed for the
tr ain ing

of p e r s o n n e l to p r o v i d e ind ivi dua liz ed

struction;

in ­

they w e r e i d e n t i f i e d as follows:

1.

There exists a n e e d to train personnel to
p e r f o r m sp ec i f i c t e a c h i n g tasks commensurate
w i t h their ability and interest.

2.

T r a d i t i o n a l pr ogr ams of preserv ice prepare all
p e r s o n n e l for the same level of competency; a
n eed e xis ts to train pe rsonnel to p e r f o r m tasks
w i t h v a r y i n g degrees of difficulty.

3.

A need exists for p r o s p e c t i v e teachers to
p a r t i c i p a t e in clinical fields in their early
p res er v i c e training.

4.

A nee d exists to uti liz e a variety of e d u ­
cationa l p e r s o n n e l to improve commun ica tio n
w i t h learning for d i s a d v a n t a g e d students.

5.

A need exists to train and utilize personnel
and available pe ople outside the profession.

6.

The ac cep ted mode of entry into teaching is
through a c o l l e g e - t r a i n i n g program; a need
exists to pr ovi de entry for personnel from the
home, the office, and the factory.

7.

A need exists to t rai n pe rsonnel for positions
other than teaching.
For example, a m e d i a
t e c h n i c i a n ma y remain at that level of r e ­
sponsibility, w h i l e competent teachers may
assume h i g h e r levels of competency.

8.

T r a d i t i o n a l l y the college has assumed a u n i ­
lateral r e s p o n s i b i l i t y for the p r e p a ra tio n of
teachers.
O t h e r agencies may very w e l l join
for p r e s e r v i c e education, such as the c o m ­
m u n i t y college in p r e p a r a t i o n of paraprofessionals.

28
It m a y be o b s e r v e d
been presented that there

f r o m the c i t a t i o n s w h i c h h a v e
is a g r e a t n e e d to p r e p a r e

t e a c h e r s d i f f e r e n t l y if i n d e e d t h e y are t o p e r f o r m in o u r
schools

in some m a n n e r o t h e r t h a n the t r a d i t i o n a l

one.

T e a c h e r s e n t e r the p r o f e s s i o n w i t h the b a c k g r o u n d a f f o r d e d
them by their own K-12

experiences,

together with whatever

changed ideas the college may have provided.
la tte r i m p a c t w h i c h m u s t be r e d e f i n e d .

It is the

Teachers

ar e

c h a f i n g u n d e r an e d u c a t i o n a l b u r e a u c r a c y e n c u m b e r e d w i t h
f e uda l o r d e r i n g of p r i v i l e g e s t h a t a s s u m e s all t e a c h e r s
be the

same

in e v e r y d i m e n s i o n .

fanned by a reward
the b e s t

The decision

a
to

for c h a n g e

is

s y s t e m w h i c h is at o d d s w i t h k e e p i n g

t e a c h e r s in t e a c h i n g .

T h e r e is f e r m e n t

in

e d u c a t i o n — som e h e l p m a y b e f o u n d t h r o u g h a c h a n g e

in

t e a c h e r e d u c a t i o n w h i c h d o e s n ot a s s u m e all t h i n g s to all
people.
The O r g a n i z a t i o n of
Instructxon
A d e c a d e a g o the e m p h a s i s on e d u c a t i o n a l
t r a t i o n w a s on le a d e r s h i p .
newness.

N o w the

focus

E v e r y t h i n g h a s t o be i n n o v a t i v e

is a i m e d at
an d d i f f e r e n t .

T w o i m p o r t a n t a s p e c t s of the r e c e n t s u r g e t o w a r d s
v a t i o n are

f o u n d in i n v o l v e m e n t

inno­

and responsibility.

leadership positions have been growing

since sputnik,

all of w h i c h are n e c e s s a r i l y f o u n d in w h a t
a l l u d e d to as a d m i n i s t r a t i o n .

adminis­

New
not

is t r a d i t i o n a l l y

N e w r o l e s are b e i n g c r e a t e d

w h i c h gi ve a t t e n t i o n t o the s p e c i a l i s t s

in m e d i a ,

computer

29
education,
looking

research,

and psychology.

at p a t t e r n s

of

reorganization,

are b e i n g e s t a b l i s h e d

to

improve

leadership.

of

the

assume

The

role

responsibility

for

and

specialists

must

the

every

of

newness,

view

is a m e a n s

to

an

end.

represent

the

as

instrument

suggests

that

sacred

a given

can be o b s o l e t e .

lesson

There

course without

proper

changes

teacher

parent

occur,
behavior
The

relates
vidual
th e

to

are

term
the

need

average,

teacher,

instruction.

all

of every
and

however

behavior,
affected.

the

of

individual

that

for
in

In p l a c e

if t h e

a

of

to

from using
it
course

When

complex

such

behavior,

such

a

and

14
of

instruction"

to

it

fulfill
the

linear

an

sense

is t h e

tutoring.^
for the

"individualized"

approach,

learning.
cannot

indi­

above-average,

impossible

to provide

teacher today

individu­

on

teaching or

team

as

that

like

specific

including

this

of

is t o

embarking

pupil

linear method makes
innovative,

insure

learning;

b e l o w - a v e r a g e ; in n o

be d e v e l o p e d a n a p p r o a c h
states

for

instruction

student,

to

ideas

organization.

pacing

traditional

is d a n g e r

role

and

a departure

"individualization

term equated with
The

plan

centers

in e d u c a t i o n

guiding,

are

Subject-matter

Such

instruction
a

the

Involvement,

alization of
textbook

regional

responsibility

is p r e s e n t e d .

departments

stimulate

initiating,

procedures.

accept

and

generalist

coordinating evaluation

point

State

there must

Poirier

in some w a y

further

30
re cre ate

in the c l a s s r o o m w h a t is t a k i n g p l a c e o u t s i d e the

classroom,

he has in effect,

lost hi s class.

M a n y ideas i mpi nge upon e d u c a t i o n a l

leadersh ip,

and mo re r e c e n t l y there have b e e n t h o s e of an u n p r e d i c t a b l e
a n t i r a t i o n a l i s m nature.

A frontal a t t a c k has b e e n l a u n c h e d

against the o r g a n i z a t i o n of i n s t r u c t i o n by m i l i t a n t s
d e m o n s t r a t o r s across the nation.
me ss a g e

is clear.

O n s uch o c c a s i o n s the

As st a t e d by one

Ne w York T i m e s , "It is not p o s s i b l e
yo u're w i t h us."

16

and

l e f t i s t g r o u p in the
to be log i c a l w h e n

In e d u c a t i o n itself,

it is not just

am ong the you th that p r o t e s t i n g the E s t a b l i s h m e n t is found.
T o da y's e d u c a t i o n a l p u b l i c a t i o n s
h u m a n i z i n g the schools,

str e s s the n e e d for

as o p p o s e d to the

"intellectual

upgrading" of a d e c a d e ago.
"These are r api dly c h a n g i n g ti mes a nd e d u c a t i o n a l
social s ystems are r e c e i v i n g m o r e
e n v i r o n m e n t than e v e r be for e,"

fee dba ck

s t a t e d Dr.

f r o m the
R. L.

Johns.

The social s y s t e m m u s t ch ang e in o r d e r t o s u r v i v e
environment,

J ohn s commented.

in its

These times which require a

rate of ch ang e g r e a t e r than ev er before,
p a r a l l e l e d c h a l l e n g e to the e d u c a t i o n a l
pr ovi de

18

p r e s e n t an u n ­
a d m i n i s t r a t o r to

l e a d e r s h i p to m e e t d e s i r a b l e i n n o v a t i v e programs.
M a n y sch ools in m e t r o p o l i t a n a r e a s h a v e a l r e a d y

felt the impact of the n e w reformism.
of the se eff e c t s ca n be con trol led ,

W h e t h e r or n o t all

c e r t a i n l y the d e s i r a ­

bility of t hes e id e o l o g i e s can be q u e s t i o n e d .
democrac y's p r o c e s s

for d e c i s i o n - m a k i n g ,

If w e s c r a p

the o n l y c o u r s e

31
left is to o b s e r v e the p r o c e s s e s

a n d p o t e n t i a l e f f e c t s of

the e n s u i n g d e s p o t i s m .

their

not w i t h o u t

However,

some v i r t u e ,

i r r a t i o n a l i s m is

for t h e m o v e m e n t m a y c a u s e u s to

give g r e a t e r a t t e n t i o n to t he h u m a n e l e m e n t as w e p r o c e e d
w i t h the b u s i n e s s o f o r g a n i z i n g the
pr oce s s e s .

What,

then,

o r d e r to a v o i d t o t a l
Hopefully,

instructional

can educators

frustration,

hope to achieve

if n ot d i s a s t e r .

we c a n a r r i v e at s o m e m i x t u r e of t h e t w o

the h i s t o r i c a l

c o n c e p t of e d u c a t i o n c l o t h e d in its

" i n t e l l e c t u a l i s m , " a n d the m o r e r e c e n t w a v e
of h u m a n i z i n g n e e d s
The t w o b r o a d

g a r b of

of a f f e c t i v e

l i t e r a tur e.
19
fi e l d s a r e d e s c r i b e d b y B r a u d y
as dithe

former being concerned

l e a r n i n g p r o c e s s e s w h i c h c an be

items o f i n f o r m a t i o n ,
w h i l e the

forces;

as p e r c e i v e d b y c u r r e n t

d a c t i v e a nd e n c o u n t e r t e a c h i n g ;
with those

in

rules,

latter concerns

be ing i n t e l l i g e n t ,

principles,

formalized

into

and problems,

itself wit h being critical,

being uninhibited,

being

being socially a c c e p t a b l e — outcomes which

f rie ndly,

a nd

c a n n o t be d e f i n e d

explicitly.
To look m o r e

s p e c i f i c a l l y at o r g a n i z a t i o n a l

s t r u c t u r e as n e w t r e n d s u n f o l d ,
gi v e n to the k i n d s
in the o r g a n i z e d

of p e o p l e w h o w i l l h a v e a role to p l a y

instructional pattern.

sc hoo ls o p e r a t e b a s i c a l l y
teachers being

c o n s i d e r a t i o n m u s t be

S ure ly,

as t h e y d i d t h i r t y y e a r s

l o c k e d in a ro le h i e r a r c h y w h i c h

f e s s io nal in s t a t u s
next g e n e r a t i o n w i l l

most

and subprofessional
change

ag o w i t h

is p r o -

in nat ure .

20

Th e

over to operations utilizing

32
advanced

systems

procedures,

interrelationships
no

l o n g e r be

which

subordinate

administrators

function.
assume

a new

role

one

initial
that

the

least

two m a j o r
from two

fessional

position
and

under
The

on

called this

the

possible

manner.

states

use of

member of

the
The

intent

patterns.

and one

and

While
it

the

Florida

the

the most

public

such

school

professional
in an

to h e l p

staffing must

instruction,

staffing

today.

makes

and

e s t a b l i s h the

people

objectives

concepts
22

the best

ambitions

effective

involved may have

t h . school's

scene

the

developed

of

each

satisfying

teacher

in a d e c i s i o n - m a k i n g
be

subpro-

promising

an a r r a n g e m e n t

and

staff
is

of

at

specialist

and a

of

in

is q u i t e

paraprofessional

of

still

include

organization

one

to

accountability,

hierarchy will

State

in

service

faculty members

and demands.

the

colleague

are to be

standing of

on

that

school

Differentiated

a

new

faculty will

concept of differentiated

talents

full p r o f e s s i o n a l

those who

the

pattern

consideration

report

cause

of

of p r e p a r a t i o n
21
limited training.

E d u c a t i o n of

paper

administration

four years

In v i s u a l i z i n g
of

the

institutionalization,

divisions;

group with

Department

professional

responsibility

support— staff

to

the

however,

of

information,

perform more

ultimatums

stages

clear

with

of

of

to

will

This will,

not m e r e l y
its

in w h i c h

data-bank

oriented,
a complete

as

role.
so that
under­

and organizational

a

a

33

MASTER TEACHER
D o c to r at e D eg re e
5 1 5 ,5 0 0- 52 5 ,0 0 0
N on- Te n ur e
Four posi ti ons
S ENIOR TEAC HE R
M.S.

Degree

Non-Tenure
Twenty Positions

4 ,600
Studen ts

STAFF 7 EACHFR

A S S O C I A T E TEA CH ER
B.A.

Degree

5 6, 5 00 - 5 9 , 0 0 0
Tenure
Si xt y -S ix P ositions

Figure 1
D i f f e r e n t i a t e d Hie rar c h y ,
T e m p l e Cit y, C a l i f o r n i a

B.A. Degree
T eac hi ng Credential
S 7 ,5 0 0 - S 11,000
Tenu re
Eighty-Five

Positions

34
The Fountain Valley,
distinguished

California

S c h o o l D i s t r i c t has

i t s e l f as a l e a d e r in the o r g a n i z a t i o n o f

d i f ferentiated staffing.

In w r i t i n g o n the m a t t e r o f

personalized

Brick

instruction.

23

stated that the greatest

p r o b l e m f a c i n g e d u c a t o r s t o d a y is o ne of p r e p a r i n g
children

for a w o r l d t h a t w i l l e x i s t

different

f o r m w h e n t h e y are

adults.

in an e n t i r e l y
A major

f o c u s o f the

F o u n t a i n V a l l e y p r o g r a m is t h a t of l e a r n i n g c e n t e r s .

He

s t a t e s t h a t t h e r e e x i s t s a n i d e n t i f i a b l e t r e n d to s h i f t
f r om the t e a c h i n g act t o the l e a r n i n g p r o c e s s
d i s t r i c t s t h a t a re a t t e m p t i n g to p e r s o n a l i z e

in s c h o o l
instruction.

C o n s i d e r a b l e a t t e n t i o n w a s g i v e n to o r g a n i z i n g
instruction

for c h a n g e b y the C o m m i t t e e

D e v e l o p m e n t w h e n it s t a t e d that the
depends

for E c o n o m i c

fu t u r e of t h e

largely on whether they can overcome

policy and practice what
servatism and

in e d u c a t i o n a l

is f r e q u e n t l y an e x t r e m e

s t r o n g r e s i s t a n c e to change.

24

difficulty

to e x p e r i m e n t a nd i n n o v a t i o n .

facing schools

th ey r e f l e c t d o m i n a n t
a conservative

con-

The report

c o n t i n u e d b y s t a t i n g t h a t m u c h d e p e n d s on w h e t h e r
genuine openness

schools

there

The

is s o c i e t y ' s e x p e c t a t i o n that

social opinion and pe r f o r m e s s e n t i a l l y

fu nct ion .

It is i m p o r t a n t to n o t e t hat t h i s c o m m i t t e e
t hat t e a m f u n c t i o n s
opportunities

is

and flexible

salary scales offer

stated
great

t o a c h i e v e b e t t e r r e s u l t s at l o w e r cost.

Even more

i m p o r t a n t is the r e o r g a n i z a t i o n of s t a f f s a n d

personnel

functions

so t h a t n e w a d v a n c e s

in t e a c h i n g

35
techniques

and technology

can be

In i t s

concluding r e m a r k s , the

change

in

school

practices

difficult

and painful;

even when

it hurts.

Definition

differentiated

has

been

ature w h i c h

the

the

literature

on

the

it b e c a m e

to change

At

the

goals

have been

organization
talents

learning

situation

ideas on

differentiated

fo r

there was

restructuring

and

makes

most

and commitments,
determining their

fashion a

that

to

25

of

and affords

system that will

as

is

M.

to m ake

In

to

so

them
in t h e

John

Rand
of

better

improve

summarizing
Schools
it d i d

talents,

greater

its

development.

provide

for

its

use

current
stated
imply
in a

interests,

autonomy

ultimate

the

the

teaching personnel

own professional
sees

Dr.

Nation*s

their
them

liter­

article

definition,
of

the

"a r e s t r u c t u r i n g

importantly,

redeployment

staffing

categorize

Journal,

staffing,

of

obvious

programs

In h i s

teachers

no p r e c i s e

Fountain Valley project

time,

of t h ese

students."

optimum use

how this

same

s t a f f i n g as

to permit

and,

to

unwise.

Teachers Association

subject

increasingly

be g i v en

definition,

of t h e i r

to

advisable

the

defined differentiated

way that

that

be both

is

defined.

separately would

that whi l e

can

it

should

describes

interwoven with

school

suggested

and organization

sometimes

staffing,

that c o n s i d e r a t i o n

California

committee

effectively.

and Goals

In e x a m i n i n g

pattern

utilized more

26

goal
own

in
The
a means

a

36
co n t i n u o u s

renewal.

T he e d u c a t i o n a l t e a m m u s t n o t o n l y

deal w i t h the p r o c e s s of change#

but,

in add iti on,

must

answer the q u e s t i o n of d e f i n i t i o n by s t a t i n g tha t there
is no set d e f i n i t i o n of a d i f f e r e n t i a t e d staff,

since at

this time m a n y m o d e l s w i t h a v a r i e t y of b a s e s are b e i n g
27
proposed, d e v e l o p e d , a nd tried.
T h i s s t a t e m e n t sup po r t s
the n o t i o n t h a t the u n i q u e n e s s of a g i v e n sc h o o l m a y
dictate the p r e c i s e d e g r e e and m a n n e r of i m p l e m e n t a t i o n .
It should be p o i n t e d out that d i f f e r e n t i a t e d s t a f f i n g is
a process,

not a product.

Furthermore,

it s e r v e s as a

fa cil ita tor o f o t h e r i n n o v a t i o n s and thus p r o v i d e s a
framework for p l a n n e d change.

The c r u x of t he d i f f e r ­

e n t i a t e d s t a f f i n g c o n c e p t is a f u n d a m e n t a l c h a n g e in the
w a y w e p e r c e i v e the p r o f e s s i o n a l t e a c h e r w i t h i n the e d u ­
ca tional structure.
e n t i a t e d staffing,

In p u r s u i n g a d e f i n i t i o n of d i f f e r ­
one

finds a c o m m o n t h r e a d w h i c h

suggests n e w roles for e x i s t i n g p ers on n e l .
co n t e n t i o n is r e i t e r a t e d in the N a t i o n a l

Such a

Education

A s s o c i a t i o n p u b l i c a t i o n on the sub j e c t w h e n

it d e s c r i b e s

d i f f e r e n t i a t e d s t a f f i n g as a t e r m u s e d to d e s i g n a t e a
va riety of p l a n s

for the d e p l o y m e n t of sch o o l p e r s o n n e l —

c l a s s r o o m te ach ers ,

administrators,

other professionals,

p a r a p r o f e s s i o n a l s , an d n o n p r o f e s s i o n a l s — in a v a r i e t y of
assignments different

f r o m the t r a d i t i o n a l p a t t e r n of the

s e l f - c o n t a i n e d c l a s s r o o m at the e l e m e n t a r y l eve l an d
d e p a r t m e n t a l i z a t i o n at the s e c o n d a r y level in the

37
framework of the
zatron.

line-staff

objectives

to

some a s p e c t s
Florida,

look more

closely

as d e s c r i b e d b y

differentiated

staffing.

school organi-

in w h i c h

they describe
instruction;
and

in p e r f o r m a n c e

the d e p a r t m e n t
flexible

(2)
(3)

personalized

personnel.

To promote

(1)
role

th e

these

indi­
of

needs,

development

and e n couraging the
A main

of

exploration
goal

is t he

responsibilities which would

Speaking

instruction.

as:

in

restating educational

specific performance-based

structional

of Education

c h a n g i n g the

is a c t i v e l y p r o m o t i n g

instructional

of

a l r e a d y b e e n m a d e of

differentiation process.

delineation of

and

the p r o p o n e n t s

their needs

ter ms.

staffing patterns

staff

some of

M e n t i o n has

instructional personnel;
objectives

at t h e g o a l s

of t h e p l a n of t h e D e p a r t m e n t

vidualization of

provide

of

28
Now

of the

structure

Brick

criteria

for i n ­

to t h e p o i n t of
stated:

We k n o w t h a t k n o w l e d g e i m p o r t e d in t h e a r e a o f p h y s i c s
w i l l b e o u t d a t e d in a d e c a d e ; t h a t t h e s o - c a l l e d
"facts of h i s t o r y " d e p e n d l argely upon the current
mood and t e m p e r of the culture; and that chemistry,
b i o l o g y , g e n e t i c s , a n d s o c i o l o g y a r e in s u c h a f l u x
t h a t a f i r m s t a t e m e n t m i g h t b e c o m e o u t m o d e d by th e
t i m e t h e k n o w l e d g e is r e a d y t o b e used.
The signifi­
c a n c e o f t h i s a n a l o g y is t h a t e d u c a t i o n is f a c e d w i t h
a new goal of facilitating change and l e a r n i n g . Do we
as e d u c a t o r s k n o w h o w t o a c h i e v e t h i s g o a l o f f a c i l i ­
t a t i n g l e a r n i n g in e d u c a t i o n o r is it a w i l l - o f - t h e w i s p w h i c h s o m e t i m e s o c c u r s a n d as s u c h o f f e r s l i t t l e
real hop e ? ^ 9
In o r d e r
developments
fornia)

to k e e p

of our

School

in s t e p w i t h

culture,

the

System prescribed

the

rapidly changing

Fountain Valley
some basic

( Cal i­

goal-oriented

38
qu est ion s in d e v e l o p i n g their flexible learning centers
and d i f f e r e n t i a t e d staffing pattern:

(1)

goal to develop s el f-s tar ting individuals?

Is the basic
(2) Will the

pr og r a m be l ife -or ien ted and ai med at p r o b l e m solving and
inquiry?

(3) Are a m a x i m u m number of learning o p p o rtu nit ies

provided wh i c h are made available in terms of pupil
learning styles?

(4) How can subject matter be more

ef fic ien tly a cqu ire d through the learning and using of
skills?

(5)

Is the learner act ively involved and p a r ­

ticipating in dec isi o n - m a k i n g ?

(6) Will it be in step

wi th the requirem ent s of the community and parental
awareness of the nee d for change?
The theme stated above places empha sis on improved
learning opportunities;

this is indeed the m a j o r goal of

di fferentiated st affing in its several forms.

The Kansas

City pr oje ct has goals and objectiv es clearly defined
which again seek improved i nstruction techniques through
differently ar ran ged tea chi ng assignments.

Hair^

states

in his outline of specific goals that d i f f e rent iat ed
staffing is seen as a maj or effort to he lp achieve a
better ed uca tio n for boys and girls, and that the following
goals relate to the im pro vem ent of services to pupils:
1.

A t t r a c t and hold tal ente d teachers in central
city schools th rou gh de sign of staff u t i l i ­
zation and career patterns w h i c h enable the
hi ghl y compet ent te acher to achieve

39
professional

status

and salary commensurate

w i t h his abilities.
2.

Bring

superior teacher talent

difficult problems
advantaged
3.

Provide

of t e a c h i n g t h e d i s ­

s tudent.

teachers w i t h the o p p ortunity

continuous

self-improvement

with other teachers
through immediate
the
4.

to b e a r o n the

school

contact

and consultants,

supervisory

and

assistance

at

level.

Provide professional
prepared

through

for

inservice

staff with a carefully

and on-the-job educational

program.
5.

Provide a realistic and productive means

for

o r i e n t a t i o n a n d i n d u c t i o n of n e w t e a c h e r s .
W h i l e the d e f i n i t i o n s
s c hoo l d i s t r i c t s

several

e i t h e r s t u d y i n g or p r a c t i c i n g some

of d i f f e r e n t i a t e d
needs,

a n d g o a l s of the

staffing vary with

their individual

it is p e r f e c t l y c l e a r t h a t th e c o m m o n g o a l

p r o c e s s to i m p r o v e

form

learning conditions

for b o y s

is a

and girls

t h r o u g h i m p r o v e d u t i l i z a t i o n o f staff.
Bl ocks to R e o r g a n i z a t i o n
S o me of t h e
s t a f f i n g a re

i n t e n d e d a d v a n t a g e s of d i f f e r e n t i a t e d

s e e n as o b j e c t i o n s

teacher organizations.

by s ome t e a c h e r s

and

N o t h i n g n e w in s t a f f u t i l i z a t i o n

or i n s t r u c t i o n a l t e c h n o l o g y

is m e t w i t h

complete

40

ADMIN
CO-ORD
INST.

PRINCIP.
CABINET

CO-ORD
INST.

CO-ORD
INST.

SENIOR INSTRUCTOR

INSTRUCTIONAL COUNCIL

S E NIOR I N S T R U C T O R

INSTRUCTORS

INSTRUCTORS

ASSOCIATE INSTRUCTORS

TECHNOLOGY

ASSO C I A T E IN S T R U C T O R S

INTERNS

INT E R N S

ART

RESOURCi
. CENTER

PHYS
ED.

INSTR
MUSIC

SUPPORTIVE SERVICES

SPEECH
AND
READ.

VOCAL
MUSIC

PUPIL >
SERVICE,

NURSE

N O N -C R E D E N T I A L E D S U P P O R T S T A F F

CLERK

PARAPROFES­
SIONAL S

STUDENT
TEACHERS

^Included as subject, a r e a s p e c i a l t i e s

RESOURCE
PERSONS

OTHER

in J u n i o r H i g h S c h o o l C u r r i c u l u m .

Figure 2
D i f f e r e n t i a t e d Staff,
K a n s a s City, M i s s o u r i , M o d e l

41
acceptability.
alternative,"

"Change for fad's sake is an unworth y
Don B a r a b e e , San F r a n c i s c o State C ollege

education professor, e m p h a s i z e s in a TEPS statement.
Noting that sometimes e d u c a t i o n a l in nov ati ons have been
adopted in name but not in practice,

he stated,

"It is

important that the basic int eres t and c har ac t e r i s t i c s of
di ffe ren tia ted s t a f f i n g be u n d e r s t o o d at the outset and
implemented in fact."

A d v o c a t e s of staff d i f f e r e n t a t i o n

and those w h o vi ew it d iml y both agree:

Teacher p a r t i c i ­

pation in s t u d y i n g the idea and p u t t i n g a p r o g r a m into
effect is a b s o l u t e l y e s s e n t i a l
1968, M o n t g o m e r y County,
major i s s u e s :

for it to be workable.

Maryland,

In

teachers struck over two

Des ire to raise the base pay and d rop a

staff d i f f e r e n t i a t i o n p r o g r a m p r o p o s e d from above.

Compli­

cation of lack of tea che r i nvo lve men t on the proposal,
charges that this was a "back door app roa ch to merit pay,"
and the attitude,
teacher gets

"Why should

I get less m o n e y w h e n another

fewer students and more p r e p a r a t i o n time and

money?" was very app are nt d u r i n g the strike,

acc ord ing to

Gary W a t t s , N a t i o n a l E d u c a t i o n A s s o c i a t i o n field services
director.

The C a l i f o r n i a Te ac h e r s Association,

cooperative a tte mpt b e t w e e n a state association,
curriculum i n s t r u c t i o n committee,
school district,

in a
its

and m a n a g e m e n t of a

i n i t i a t e d a p r o g r a m at the F oun t a i n

Valley school s y s t e m to test staff reaction,
and accountability.

Pat Clark,

responsibility,

a tea c h e r in that system,

stated that staff d i f f e r e n t i a t i o n is the same as

42
recognizing physical
I n s t e a d of ask ing :

differences
"Is t h i s

s h o u l d a s k w h e t h e r the
Miss Clark

suggests

among youngsters.

child ready

school

is r e a d y

that districts

for s c h o o l ?

We

for th e c h i l d . "

t r y i n g to set up a

s t a f f d i f f e r e n t i a t i o n p r o g r a m do so o n a s m a l l

scale

t a i l o r e d t o m e e t t h e i r p a r t i c u l a r needs.
T h e m y t h t h a t all t e a c h e r s
powerful

a re e q u a l e x e r c i s e s

influence upon our thinking.

zational structure which
students

at the e l e m e n t a r y

level.

protecting oneself

The present o r g a n i ­

assumes all things

is a b a r r i e r of t h e

to all

first magnitude,

especially

O n e w a y of a v o i d i n g c h a n g e

is for the

children.

Th e

p o s i t i o n of the

t e a c h e r i n his c l a s s r o o m f o r t r e s s

easier and more

s e c u r e w i t h o u t th e

To differentiate

the p r a c t i c e of the

have

s c r u t i n y of his c o l ­

teacher

roles

which means

c h i l d r e n all d a y

found a greater

is

is c o n t r a r y

to

last one h u n d r e d y e a r s a n d i m p l i e s n e w

roles a n d r e s p o n s i b i l i t i e s ,
c a n n o t be w i t h

and

c l a s s r o o m t e a c h e r t o shut

his d o o r a n d i s o l a t e h i m s e l f w i t h his

leagues, ^

a

resistance

long.

that teachers
Rand and English

at th e e l e m e n t a r y

lev el to

the c o n c e p t s of d i f f e r e n t i a t e d s t a f f i n g t h a n at s e c o n d a r y
level.

T h e y a l s o n o t e d t h a t a g r e a t e r p r o p o r t i o n of w o m e n

than men object
disciplinary

to t e a c h e r s

role w i t h

assuming a professional

their colleagues.

e s p e c i a l l y t r u e at the p r i m a r y level,
protective environment

shields both

fr om d e c i s i o n - m a k i n g a n d c o l l e a g u e

This

where

is

a traditionally

students and teachers
interaction.

N o t all

43
of the
Some

reluctance

comes

at the c l a s s r o o m t e a c h e r

a d m i n i s t r a t o r s w i l l be

uncomfortable

in s h a r i n g

d e c i s i o n - m a k i n g p r o c e s s w i t h th e i r staffs.
status
roles

is a n

for t e a c h e r s .

upward,
the

important

a shift

is r e q u i r e d

principals

and the

ordinating

council.

Fear of

in

Ci ty,

superintendent

new

is e x p a n d e d

functions

In T e m p l e

t he
losing

consideration when proposing

If the t e a c h e r b a s e

superintendent.

le vel .

all

the w a y

teachers

to

sit w i t h

in an a c a d e m i c

co­

In a n a r t i c l e b y t h e A s s o c i a t i o n o f C l a s s r o o m
T e a c h e r s , 32 d r a w b a c k s
and closely
literature.

parallel

challenge.
be u s e d as
resolved

1.

Teachers
a means

f o u n d in o t h e r

that neither teachers

Teachers

fe ar t h a t

for b u d g e t

are

this

to a c c e p t

t y p e of

cutting.

asked by teachers,

nor

framework

go o n to a s k

before wanting

W hat are or wil l be the
the

f or
the

staffing may

Many other u n ­
s u c h as:

criteria

f or

judging

r e l a t i v e i m p o r t a n c e o f th e v a r i o u s

teaching
2.

states

staffing.

the advantages

issues

comments

cited

a r e p r e p a r e d to o p e r a t e w i t h i n t h e

of d i f f e r e n t i a t e d
of

negative

The article

administrators

"proof"

for c l a s s r o o m t e a c h e r s w e r e

roles?

Can differentiated

s t a f f i n g be

accomplished

only by establishing a new hierarchy?
3.

Is a g o o d t e a c h e r n e c e s s a r i l y
nating teacher?

a good co o r d i ­

44
4.

Will d i f f e r e n t i a t e d s t a f f i n g foster greater
solidity among teachers,

or w i l l s p e c i a l i z a t i o n

and d iff ere n t i a t i o n be a div isi ve
5.

factor?

Are the various a s s i g n m e n t s in d i f f e r e n t i a t e d
teaching so s p e c i a l i z e d that they fall a u t o ­
ma tic all y into a h i e r a r c h y pat tern?

The article concludes by s u g g e s t i n g that the p r o ­
fessional associations have both a right and a r e s p o n s i ­
bility to provide

leadership in b r i n g i n g about changes

that will make education relevant to to day 's society.
follows, therefore,

It

that the a s s o c i a t i o n s have important

responsibilities if patterns of d i f f e r e n t i a t e d t eac hin g
assignments

for cla ss r o o m teache rs are to be put to a test.

Staffing Patterns and
Role Functions
The review of literature w h i c h has be en cited up
to this point has focused g e n e r all y on aspects rel ating
either d irectly or indirectly to d i f f e r e n t i a t e d staffing
as a process in education.

This s ect ion w ill

look more

directly at some of the mod els w h i c h are in existence.

In

examining these p r o g r a m s , it bec ome s p a t e n t l y clear that
it is the function and role of all me m b e r s of a given
school staff that describes the d i f f e r e n c e b e t w e e n a
traditionally staffed school and one that en gag es the
concept of dif fer ent iat ed staffing.
school and,

indeed,

A d m i n i s t r a t o r s of a

the entire school s y s t e m are included

in this latter statement.

In his p r e s e n t a t i o n

"Images of

45
the F u t u r e , "

J.

Lloyd Trump

principal who organizes

his

suggests

a n e w k i n d of

school diff e r e n t l y w i t h the

h i g h e s t p r i o r i t y p l a c e d on i m p r o v i n g t e a c h i n g a n d
33
le arning.
His t h e s i s is t h a t a b o u t t h r e e - q u a r t e r s of
the e n e r g i e s
to t h e s e
today's

a n d t i m e of t he p r i n c i p a l

activities.
school

the p r a c t i c a l p r o b l e m s of

society no longer make

accomplishment.
difficulties,

However,

s h o u l d be d i r e c t e d

this

a reasonable

In a d d i t i o n t o the n e w t i m e - c o n s u m i n g

there

is a h o s t of e m e r g i n g e d u c a t i o n a l

c h a l l e n g e s w i t h w h i c h the p r i n c i p a l m u s t be f ami l i a r .
Basically,

thi s p r e s e n t s

he f i n d t i m e t o i m p r o v e
manage

two p r o b l e m arenas:
instruction?

all of t h e o p e r a t i o n s

zationally,

fu n c t i o n s ,

(2) H o w d o e s he

and opportunities?

the a f o r e m e n t i o n e d p r o b l e m s

to the p r i n c i p a l ,

relations,

supervision.

Organi­

suggest assistants

having such responsibilities

external

and activities

(1) H o w d o e s

personnel

Obviously,

as b u s i n e s s

administration,
the e x t e n t of s u c h

d i v e r s i f i c a t i o n w o u l d v a r y w i t h the s c h o o l size.
principal

needs

to p r o v i d e m a t e r i a l to the

not o t h e r w i s e e a s i l y
catalyst

available

for i n n o v a t i o n .

The

and he m u s t
i m a g e of the

The

staff whi c h
serve

is

as a

future principal

r e f l e c t s a p e r s o n w h o ha s t o p p r i o r i t i e s

on i m p r o v i n g and

learning;

of his

o n e w h o e n c o u r a g e s the m e m b e r s

t e a m to

work together harmoniously.
O u t of the T E P S c o n f e r e n c e

c ame the

general thesis

that t he

job of t h e t e a c h e r has b e c o m e

unmanageable,

th at the

self-contained classroom,

self-contained

the

and

46
teacher,

and the

Basically,

the

the n a t i o n ' s
and h i g h l y

personnel,

schools

(a)

(b)

reasonable,

roles.

kinds

instructional

of

Three ways were

t e a c h e r s w i t h the

specialists,

utilize
is

and general

the

in

community

aides.

librarian,

and

talents

suggested

assistants,

t he

of one

should

specialists
become

role.

in c u r r i c u l u m c o n t e n t

he a d of an i n s t r u c t i o n a l

A l l of this

suggests

instructional process
necessarily

for

that

Economic Development

there

specialists,

cert i f i c a t e d people.

enabling

clerical
already

a m e m b e r of

and processes

Specialists

support

another.

consultants,

rather

than one who catalogues

the

through

in i n d e p e n d e n t

at t h e

auxiliary

four categories:

Materials
who

(c)

team planning and a specialist

place

rational,

through providing teachers with

to b e t t e r

exist with

new,

teacher

all obsolete.

organized to encourage

through providing

Auxiliary personnel

aides,

to b u i l d

are

of a v a r i e t y of d i f f e r e n t kinds of

of d i f f e r e n t
teachers

school

nonconference was

professional

suggested:
assistance

self-contained

s tud y,
boo ks.

should occupy

a

t e a m in a c o l l e a g u e
is a r o l e

in the

n o t a l l o f w h o m are

The Committee

for

stated:

In o u r o p i n i o n , s t a t e t e a c h e r c e r t i f i c a t i o n a g e n c i e s
should examine critically their certification policies
a n d r e g u l a t i o n s t o e n s u r e t h a t p e r s o n s c o m p e t e n t in
the h i g h l y s p e c i a l i z e d skills r e q u i r e d in m o d e r n
t e a c h i n g a r e n o t d i s q u a l i f i e d f r o m t e a c h i n g by i r r e l e ­
vant formal requirements.
Wherever necessary,
r e g u l a t i o n s s h o u l d be m o d i f i e d t o e n a b l e the s c h o o l s
to a p p o i n t s u b p r o f e s s i o n a l s t o t h e b a c k u p s t a f f s of
c e r t i f i e d t e a c h e r s . 34

47
C o n s i s t e n t w i t h the a f o r e m e n t i o n e d s t a t e m e n t s ,

a

n u m b e r of sc hool d i s t r i c t s h a v e a lr e a d y e m b a r k e d on n e w
staffing patterns

in an a t t e m p t to m e e t the goals and

o b j e c t i v e s of i m p r o v e d staff utiliz ati on.

T h e r e is c o n ­

si der a b l e p a r a l l e l i s m in the ir b a s i c co nst ruc ts,

although

ti tles m ay d i f f e r somewhat.
F o u n t a i n Va lle y,

California.

school is i n t e n d e d to beco me
o p e r a t i o n a l cen ter

the

a stage for l e a r n i n g an d an

for the teachers'

r e o r g a n i z i n g th e i r rooms,

U n d e r this plan,

s u p p o r t i n g staff.

In

t h e y have c r e a t e d c l u s t e r s

ar o u n d a d e s i g n a t e d r o o m k n o w n as a l e a r n i n g center.

All

kinds of i n s t r u c t i o n a l aids are h o u s e d h e r e .

B e c a u s e of

th eir o r g a n i z a t i o n a l p attern,

a core

containing primary

each school has

(K-3), mid dle

(3-5),

and u p p e r

(5-8).

The c o o r d i n a t i n g t e a c h e r is s e l e c t e d for his k n o w l e d g e of
c u r r i c u l u m a n d c h i l d g r o w t h and does n o t have s t u d e n t s
a s s i g n e d to h i m directly.
responsible

for p r o v i d i n g l e a d e r s h i p for the c l a s s r o o m s

his t e a c h i n g team.
re cei ves

B a s i c a l l y this p e r s o n is

The type of i n s t r u c t i o n a s t u d e n t

is b a s e d u p o n the d i a g n o s i s made by the s e v e r a l

m e m b e r s of the team.

The s ecret of this a r r a n g e m e n t is

in b o t h v e r b a l and w r i t t e n c o m m u n i c a t i o n b e t w e e n the
c l a s s r o o m teacher,
ot her specia lis ts.

c o o r d i n a t i n g teacher,
The l e a r n i n g analyst,

b a c k g r o u n d in p s y c h o l o g y ,
referrals,

is r e s p o n s i b l e

c o n d u c t research,

pri nci pal ,

and

one w i t h some
for t e s t i n g and

d e v e l o p m e n t of c u r r i c u l u m

in

48
i d e a s , obtaining and disseminating information,
carrying on

inservice

education.

staffed with a teacher

aide who works

t e a m to a s s i s t t e a c h e r s
All

requests

for t h e

Each

services

of

this

t he t e a m l e a d e r .

Another

teacher

is t h a t o f t e a c h e r a s s i s t a n t s

Southern California.

also provide

program furnishes
such c ategories
visual

aids

f u n c t i o n i n the
materials.
children
block

as w o r k i n g

central

Schedules

identify

a c o m m o n need.
Christiansen,
we have

a t h r e a t t o th em,
roles

planning

One of

rapport with
and

day

I don't

serve

getting the

program started

At

to p r o v i d e

this

it is v e r y
are

evaluate

and w o r king

role

a

time,

rooms who have
Betty

important
a te am;

them."

a nondirective

faculty project

a

schools

that

I'm not

There

for o t h e r p r o f e s s i o n a l s .

is t h a t o f

The

also

in m a n y

a week

teachers— we

role

ancillary personnel.

in f i l l i n g

coordinating teachers,

principal's

li nk b e t w e e n

students

c i r c u l a t i o n of

so t h a t

time.

"I t h i n k
the

They

from different

the

in F o u n t a i n V a l l e y

cation's

support

in t h e

early one

children

states:

school

learning centers with

are a r r a n g e d

are d i s m i s s e d

f r e e i n g the

A parent volunteer

voluntary

library

channeled

from the University

team.

in the

capacity.

are

facet of

teaching devices.

of p r o f e s s i o n a l

teachers

to the

additional

and other

aide

Work-study high

assistance

is a l s o

c l o s e l y w i t h the

in a n o n i n s t r u c t i o n a l

through

of

center

and

catalyst

a re

The
in

as a c o m m u n i ­

personnel

and

of Ch air m a n of the

49
C u r r i c u l u m Co mmi tte e is to act as a liaison a gent bet wee n
the pro jec t and the teachers'

organization,

general interp re ter of the program.

as w e l l as a

The S u p e r i n t e n d e n t

defines general bo und a r i e s and c o n s t r a i n t s and relates the
project to the community.
teachers'

The Pre si d e n t of the local

ass o c i a t i o n is i n f o r m e d of the pr oje ct and acts

in a liaison capacity w i t h the a s s o c i a t i o n at large.
Utah State P l a n .

The plan of d i f f e r e n t i a t e d

staffing re cei ved its impetus at a c o n f ere nce on p e r ­
spectives
this,

for change held in Salt Lake C ity in 1966.

there dev elo ped a new i n s t r u c t i o n a l

From

framework to

provide a new s ystem to mor e e f f e c t i v e l y ut ili ze the
potential of teachers, materials,
equipment.

and i n s t r uct ion al

Emphasis was put on the r e d e p l o y m e n t of funds

for instruct io nal equipment,

and also on the redeplo yme nt

of funds for instructional pe rso n n e l to meet va rie d
student potential.

To do this,

the p l a n theoriz es

that

there must be a br oad er span of s p e c i a l i z a t i o n in med ia
utilization and that the teac hin g staff p e r s o n n e l must
include more technicians,

clerks,

and aides capable of

bringing the me dia tec hno log y d i r e c t l y to the learner.
The plan suggests that the rate of c e r t i f i c a t e d teachers
be changed from one to t w e n t y - f i v e or th irt y to one to
forty-five or fifty,

and that staff dollars

should be

rechanneled to em plo y a ssi stan ts to support the te acher
in the new system.

Also,

counselors,

p syc hologists,

50
remedial

t e a c h i n g s p e c ial ist s,

used in a d i f f e r e n t manner.

and librarians

should be

U n d e r t he U t a h proposal,

a

ba s i c i n s t r u c t i o n unit w o u l d c o n s i s t of n i n e t y students,
h o u s e d in a large,

o p e n - i n s t r u c t i o n a l a r e a n e x t to the

me d i a c e n t e r a nd w o u l d inc l u d e
one for e a c h
staff.

level,

as w e l l

four i n s t r u c t i o n a l units,

as an i n s t r u c t i o n a l m e d i a

Sta ff m e m b e r s w o u l d ha ve d u t i e s as follows:
a.

H e a d T e a c h e r — T h i s p e r s o n is the

leader of the

u n i t — c o n d u c t s p l a n n i n g s e s s i o n s , and c o o r d i ­
na tes

the w o r k of all m e m b e r s of the unit.

O b v i o u s l y this r e q u i r e s a p e r s o n w h o has
o r g a n i z a t i o n a l potential.
b.

E x p e r i e n c e d T e a c h e r — T his p e r s o n p r o v i d e s p r o ­
f e s s i o n a l t e a c h i n g ser v i c e to students,
the d i r e c t i o n of the h e a d teacher.
se r v i c e s of t u t o r i a l aid es
work

und er

He ut ili zes

so that m ost routine

is done by n o n p r o f e s s i o n a l s .

in g r o u p s of t h i r t y is s e l d o m done;
l e a r n i n g is d o n e in t u t o r i a l

Instruction
mos t

groups of three

to e i g h t s t u d e n t s and as in d i v i d u a l students.
c.

T u t o r i a l A s s i s t a n t s — T h e s e are par aprofe s s i o n a l s w i t h at least tw o years of c ollege
training.

T h e s e p e r s o n s are to pr o v i d e a

gr e a t a m o u n t of small g r o u p s u b j e c t - m a t t e r
p r a c t i c e a nd d r i l l w o r k on b a s i c tool subjects.
T h e y a re to p r o v i d e i n d i v i d u a l help to

51
children who have difficulty

under the

group-

teaching situations.
d.

Volunteer A i d e s — These people
personal
papers,

assistant

to t h e

s e r v e as

teacher

activities
important

e.

supervision,

and many other
the

instructional

Clerk-Pupil

Progress A c c ountant— This person

the clerical work

for t h e u n i t ,

progress

reports of students,

computer

instruction.

teachers

f or c h i l d r e n .

is r e d u c e d

demonstrating,

and

(1)
(3)

important taking place

and assists with

seen that

activities

tutoring,
individual
in s m a l l

of t h e U t a h p l a n t h a t p r e s e n t

f r o m the

is i n c r e a s e d

It m a y be

student-learning

three basic parts:

maintains

in t h i s p l a n t h a t t h e n u m b e r

but the n u m b e r of adults

obsolete

in

teacher.

of p r o f e s s i o n a l

arrangement,

assisting

tasks which preserve

It w i l l be o b s e r v e d

services

re­

time of the

does

plan,

in c o r r e c t i n g

preparing teaching materials,

sponding to o n - t h e - s p o t needs,

a

(2)

traditional
to p r o v i d e m o r e
from this

are d i v i d e d

explaining

study,

groups.

with
It is

instructional

and a better design can produce

into

and

the m o s t
the

thesis

techniques

are

improved results

in l e a r n i n g .
Florida
for t h e

State

Department

State of F l o r i d a

Plan.

The model

is p r e d i c a t e d o n t h e

described

notion

that

52
teachers

have

status q u o
in o r d e r
th e

some

of

for

reason

for being unhappy wit h

the present

staffing pattern.

t e a c h i n g to become

decision-making

organizational

role

pattern.

must
The

that differentiated

staffing

dilemma,

same

which

and

at

improved

in F i g u r e

learning

core

students.

of

these

authors
offers

He h a s

assignment.

The

applications

of

staff

schedule,

curricular

teaching.

and
Also,

workshops,

plan

the

believe

atmosphere
This

and techniques.

staff

teacher

this
in

is d e s c r i b e d

factors

sponsibility
senior

he

is

as

a regular

teacher,

he

responsible

the

for

and must manifest
is

also on

of h i s

of

a

new

that

teacher.

of

Com­

plus

responsibility.

a primary

re­

of c u r r i c u l u m d e v e l o p m e n t .

is b a s i c a l l y

in

for i n s e r v i c e

schedule

and

a

time

development

salary

has

salary

teaching

employed above

time

to

teacher

a

full-time

a staff

curriculum associate
area

a

four-fifths

Any person

staff

receives

is r e s p o n s i b l e

for ad d i t i o n a l

in the

The

senior teacher

and

is e s s e n t i a l

directly with

and has

is t e n u r e d o n l y

is b a s e d o n

teaching

figure

contract,

seminars,

ideas

th e

an

innovations

spends

contract

pensation

the

senior teacher

ten—month

The

as

solution to

functions.

a ten-month

The

certain

some

creates

of

leadership qualities.

classes,

as w e l l

of the

the p r o g r a m and wor k s

based on a regular

direct

changed

take place.

interpretation

understand

is t h e

can

fully professionalized,

be

time

Furthermore,

3.

Some
truly

the

the

staff

teacher

Like
and

53

Non-Tenure

Non-Tenure

Tenure

Non-Tenure
ACADEMIC
ASSISTANT

STAFF
TEACHER

SENIOR
TEACHER

Non-Tenure

TEACHING
RESEARCH
ASSOCIATE

TEACHING
CURRICULUM
ASSOCIATE

Doctorate
or
Equivalent

Master's
Degree or
Equivalent

Master's
Degree or
Equivalent

B.A. Degree
Plus 1 year

AA or BA
Degree
Ten
Months

Ten
Months

Some
Teaching
Responsi­
bilities
Teacher
Aides

Sourcei

100* Teach­
ing Respon­
sibilities

Ten/Eleven
Months

Eleven
MonthB

Twelve
Months

4/5 Staff
Teaching
Responsi­
bilities

3/S-4/5
Staff Teach­
ing Respon­
sibilities

3/5 Staff
Teaching
Responsi­
bilities

EDUCATIONAL TECHNICIANS

Teacher
Clerks

Floyd T. Christian, Superintendent, "Differentiated Staffing"
(unpublished and undated paper. State Department of Education
of Florida, Tallahassee, Florida).
Figure 3
A Model of Differentiated Staffing

54
s p e n d s m o s t of h i s
teachers

in r e v i s i n g

training,
research
at

time

doing

j u s t that.

techniques,

and keeping materials
associate

conducting inservice
up-to-date.

is o n a t w e l v e - m o n t h

least a three-fifths

is t o k e e p p a c e w i t h

developments

and to bring new ideas

situation.

expanded
qualify

salary

His

salary

schedule.

The

academic

contract and has

the

from research

intent

from staff

and provides

special

instructional

remedial

and enriched

areas.

This

training

less

performs

the

displays,

o r d e r i n g of

of m aterials,

The

Temple

it.

salaries
single

supplies,

in
some

technician

record keeping,

California.

A high

duplication

school

Philosophically

graduate

Specialists

in teaching
high-level

schedule will

the

the

are r e c o gn izing

imposed by the

they must re-examine

comparable with

salary

usually has

educational

City program assumes that teachers

support

assistance

task.

City,

schedule

in

s u c h as b u l l e t i n b o a r d

that to break out of the ceilings
salary

person

and related duties.

may perform this

Temple

tasks,

teachers

and in rela t e d wo r k w i t h

students

clerical

into the

t o p o f an

assistant works with

than a degree.

re­

is t h a t p e o p l e w o u l d

by mo v i n g up

the p r e p a r a t i o n of m a t e r i a l s

His

latest educational

is n e a r t h e

The

fo r t h e s e p o s i t i o n s

teacher.

The teaching

teaching assignment.

sponsibility

school

He w o r k s w i t h

single

assumptions which

should be paid
administrators,

never permit

such

an

but

a

55
eventuality.

D i s s o l u t i o n of the single s alary schedule is

ne ces s a r y if tea che rs are to advance into areas of
responsibility.

Un der this program,

tr eat ed the same;

tea chers are not

add iti ona l r e n u m e r a t i o n is ba s e d on

in creased p r o f e s s i o n a l responsibility, whi ch implies
advancement b a s e d on co mpe t e n c e as a teacher, plus
evidenc e of e d u c a t i o n a l leadership.

A cle ar d i s t i n c t i o n

is made here fr om m e r i t pay, w h i c h lacks cr ite ria for
m e a s u rem ent and ma kes no d i s t i n c t i o n for job r e s p o n s i b i l i ­
ties .
The bac kbo ne of d i f f e r e n t i a t e d sta ffin g is the
teacher staff, w h o s e q u a l i f i c a t i o n s are eq uiv a l e n t to those
found el sew her e

(B.A. D e g r e e ) .

However,

anc ill ary duties

are reduced by the use of ins t r u c t i o n a l aides.
The a sso cia te teacher is the b e g i n n i n g teacher,
who has a less s o p h i s t i c a t e d role than the staff teacher
but does have a full-time t e a c h i n g load.
here is from $6,500 to $9,000.

The salary range

The staff te ach er is

highly e x p e r i e n c e d in c l a s s r o o m t e a c h i n g and is an expert
in at least one mode of i n s t r u c t i o n
work).

{such as small group

This p o s i t i o n is a full-time t eac h i n g load, wit h

some e xpe rti se in d i a g n o s i n g lea rni ng problems.

His

salary range is fro m $7,500 to $11,000 and is p r o t e c t e d by
tenure laws.

The senior tea c h e r is the teachers'

teacher

and is r esp ons ibl e for the a p p l i c a t i o n of curricul ar
innovation.

T e a c h i n g r espo nsi b i l i t i e s vary from 30 to

50 per cent of that of the staff teacher.

A ma ster's

56
degree is required,
to $17,500

a nd the sa l a r y r ang e is f r o m $14 , 5 0 0

for an e l e v e n - m o n t h co ntr act .

t e a c h e r m u s t ho ld a do cto r a t e ,
e f f e c t i v e teacher,

The master

or e q u i v a l e n t ,

be an

a nd have t e a c h i n g r e s p o n s i b i l i t i e s of

at least 25 pe r cent of that of the sta ff t eacher.
p e rso n is on a t w e l v e - m o n t h c ont rac t,
from $15,000 to $25,000.

T his

w i t h a s a l a r y range

He m u s t e s t a b l i s h a n d m a i n t a i n

a c o n t i n u e d p r o g r a m of r e s e a r c h a nd e v a l u a t i o n and have a
f a cil it y for c u r r i c u l u m de ve l o p m e n t .

I m p o r t a n t in the

T emple C i t y c o n c e p t is the role of a u x i l i a r y s u p p o r t
personnel.
III,

T h e s e p eop le are e m p l o y e d as a i d e s

I,

II,

and

and w o r k w i t h stu den ts an d t e a c h e r s in r e s o u r c e

centers,

l e a r n i n g labora tor ies ,

considerable

a n d libraries.

It is of

i m p o r t a n c e to m e n t i o n t he role of the

p r i n c i p a l , w h i c h suggest s an e n t i r e l y n e w one in o r d e r to
be c o n s i s t e n t w i t h the p h i l o s o p h i c c o n s t r u c t of the
v a rious c a t e g o r i e s of t e a c h e r rol es u n d e r d i f f e r e n t i a t e d
staffing.

R a t h e r than the t r a d i t i o n a l role of

the k eys," the p r i n c i p a l m u s t h a v e e x p e r t i s e

in g r o u p

dynamics,

h u m a n eng ine eri ng,

manager.

N o n i n s t r u c t i o n a l d u t i e s are a s s i g n e d to a new

a d m i n i s t r a t i v e pos ition,

and must

"k eeper of

serve as a s oci al

t h a t of s c h o o 1 m a n a q e r .

I m p o r t a n t in the T e m p l e C i t y p r o g r a m is the
ac ad e m i c s e n a t e , wh e r e t e a c h e r s are f o r m a l l y i n v o l v e d in
school de cis io n - m a k i n g .

O ne of the r e s p o n s i b i l i t i e s of

senior t e a c h e r s is to r e p r e s e n t the

s t a f f in the e s t a b l i s h ­

ment of the e d u c a t i o n a l p r o g r a m a n d its im p r o v e m e n t .

57
Kansas
a teaching

City/

Missouri.

scheme or

reveals
Dr.

An

is t h e

a n d the o b j e c t i v e

thinking

City program

c o nsideration has been given

states

that

"top

of

i n t e n d e d t o be

i n v e s t i g a t i o n of the Kansas

that careful

Donald Hair

to any model

learning environment

which c r e a t e d the design
accomplished.

Important

flight teachers

to both.
are

the

k e y to g o o d e d u c a t i o n — h o p e f u l l y d i f f e r e n t i a t e d s t a f f i n g
is a w a y

to a t t r a c t

an o p p o r t u n i t y

to

the e x p e c t a t i o n s
they have m o r e
work

are

equal

roles

is q u e s t i o n a b l e .

O n e of

specific

entiate

roles which

varying

levels

that of

coordinating

of th e

relations.

goals

functions of

of

teachers

new

has

background

this

program

and to d i f f e r ­

serves

and

f r o m 8 :00

a salary nearly double

as w e l l

responsibilities
assess

of

are

as

include
skill

to

Next

as a t e a m l e a d e r

in h u m a n

is

new

and c o ­

is t h e

and

to
that

a knowledge

innovate

community needs,

activities.

is

is a l e a d e r s h i p

a year ,

His q u a l i f i c a t i o n s
research,

had

H i g h e s t on the h i e r a r c h y

instructor, which

instructional

instructor who

and

c a n be a c c o m p l i s h e d b y p e r s o n n e l

curriculum practices,
ordinate

staffing proposes

the m a j o r

This position

His

if

decisions,

educational

forty-four weeks

of c u r r i c u l u m a n d

Basically

get p a i d m ore

judged by

of competency.

instructor.

35

The assumption that all teachers

a n d c o u l d be

responsibility,

and give them

make more

Differentiated

for teachers.

4:30 d a i l y .

that teachers will

responsibilities,

roles

list

capable teachers

f u n c t i o n as p r o f e s s i o n a l s . "

longer hours.

is t o

these

senior

indeed a

58
full-time teacher.

He is responsi ble to the c o o r d i n a t i n g

instructor and plans schedules and long-range a cti vit ies
while se rvi ng as the t e a m leader.

The m a j o r qua lification,

in a d d i t i o n to b e i n g a successful teacher,
ability to lead a team.

is that of the

This m e m b e r is on a salary

schedule h i g h e r than the instructor, wor ks
4:30 daily for forty weeks per year.

fro m 8:00 to

W o r k i n g on the b a s i c

teacher's salary schedule is the i n s t r u c t o r who se day is
8:00 to 3:30,

forty weeks a year.

This p e r s o n p a r t i ci pat es

on the tea m as a full-time teacher and is respons ibl e

for

large group pre se n t a t i o n s in his field of specialization,
as well as in a iding individ ual students.
sponsible to the senior teacher.

He is r e ­

Als o w o r k i n g under the

senior t eacher is the associate ins truc tor who holds a
bachelor's degree and works on a pa rt- tim e basis in
accordance with the needs of a p a r t i c u l a r team.

The

student tea che r is a senior in college w h o does not
receive a salary,

since he is still w o r k i n g towa rd a degree

and pa r t i c i p a t e s in such activities as m a y be as si g n e d by
the senior instructor.

Wor kin g on a s ala ry of about half

that of the i nst ruc tor is the i n t e r n , w h o is respons ibl e
to the c o o r d i n a t i n g instructor.

This t e a m me m b e r is a

graduate student w h o wo rks as a full-time intern for one
semester.

The teacher aide works on a special salary

schedule and is a h igh school graduate w h o w ork s as a
full-time me m b e r of the staff.
tendance,

His dut ies include a t ­

p r e p a r a t i o n of i nstructional materials,

and such

59
ot h e r c l e r i c a l d u t i e s as m a y be a s s i g n e d by the p r o ­
f e s s i o n a l staff.
Th e r e is c o n t i n u i n g i n s e r v i c e e d u c a t i o n for m e m b e r s
of the Ka n s a s C i t y program.

The staffs have o r g a n i z e d

th eir d a i l y p r o g r a m s to include time
e v a l u a t i o n of a r e a needs.
r e sults

The a g e n d a of i n s t r u c t i o n

f r o m such sessions.

consultants
of ideas.

for p l a n n i n g and

Use is mad e of o ut s i d e

in d e v e l o p i n g b o t h m a t e r i a l s and the e x p a n s i o n
Essential

in the d e v e l o p m e n t of this p l a n was

i n v o l v e m e n t of t e a c h e r s in all p h a s e s of p l a n n i n g and
decision-making.
S U MMA RY
A n e x a m i n a t i o n of the c u r r e n t l i t e r a t u r e on
d i f f e r e n t i a t e d s t a f f i n g re vea ls g e n e r a l c o n s i s t e n c y of
thought,

needs,

and role descri pti on.

In c i t i n g needs

a r e - e x a m i n a t i o n and r e d e f i n i t i o n of staff uses,

for

educators

feel a n e e d to t h i n k d i f f e r e n t l y ab out the p r o c e s s e s to
ut ili ze t e a c h e r s
fective roles

in m o r e creative,

pr odu cti ve,

an d e f ­

in w a y s w h i c h w i l l r e q u i r e pe o p l e to w o r k

to ge t h e r in pl ann i n g ,

p rep ar i n g ,

and teaching.

One of the

real c h a l l e n g e s w h i c h s chools face in m a k i n g e f f e c t i v e
changes

in h o w t e a c h e r s

training institutions,

fun c t i o n is that of the t e a c h e r wh e r e t r a d i t i o n a l p r a c t i c e s of

instruction prepare teachers

for the one to t w e n t y - f i v e

ratio an d the t e a c h i n g pr oce ss of l e c t u r e - d i scu ssi on.
E d el f e l t h ad c o n s i d e r a b l e to say on this p o i n t in s t r e s s i n g

60
a n e w c o n c e p t of e d u c a t i o n ;
confines of

the school

include the resources
Economic

one

that will

and extend

into the

of agencies.

or student

l e c t u r i n g is n o t
time.

in k e e p i n g

staffing

college-training programs

staffing makes

that

and colleges work

together

staff needs

in t e r m s of

colleges mus t prepare to dev e l o p

is a n
and

issue

is

a

static.

of d i f f e r e n t i a t e d

teaching

f or

use of teacher

very newness
schools

and

traditional

The m a t t e r of c e r t i f i c a t i o n

in a n y d i s c u s s i o n o n d i f f e r e n t i a t e d
force

the

an e f f i c i e n t

the

community

The Committee

Development also observed that

p r a c t i c e of

go beyond

The

it i m p e r a t i v e

to decide what

goals,

and then

teachers

the

the

for t h e s e n e w

roles.
The
st u d y ,

o r g a n i z a t i o n of i n s t r u c t i o n

since there

emphasis

in e d u c a t i o n a l

and now leans
ideas

as

towards

f rom u s i n g the

administration was on

textbook

average,

n e e d of e v e r y

average,

in e d u c a t i o n w i l l

o n e in w h i c h
function.

liaison.

data-bank

The next

fulfill
above-

generation

utilization
to

a

types of

s t u d e n t , i n cluding the

find a ch a n g e to the

Such

instrument

instruction to

and b e l o w — a v e r a g e .

systems procedures,

leadership

as a s a c r e d

to pace

ago when

represent

toward utilizing all

as w e l l as g r o u p i n g s

the i n d i v i d u a l

advance

from a decade

involvement and social

learning and a move

media,

change

i n d i v i d u a l i z a t i o n of i n s t r u c t i o n

departure
for

is s o m e

is u n d e r g o i n g

of

information,

administrators will perform a service

The d e f i n i t i o n and goals of d i f f e r e n t i a t e d

and

61
staffing

are

not

dissimilar

as

thinking by writers

and

programs.

the most

Probably

statement

is t h e

one

stated that while
imply
nel

interests,

existing,

there

is

and

that makes

and

reviews
as w e l l

concise

appearing

a restructuring

in a w a y

one

and

optimum use
and

The

to d e v e l o p i n g

differentiated

especially

implementing

certain blocks
in s t u d y i n g
absolutely

the

reorganization.
and

putting

essential

for

it

that

staffing

are

the
not

new

roles

aimed

recognized

at
as

sponsibility,

leadership,

were

cited

the

that

the

that

self-contained

by

job of

obsolete:

(a)

assistance

of

the

of

to b e t t e r

utilize

and

has

providing

variety

of

the

into effect

(c)

talents

f or

for m e r i t
increased

the

become

teachers
auxiliary

one

is

be

job.

pay

and
with

Three ways
the

thesis

schools

and
are

the

personnel;

support

but

re­

unmanageable,

teachers,

through
of

It m u s t

to o v ercome

the

with

in d i f f e r e n t i a t e d

time on

Commission

and

fraught

participation

a program

substitution

teachers with

specialists;

is

Teacher

defined

development.

staffing programs,

to be workable.

classrooms,

a wide

them greater

them,

higher pay

teacher

through

through providing
kinds

TEPS

a

talents,

own professional

idea

stressed

rather are

to

to

it d i d

teaching person­

their

affords

in d e t e r m i n i n g

and more

of

of

autonomy
road

all-inclusive

definition,

redeployment

their

as p r o p o s e d

i n N a t i o n ’s S c h o o l s , w h i c h

no p r e c i s e

commitments,

various

(b)

of d i f f e r e n t

enabling
another.

teachers
Staffing

62
m o d e l s of v a r i o u s p r o g r a m s e x a m i n e d i n d i c a t e th at the terms
which describe a specific function
c o o r d i n a t i n g teacher,
the

(i.e., h e a d teacher,

lead tea cher,

fu nct i o n s are in c l o s e par al l e l .

there tends to be t h r e e

etc.)

m a y differ,

In m o s t

systems,

levels of p r o f e s s i o n a l s w i t h

v a r y i n g r e s p o n s i b i l i t i e s an d c o m m e n s u r a t e p a y scales,
c a t e g o r y of

one

"some c o l l e g e t r a i n i n g , " o ne of the i n t e r n or

st ude nt te a c h e r var iety,
of person,

but

on e o r m o r e o f the p a i d - a i d e type

and a n o t h e r c a t e g o r y of v o l u n t e e r s .

It is e q u a l l y true th at the r o l e of th e princi pal ,
as w e l l as o t h e r s y s t e m s p e c i a l i s t s
m e m b e r s h i p p osi tio n,

is c h a n g e d to a t e a m

and t h a t d e c i s i o n s are shared,

r e s p o n s i b i l i t i e s a nd r e c o m m e n d a t i o n s
A r e v i e w of the

as are

for change.

l i t e r a t u r e m a k e s it q u i t e o bvi ous

that d i f f e r e n t i a t e d s t a f f i n g is a concept,
sp ec i f i c p r o c e s s of i n s t r uct ion .

rather than a

By s t u d y i n g the va ri o u s

facets,

recommendations,

a n d by r e c o g n i z i n g the p o t e n t i a l

blocks,

one ma y be able to d r a w s e g m e n t s

from many quarters

in o r d e r to d e v e l o p the t y p e of p r o g r a m t h a t
meet the n eed s of a gi v e n s c h o o l

is m o s t apt to

system.

It is a g a i n s t t his b a c k g r o u n d and w i t h this in
mind that

I p u r s u e a c o u r s e of a c t i o n in d e v e l o p i n g a

co nce pt w h i c h may have p o t e n t i a l

in Lansing.

63
FOOTNOTES

The T e a c h e r and His Staff:
Differentiating
T e a c h i n g R o l e s , report of the 1968 R e g ional TEPS C o nfere n c e ( W a s h i n g t o n : N a t i o n a l E d u c a t i o n A s s o c i a t i o n , 1968),
p. vii.
2

Staff

T h e C l a s s r o o m T e a c h e r S p e a k s on H is S u p p o r t i v e
(Washington': N a t i o n a l E d u c a t i o n a l A s s o c i a t i o n , T!T66).
^ I b i d ., p . 2 .

4T h e T e a c h e r a n d H i s
T e a c h i n g R o l e s , p. 13.

St a f f :

Differentiating

^ C o m m i t t e e for E c o n o m i c D e v e l o p m e n t , I n n o v a t i o n in
Education:
N e w D i r e c t i o n f o r the A m e r i c a n S c h o o l s (New
Y o r k : N a t i o n a l E d u c a t i o n A s s o c i a t i o n , J u l y , 1968) , p. 50.
^National Committee on Teacher Education and P r o ­
f e s s i o n a l S t a n d a r d s , T h e T e a c h e r a n d H i s Staff:
Selected
D e m o n s t r a t i o n C e n t e r s ( S t . P a u l : 3M C o m p a n y , c o p y r i g h t
N a t i o n a l E d u c a t i o n a l A s s o c i a t i o n , 1967), p. 143.
7

P h i l i p R. W e n d e l l , " T e a c h i n g a n d L e a r n i n g :
The
B a s i c F u n c t i o n , " W h o s e G o a l s for A m e r i c a n H i g h e r E d u c a t i o n
(Washington: A m e r i c a n C o u n c i l on Higher Education,
O c t o b e r , 196 7), p. 22.
Q

The T e a c h e r and His
T e a c h i n g R o l e s , pT 9 2.
g

Committee

Staff:

for E c o n o m i c

^ The T e a c h e r and His
Teaching R o l e s ,
115.

Differentiating

Development,

Staff:

p.

49.

Differentiating

■ ^ F e n w i c k E n g l i s h , " Q u e s t i o n s a n d A n s w e r s on D i f f e r ­
e n t i a t e d S t a f f i n g , " T o d a y 1s E d u c a t i o n (March, 196 9), 54.
1 2 I b i d ., 62.

64
13

Boyd Applegarth, "Request for Grant U n d e r the
Provisions of the Education P r o f e s s i o n s De v e l o p m e n t Act
of 1967" (unpublished request s ubm itt ed by the Beaverton
School District by the A s s i sta nt Superintendent, Beaverton,
Oregon, 1968).
14

Ben M. Harris, "New L e a d e r s h i p and Ne w R e ­
sponsibilities for Human Involvement:
Edu cat ion al L e a d e r ­
ship," Journal of the A s s o c i a t i o n for Su p e r v i s i o n and
Cu rri c u l u m Develop men t (May, 1969), 741.
"^Gerald A. Poirier, "Isn't It Time to Ch ang e from
Linear T eac hin g to T e a m Learning?" Jo urn al of Sec ondary
E d u c a t i o n , XLIV (October, 1969), 243.
1 fi
Abel, Lionel, quote from "Seven Heroes of the New
Left," New York Times Magazine (May 5, 1968), 30, 129.
17

Harold W. Sobel, "The New Wave of E duc ati ona l
Literature," Phi Delta Kappan, L, No. 2 (October, 1968),
109-11.
18 R. L. Johns, Cha irm an of the De par t m e n t of E d u ­
cation, Uni ver sit y of Florida, "A P r o p o s e d Fr ame wor k for
D eveloping a Ne w Instructional System" (unpublished paper
presented at a c onference on p r o s p ect ive changes in e d u ­
cation, Salt Lake City, Utah, October, 1966).
19 Harry S. Braudy, The R e c o r d , T e a c h e r s College,
Columbia University, LXX (Apri1, 196 9), 583-92.
20

.
Frank Bazili, "Organization and T r a i n i n g of
P a r a p r o f e s s i o n a l s ," The Cl ea r i n g House (December, 1969),
206.

2 1 I b i d . , 207.
22

F l oyd T. Christian, "State C o m m i s s i o n e r Speaks on
Flexible Staff Utilization" (unpublished p o s i t i o n paper.
Department of Education, Tallahassee, Florida, September,
1969), p. 1.
23

E. M i c h a e l Brick, "The Key to P e r s o n a l i z e d
Instruction," Au dio -Vi sua l Instruction, NEA, October,
2 4C o mmi tte e for Economic Development, p.

14.

1967.

65
25
M. J o h n Rand, "Answer to M e r i t Pa y De ba t e , "
Jo u r n a l of the C a l i f o r n i a T e a c h e r s A s s o c i a t i o n (January,

1965).

LXXXV,

No.

" D i f f e r e n t i a t e d St a f f i n g , " N a t i o n ' s S c h o o l s ,
6 (June, 1970), 43.

27

English,
S t a f fi ng, " p. 53.

"Questions and A n s w e r s o n D i f f e r e n t i a t e d

28

A s s o c i a t i o n of C l a s s r o o m T eac her s, " C l a s s r o o m
T e a c h e r s Speak on D i f f e r e n t i a t e d T e a c h i n g A s s i g n m e n t s , "
N a t i o n a l E d u c a t i o n A s s o c i a t i o n , 1969, p. 9.
2 9 Brick,

"The Key to P e r s o n a l i z e d I n s t r u c t i o n . "

■ ^ Do n a l d Hair, "A Pla n for D i f f e r e n t i a t e d S t a f f i n g
P u b l i c Schools, Kan sas City, M i s s o u r i :
A C a s e Study"
(unpublished p a p e r by the A s s i s t a n t S u p e r i n t e n d e n t for
Instruction, April, 1968).
31

M. J o h n Ran d and F e n w i c k English, "Towards a
D i f f e r e n t i a t e d T e a c h i n g Staff," Phi D e l t a K a p p a n (January,
1968) , 266.
32
Nov ember,

To d a y 1s E d u c a t i o n , N a t i o n a l E d u c a t i o n A s s o c i a t i o n ,
1968, 6 0.

33
The T e a c h e r and His Staff:
T e a c h i n g R o l e s , p~. 39.
34 C o m m i t t e e
■ ^ Christian,

Differentiating

for E c o n o m i c D e v e l o p m e n t ,

p.

"Differentiated Staffing."

48.

C H A P T E R III
A HISTORICAL DESCRIPTION
THE COMPONENT
It m a y w e l l
conference

PARTS

be s a i d t h a t the

1966-67" was

"Year of the N o n ­

in s ome m e a s u r e

the b e g i n n i n g of

the t h i n k i n g of d i f f e r e n t i a t e d s t a f f i n g in La nsi ng.
t h a t a n y p r o j e c t s w e r e b e g u n n o r d i d the w o r d s
in a n y c u r r i c u l u m m a t e r i a l s
structional

staff meetings.

o r in d i s c u s s i o n
However,

of the N E A f o s t e r e d t h e n a t i o n w i d e
His Staff,

from which,

of d i f f e r e n t i a t e d
sections

the N a t i o n a l

subsequently,

D u r i n g the

Education Association

sc hoo l s y s t e m s

even appear

in a n y i n ­

the T E P S C o m m i s s i o n

i d e a of T h e T e a c h e r a nd

staffing proposals

in t h e n a t i o n .

Not

has d e v e l o p e d t h e i d e a
throughout many
1966-67

s c h o o l year,

s e l e c t e d a g r o u p of

t h r o u g h o u t the U n i t e d S t a t e s to be d e m o n ­

s t r a t i o n sc ho o l s .

The criteria was based on outstanding

educational programs.
s c hoo l d i s t r i c t s

The purpose was

to a l l o w t h e s e

to b e c o m e v i s i t a t i o n c e n t e r s w h e r e

visitors might v i e w certain model programs.

Lansing was

s e l e c t e d as o ne

among other

such district,

66

and

fe atu red ,

67
programs,

a unique

exemplary

school

year

Staff

in w h i c h

basis.
has

continued

to

given

may

p e r f o r m the

than

the

that of

deal

High

in t h e

science

Junior

added
High

that

School,

where,
social
to

and

Elementary

ratio

District

has

differentiated

ten

1962,

years

building,

to

grouping
High

Education,

the

provided

was

to the

schools

were

Subse­

erected

C.

and

Wert,
made

W.

Otto

concept was

Team teaching

Grace Van

for

addition was

team—teaching

theme.

visitations

as

success

facility.

An

first

established

Their

School

as w e l l

The

of

Pattengill

were

fields.

secondary

of Miss

was

teams

for t e a m teaching.

in which

ago .

building which

Junior

confined

direction

in

small

60's was
the

r o l e in

concept.

a proposal

that

instructional

Under

some

studies

the d o m i n a n t
not

School

a way

Assocation

Dwight Rich

to

investigate

of impetus by the N a t i o n a l

addition

areas

and

notion was

to d e v e l o p

and

a

This

the o p e n - s p a c e , large

later

to

instructional

to the

the

The Teacher

team teaching.

Principals

School,

on

straight pupi1-teacher

fundamental

is

Junior

incorporated

Commission

foster the

in L a n s i n g

the

of

and

school

quently,

project

these

throughout

districts

investigate

School

an

school

Lansing

a great

prompted

available

The

idea

Secondary

Accordingly,

classroom.

Actually,
staffing

from other

led the TEPS

other

isolated

were

This whole

teachers

some m a n n e r
per

districts

for v i s i t a t i o n s

nationwide
His

staffing pattern.

in t h e

in L a n s i n g .
Director

of

to a p p r o p r i a t e

68
p l a c e s to v i e w the o p e n - s p a c e c o n c e p t of e l e m e n t a r y d e s i g n
— the idea of s c h o o l s w i t h o u t pa rti tio ns.
R e c o g n i z i n g t h a t L a n s i n g m a i n t a i n s a s e g m e n t of
c o n s e r v a t i s m in its a d u l t p o p u l a t i o n ,

it was d e t e r m i n e d

that c a u t i o n s h o u l d b e e x e r c i s e d in p r o m o t i n g this c o n c e p t
in o r d e r t h a t the w h o l e i d e a w o u l d no t be endang ere d.
Consequently,
c o n s tr uct ed,
in w h i c h

s e v e r a l n e w e l e m e n t a r y b u i l d i n g s have b e e n
as w e l l as a d d i t i o n s to e x i s t i n g structures,

large o p e n spa ces p r o v i d e the imp etu s

teaching.

At the p r e s e n t w rit ing ,

for t e a m

some a d v a n c e m e n t has

been made

in the use o f p a r a p r o f e s s i o n a l s , w h i c h are an

essential

ingredient

in t e a m t e a c h i n g an d m o r e p a r t i c u l a r l y

n o w to d i f f e r e n t i a t e d staffing.
b e e n hired;

h owever,

A few such p e o p l e have

in all cas es t h e y are in a d d i t i o n to

t r a d i t i o n a l t e a c h i n g s t a f f a n d n ot as a m e a n s of r e a s ­
s i gnm ent of i n s t r u c t i o n a l dollars.
thus far,

howev er,

Lansing's experience

is s u f f i c i e n t to d e m o n s t r a t e t h e i r

le git i m a t e role in the i n s t r u c t i o n a l process.
A n u m b e r of w o r k s h o p s h a v e b e e n h e l d by L a n s i n g
elementary teachers

and a d m i n i s t r a t o r s to gain a better

p e r c e p t i o n and u n d e r s t a n d i n g of the t e a m - t e a c h i n g process.
The T e a m - T e a c h i n g S t e e r i n g C o m m i t t e e ,
I n s t r u c t i o n a l Council,
of t e a m teaching,

a sub uni t of the

fin all y d e s c r i b e d its d e f i n i t i o n

as o p p o s e d to d e p a r t m e n t a l i z a t i o n ,

the f o l l o w i n g language:

in

69
Definitions
Team Teaching
Any form of t e a c h i n g whe r e tw o or m o r e t e a c h e r s
coopera tively share r e spons ibilit ies for the planning,
p r esentation, and e v a l u a t i o n for a g r o u p of students.
It is h i g h l y r e c o m m e n d e d th a t :
1.
This cooperative planning, presentation, and
e v a l u a t i o n be o n a r e g u l a r l y s c h e d u l e d b a s i s .
2.
There be p l a n n e d o p p o r t u n i t y for large group
instruction, indep e n d e n t study, a n d small
group discussion.
3.
F a c i l i t i e s be a v a i l a b l e t o a c c o m m o d a t e l a r g e
group instruction, i n d e p e n d e n t study, and
small group discussion.
4.
T h e r e b e a m u t u a l d e s i r e o f t e a c h e r s to e n t e r
into a team situation.
5.
The r e be c o n s i d e r a t i o n for the v a r i o u s
interests and abilities of teachers w h e n
e s t a b l i s h i n g or r e p l a c i n g t e a m m e m b e r s .
Departmentalization
A n a r r a n g e m e n t where two or m o r e t e a c h e r s o r g a n i z e
i n s t r u c t i o n so e a c h h a s r e s p o n s i b i l i t y f o r o n e o r m o r e
areas of curriculum.
C h i l d r e n a n d / o r t e a c h e r s move.
C o o p e r a t i v e p l a n n i n g is p o s s i b l e b u t n o t r e q u i r e d . 1
Another

important

corollary

p r o f e s s i o n a l s , and one w h i c h
as L a n s i n g m o v e s
is t h a t o f t h e
the G r e a t e r

differentiated
In

Lansing area contained
could work

we became

in W a s h i n g t o n ,
of e l e m e n t a r y

emerging

District,

the

classrooms made

the

p r o g m a t i c one.

Consequently,

significance

staffing

1 966

we

concept,

realized that

a vast potential

schools.

At

the

of

same

school volunteer programs

a n d i n N e w Yo rk.

schools

Lansing School

in o u r

a w a r e of p u b l i c
D.C.

use of para-

is o f p a r t i c u l a r

use of volunteers.

volunteers who
time,

into the

to the

Because

in c e r t a i n

need

of the kinds

areas

of the

for additi o n a l

t h e o r y of v o l u n t e e r s

appear

help
t o be

a w e ll-informed and

in
a

70
community-experienced woman was
of w h a t was
Volunteers
hundreds

of

adults

have

classrooms
For

many

help otherwise
music,

the

aegis

During

serving

of

Many

differentiated
About
veloped

the

aide

volunteer

years,

of hours

in t h e

in

instructional

meant

talents

individual
in

program.

a significant

another

this

elect

at

an

ar t,

Like
aspect

credit

interest

not

At M i c h i g a n

State

was

for the

been

hundred university

Future

paraof

These
their

Teacher

program which
daily,

young people

excellent
At

de­

high-school

school,

and possibly

the

as
have

rapport

same

determine

an

and

time,

they

their

profession.
in

assisting with

con f i n e d to the

University,
purpose

inner-city youngsters.

the

two-hour

elementary

Student participation
has

as

children.

for the

instruction

component was

arrangement,

this

through

in w o r k i n g w i t h

created

four

as

Lansing youngsters

system known

may

need

high-school

ultimate

to

clas s r o o m teacher.

fulfilled a real

earn

time,

Through

t h e m to w o r k

interest

program known

has

special

this

school

( sen iors)

to the

this

come

same

Education Corps.

allows

aides

coordinator

staffing.

in the

students

as

are

the

thousands

have

professionals, volunteers

be

the ensuing

spent many

denied.

to

successful

youngsters,

and dramatics

through

a most

for Children.

elementary
process.

to b e c o m e

hired

This

students

the

Student

classroom

high-school

Education Corps

of providing volunteer
program brings
into our

level.

over

classrooms,

help

fiveyearly.

to

71
o n a r e g u l a r l y - s c h e d u l e d ba s i s .

Almost concurrently#

the

Lansing Community College established a student volunteer
p r o g r a m which provides much-needed help to classrooms
academic improvement#

as w e l l

as

for m a n y

e x t r a c u r r i c u l a r t y p e s of a f t e r - h o u r s
this p r o g r a m b r i n g s m a n y t h o u s a n d s
to the e l e m e n t a r y

type to be e f f e c t i v e
teachers,

p r o m o t e the

idea.

o f h o u r s of

in the c l a s s r o o m #

as i n d i v i d u a l s

skill and

assistance.

s c h o o l s of L a n s i n g .

1969-70

Ag a i n #

free h e l p

F o r a i d e s o f an y
it is e s s e n t i a l

a n d as a b o d y p o l i t i c ,

D u r i n g the

for

that

accept and

s c h o o l yea r,

the

o f f i c i a l o r g a n of t h e L a n s i n g S c h o o l s E d u c a t i o n A s s o c i a t i o n
c a r r i e d the

f o l l o w i n g ar ti c l e :

A s s i s t a n c e to t e a c h e r s is n o l o n g e r s o m e t h i n g to
be l o n g e d for b u t is r a p i d l y c o m i n g about.
C a l l the
h e l p t e a c h e r aide, t e a c h e r a s s i s t a n t # or p a r a p r o f e s s i o n a l h elp, we hav e t h i s h e l p r i g h t now.
This
h a s o p e n e d a n e w e r a for t e a c h e r s , and, as w i t h m a n y
o t h e r c h a n g e s , has some p r o b l e m s .
W h a t is a t e a c h e r a i d e e x p e c t e d to do, a l l o w e d to
do, o r p e r m i t t e d to do?
S h o u l d the p a r a p r o f e s s i o n a l
be a l l o w e d to a s s i s t in i n s t r u c t i o n ?
W h a t t y p e of
t r a i n i n g s h o u l d a t e a c h e r a ide r e c e i v e to q u a l i f y h i m
or h e r for a job?
A s t e a c h e r s , we m u s t b e c o m e a c t i v e l y i n v o l v e d in
a n s w e r i n g t h e s e q u e s t i o n s , b e c a u s e w e a re a l r e a d y
i n v o l v e d w i t h a d d i t i o n a l t e a c h e r help.
A t p r e s e n t , t h e r e a re v a r y i n g i d e a s as t o the
d u t i e s a n d r i g h t s of a t e a c h e r aide.
As p r o f e s s i o n a l
p e r s o n n e l , w e s h o u l d a s s i s t t h e a i d e s in d e t e r m i n i n g
their rights and responsibilities.
They have already
s t a r t e d to o r g a n i z e for t h i s p u r p o s e .
A l s o , t he
t e a c h i n g p r o f e s s i o n has l ent s u p p o r t t o t h e d i f f e r ­
e n t i a t e d s t a f f i n g c o n c e p t w h i c h i n v o l v e s some u s e of
paraprofessionals.
L a n s i n g C o m m u n i t y C o l l e g e , in c o o p e r a t i o n w i t h
th e L a n s i n g S c h o o l D i s t r i c t a n d M i c h i g a n S t a t e U n i ­
ve rsi t y , has s t a r t e d a p r o g r a m t o t r a i n t e a c h e r aides.
M u c h of t h e c u r r i c u l u m is a i m e d at t h e i d e a t h a t the
a i d e m a y go o n t o o b t a i n a t e a c h i n g de gre e.
These
p e o p l e c o u l d b e w o r k i n g as c e r t i f i c a t e d t e a c h e r s w i t h

72
us w i t h i n a v e r y s h o r t time.
S h o u l d n ' t w e be h e l p i n g
d e c i d e w h a t m i g h t h e l p t h e m in t h e i r j o b a n d a l s o
b e n e f i t t h e m if t h e y c o n t i n u e t o w a r d c e r t i f i c a t i o n ?
T e a c h e r s c l a i m t o be p r o f e s s i o n a l s a n d w a n t to
c o n t i n u e to a d v a n c e i n a p r o f e s s i o n .
If t h i s is true,
s h o u l d n ' t w e b e w i l l i n g to h e l p o t h e r s w h o m i g h t some
day soon be able to help us?2
During
held with
th e

was

the

not

initiating

idea was

e n d of

a teacher-aide

acceptable

obtained

summer,

to c r e a t e
1970,

it p r o v i d e d
experiential
Lansing
people

f or c l a s s w o r k
activities
As

are e n g a g e d

grow on this

District

t h r o u g h the E d u c a t i o n P r o f e s s i o n s
such a training program.
were

Project,

as w e l l

graduates

of t h i s

project,

not

b u t w h o do h a v e

career-ladder

L a n s i n g has,

at the C o m m u n i t y

a result

since

as the p r o c e s s

activity,

of t h e

nineteen

a l l o f w h o m are
the o p p o r t u n i t y to

concept.
1962,

bee n d e v e l o p i n g the

perhaps without

it;

It is o f p a r t i c u l a r

and

classrooms

for d i f f e r e n t i a t e d

label d i d not m a t e r i a l i z e

Basically

College

necessary component parts
realizing

By the

d e v e l o p e d to describe

in t h e e l e m e n t a r y

in the

it

following year w h e n a small

a n d i m p l e m e n t a t i o n of t h e p r o g r a m .

Schools.

high-school

the

training program.

to the C o m m u n i t y College,

materials

the T e a c h e r - A i d e T r a i n i n g
for s e l e c t i o n

discussions were

j o i n t l y by the L a n s i n g School

Community College

Development Act

s c h o o l yea r,

o f L a n s i n g C o m m u n i t y C o l l e g e on

inaugurated until

grant was
and the

1968-69

staff members

idea of

While

the

at

until

significance

staffing,

least the descriptive
the

1 9 6 9 — 70 s c h o o l

that the

year.

school district

73
of Lan sin g had need for these kinds of ass ist anc e programs,
wh ich indicates that the concept of d i f f e r e n t i a t e d staffing
came as a unique need and logical process in the school
system's p r o g r am min g and not merely as a ne w idea tha t was
e n c o u r a g e d for the sake of something new.

In summary,

it

may be stated that these developmental p roc e s s e s have
included:

(a) tea m-t eac hin g programs,

p a r a p r o f e s s i o n a l s , (c) Volunteers
(d) S tudent Education Corps
cation Corps,
the

(b) the use of

for Ch ild ren project,

{MSU), (e) Future T ea c h e r E d u ­

(f) Lansing Co mmunity Co llege program,

and

(g) T e a c her -Ai de Training project.
THE ROLE OF THE MO TT IN STITUTE
One

of the unique features that the L a n s i n g

School

system has long enj oyed is its fine w o r k i n g r e l a t i o n s h i p
with the College of Education at M i c h i g a n State University.
Perhaps the vast potential for an ef fec tiv e r e l a t i o n s h i p
has been en hanced in more recent years as coo p e r a t i v e
programs be tween local school districts and un i v e r s i t i e s
have re cei ved encour age men t from jointly funded State and
Federal programs,

as well as the re ali zat ion on the part

of colleges that they must engage more d i r e c t l y
action
year,

"where the

is." At any rate, very early in the 1969-70
Dr.

Clyde Campbell, director of the Mo tt

at M i c h i g a n State University,

school

Institute

su gge ste d to the off ice of

the Superi nte nde nt of the Lansing Schools that some
thought be given to a cooperative venture to study the

74
w h o l e q u e s t i o n of d i f f e r e n t i a t e d s t a f f i n g , w i t h the
t h o u g h t t h a t the M o t t
role

Institute might play a significant

in the d e v e l o p m e n t o f a w o r k i n g model.
U s i n g t h e M o t t m a t e r i a l , the w r i t e r of t h i s p a p e r

undertook

the a s s i g n m e n t of r e p r e s e n t i n g the s c h o o l

d i s t r i c t t o e s t a b l i s h the

idea.

aforementioned paragraph,

the groundwork had already been

laid.
the

As was

It b e c a m e r e a d i l y a p p a r e n t

suggested

in the

as a n i n v e s t i g a t i o n of

l i t e r a t u r e w a s b e g u n t h a t to h a v e a d i f f e r e n t i a t e d

staffing program,

it w a s

c o m p o n e n t s as aides,
and a basis

volunteers,

for t e a m t e a c h i n g .

our target model,
a n u m b e r of v e r y
s i s t i n g of

first necessary to establish
a college

Elementary

fundamental reasons.

This

a n d 18 t e a c h e r s

neighborhood which by Lansing standards
to be s l i g h t l y a b o v e

average.

While

sc h o o l h a s a l w a y s e n j o y e d e x c e l l e n t
progressive
gr ade

staff.

reporting,

student program,

We a l r e a d y h a d these.

we u s e d t h e A v e r i l l

537 s t u d e n t s

is

located

r e l a t i v e l y new,

this

leadership and a

t e a m teaching,

p a tte rn .

a p o r t i o n o f the b u i l d i n g w a s

d i a l o g u e b e t w e e n Dr.

Campbell

the A v e r i l l p r i n c i p a l ,

and his

staff,
a n d h is

from the Mott

certain services,

in

and,

in a n e w s t a f f i n g

F o l l o w i n g the

J a m e s K ai s e r ,

was a g r e e d t h a t s t a f f m e m b e r s
would provide

in a

c a n be c o n s i d e r e d

p r o f e s s e d an i n t e r e s t

facility.

for

con­

They have pioneered new approaches

reading programs,

w i t h an o p e n — s p a c e

For

School

school,

more currently,
Also,

such

constructed

necessary
together with
staff,

it

Institute

encouragement,

and limited

75
funds

to assist

in d e v e l o p i n g a s m a l l p r o g r a m .

readily agreed and patently
might

emphasized

be e s t a b l i s h e d w o u l d b e

the b a s i c

limited

that

It w a s

such models

in design,

as

and that

ingredient would be a success m o d e l , rather than

a large-scale widely
unwieldly.

On May

advertised design which might become

21,

1970,

Committee on Differentiated
resolution

to d e f i n e t h e

the

Instructional

Staffing

role

of

Council'*

adop t e d the

the Mott

following

Foundation:

T h e M o t t F o u n d a t i o n s e r v e s as a c a t a l y t i c a g e n t in
educational innovation.
It d o e s n o t i n t e n d t o i n t e r ­
vene in the curr e n t budget.
It d o e s g i v e s u p p o r t for
c o m p o n e n t s of p r o g r a m s w h i c h w o u l d n o t be a n o r m a l
part of this school's respons i b i l i t y .
Mott Foundation
s u p p o r t h a s b e e n in p r o v i d i n g s p e c i a l a i d e s , c o n ­
s u l t a n t s , e x p e r i m e n t a l m a t e r i a l s a n d e q u i p m e n t , as
w e l l as s p e c i a l i n s e r v i c e p r o g r a m s . ^
Throughout
a num b e r of

the year,

consultants,

In a d d i t i o n ,

staff members

as Dr.

Clyde Campbell,

significant

roles

and inservice

programs

ca tio n,

Dr.

during the

year,

brought

staff.
from

Institute

institute.

at t h i s p o i n t

technique,

analysts

to the Mot t

in the

Such

all played

the Averill

resource

of the

significant people

it is a p p r o p r i a t e

to other

W i lliam Farquhar,

evaluation

in w o r k i n g w i t h

been

resource

c o u l d be observed.

in p r o g r a m design,

several projects

al l

secured

and W i l l i a m Hoffman have

training,

times

the

these were

sponsored

of visitations

Larry Lezotte,

al l o v e r t h e n a t i o n w e r e
critique

they

and provided a number

school districts where

At v a r i o u s

Foundation

inservice workshops which w o uld not have

available otherwise.

Dr.

the Mott

to

Because

field of e d u ­
to q u o t e t h e

76
re act ion to d i f f e r e n t i a t e d sta ffi ng as recited by
Dr.

Robin Farquhar,

Co unc il

Dep uty Di rec tor of the Uni ver s i t y

for Edu c a t i o n a l A d m i n i s t r a t i o n in Columbus, Ohio:

I th ink yo u s hou ld p r o c e e d "full-speed ahead" w ith this
program.
There is sufficient ev idence available, both
in c o n n e c t i o n w i t h some of your oth er programs and
a r o u n d the c o u n t r y in general, that p a r a p r o f e s s i o n a l s ,
students, and m a c h i n e s can contrib ute signif ica ntl y to
the e d u c a t i o n process.
You ind ica ted that yo u plan
in iti all y to ask the teachers the question:
What do
y o u n o w do that c o u l d be done by o the r peo ple or by
machines?
This is an important question.
However, I
think there are two more important q ues tio ns that need
to be asked:
(1) If yo u were r eli eve d of a number of
y o u r cur r e n t tasks, what w o u l d you be able to do wit h
the extra time availab le to you?
(You are attending
to this q u e s t i o n and, in u t i l i z i n g the med ica l model
to de scr i b e the "star teacher" as one who would
identify, diagnose, and pre scr ibe in c onn ect ion wit h
pupils' l ear nin g needs and problems, I think you are
on the right track.)
(2) What are y ou n ow do ing that
ot her s cou ld do b e t t e r than y o u ?
(This question, I
think, p rov ide s the m o s t important k ey of all to
e f f e c t i v e d i f f e r e n t i a t e d s t a f f i n g . ) D uring our c o n v e r ­
sations , we al so d i s c u s s e d the role of the principal in
terms of w h a t bec omes of h i m w h e n d i f f e r e n t i a t e d
s t a f f i n g is i n t r o d u c e d into his school.
There seems
to have bee n substant ial variance of opinion among us
three v isi t o r s on this issue, with Bunny Smith
p r e d i c t i n g that the principal w o u l d become a "superstar
teacher" and Stan E l a m p r e d i c t i n g that the principal
wo u l d be com e a technical manager.
In my view, neither
of these alt e r n a t i v e s is likely to occur.
I believe
that d i f f e r e n t i a t e d st affing wi ll enable the principal
to b e c o m e a true e du c a t i o n a l l e a d e r — not so much in an
i n s t r u c t i o n a l sense as in an instit uti ona l sense.
That
is, he will become a m a n a g e r of resources (human,
material, and financial):
he wil l become involved
m u c h mo re th an p r e v i o u s l y in activiti es of the c o m ­
m u n i t y in w h i c h his school is located and, as the
r e p r e s e n t a t i v e of one of the commun ity 's mo st important
or gan iza tio ns, w i l l become a true community leader,
p l a y i n g a m a j o r role not onl y in a dva n c i n g schoolc o m m u n i t y rel at i o n s h i p s but also in community i m­
p r o v e m e n t p r o g r a m s less di rec tly c o n n e c t e d wi th
education; and he will bec ome more directly and
e x t e n s i v e l y i n v o l v e d in planning, management, and
a s ses s m e n t a cti vit ies of the school dis trict as a
whole, thus p r o v i d i n g much n eed ed assista nce and
e x p e r t i s e to the s upe r i n t e n d e n t and his staff.
Should

77
th ese p r e d i c t i o n s occur, t h e y have, as y o u realize,
s u b s t a n t i a l i m p l i c a t i o n s for c h a n g e s in p r e p a r a t i o n
p r o g r a m s for s chool p r i n c ip als .
T h e y also have i m p l i ­
c a t i o n s for the r e c r u i t m e n t of s c h o o l p r i n c i p a l s , in
that the i m p o r t a n c e of princi pal s' h a v i n g ha d p r i o r
t e a c h i n g e x p e r i e n c e m a y be c o n s i d e r a b l y d i m i n i s h e d
un der a d i f f e r e n t i a t e d s t a f f i n g plan.
As one i l l u s ­
t r a t i o n o f this p o s s i b i l i t y , I w o u l d p r e d i c t t h a t the
"star t e a c h e r " role w o u l d b e c o m e the c a r e e r goa l of
m o s t te ach ers , and th at it m i g h t e v e n be d y s f u n c t i o n a l
to r e c r u i t p r i n c i p a l s f r o m a m o n g "star t e a c h e r s " —
si m p l y b e c a u s e r a t h e r d i f f e r e n t k i n d s of e x p e r t i s e
w i l l be r e q u i r e d in the two r o l e s . 5
Another considerable motivating experience occurred
w h e n in N o v e m b e r of 1969 the B e h a v i o r a l R e s e a r c h L a b o r a ­
t ories i n v i t e d the w r i t e r and one b o a r d of e d u c a t i o n
m e m b e r to be the ir g uests in S an F r a n c i s c o at a c o n f e r e n c e
on d i f f e r e n t i a t e d staffing.
very f u n d a m e n t a l r eas ons
and p r o v i d e d

T h i s p r o g r a m p r e s e n t e d some

for i n v e s t i g a t i n g this c o n c e p t

first-hand insights

this s t a f f i n g pattern.

into the p o t e n t i a l

for

The v a l u e of this e x p e r i e n c e has

since p r o v e n to be c ons ide rab le.
In D e c e m b e r of 1969,

the M o t t

I nst i t u t e m a d e it

possible

for the w r i t e r and the p r e s i d e n t of the L a n s i n g

Schools'

E d u c a t i o n A s s o c i a t i o n to vis it a d i f f e r e n t i a t e d

s t a f f i n g p r o g r a m in K ansas City,

Mi ssouri.

This has

since

p r o v e d the m o s t s i n g u l a r w o r t h w h i l e e x p e r i e n c e of all
in ves ti g a t i o n s ,

and at the same time,

wh ich to d r a w su ggestions.

the b e s t m o d e l

L a t e r in the school year,

from
four

ot her L a n s i n g s taf f m e m b e r s v i s i t e d the p r o g r a m in Ka n s a s
City,

an d at a n o t h e r time,

t h e i r su p e r i n t e n d e n t ,

Hair,

came to L a n s i n g as a r e s o u r c e

Dr.

sp e a k e r on the

Do n a l d

su bje ct

78
for a t e a c h e r gr oup ,
administrators

a n d a l s o m e t w i t h a g r o u p of o u r

to d i s c u s s

F r o m the

the program.

foregoing analysis,

o b s e r v e d t h a t h a d it n o t b e e n
Mott

Institute,

1969-70

s c h o o l year,

far m o r e
model

a n d its

important,

it m a y be c l e a r l y

for the i n s t i g a t i o n o f the

s e v e r a l i n p u t s t h r o u g h o u t t he

this paper w o u l d not have been written;
e n c o u r a g e m e n t to b u i l d a c o n c e p t u a l

for d i f f e r e n t i a t e d s t a f f i n g w o u l d h a v e b e e n t o t a l l y

lacking.
T H E ROLE OF C O U N S E L O R AIDES
The

i d e a of u s i n g

less t h a n

people

in s i g n i f i c a n t r o l e s

effort

in some areas.

fully certificated

fell i n t o p l a c e a l m o s t w i t h o u t

It w a s ,

however,

because we were

t h i n k i n g a l o n g t h e l i n e s of d i f f e r e n t i a t e d s t a f f i n g t h a t
such u s e s b e c a m e
e v e n as

little

legitimatized psychologically,

whereas

as two y e a r s e a r l i e r such a n o t i o n w o u l d

have b e e n r e p u d i a t e d at the outset.
During the

1969-70

s c h o o l year,

disturbances

o c c u r r e d at the

rise t o w h a t

should have been obvious;

employment of minority
minority

secondary

a n u m b e r of p u p i l
level w h i c h g ave
that increased

a d u l t s was n e c e s s a r y t o w o r k w i t h

students who expressed a need

for s o m e o n e w h o

c o u l d r e l a t e to t h e m in an e f f e c t i v e m a n n e r — a n e e d w h i c h
c o u l d n o t be

f i l l e d by o u r t r a d i t i o n a l

counselors.

does n o t s p e a k d i s p a r a g i n g l y of t he r ole of th e t h e n

This

79
existing counselors;

it did,

however,

usher in an ent i r e l y

new era in s t u d e n t-c ou nsel or relationships.
For two very good r e a s o n s , mor e h i g h l y - t r a i n e d
counselors w o u l d not be hired.

In the first place,

the

school dis tri ct was not in a financial p o s i t i o n to do that.
Moreover,

the immediate ne ed r e q u i r e d pe o p l e w h o could

relate to a group of students w h o were e x h i b i t i n g a need
for understanding,

companionship,

and a w i l l i n g ear.

Such

assistance had to be found in peo ple w h o could br i n g these
talents;

perhaps a charisma not found in a cad emi c degrees.

Thus was born,

through the d i f f e r e n t i a t e d sta ffi ng concept,

the cou nselor aide.

Financially,

two c o u l d be hir ed for

the price of a master's degree counselor;

but more i m ­

portant, they saw their role as not b e i n g b e h i n d a desk
but rather in the halls,
where students gather,

on the streets,

in homes,

in e s t a b l i s h m e n t s

and as a frequent er of

all of the social agencies t h r o u g h o u t the community.

These

people a cted not in place of c o u n s e l o r s but as an e x t e n d e d
arm of the co uns eli ng p r o g r a m in the seco nda ry schools.
There was an immediate response on the part of the students
with w h o m they worked.

A q u i e t e r a ttitude p r e v a i l e d

throughout the remainder of the school year,
following year opened,

and as the

there was no q u e s t i o n but that

counselor aides w o u l d be a c c e p t e d fixtures in the sta ffing
hierarchy;

almost w ith out say ing it, d i f f e r e n t i a t e d

staffing occ urred in counseling.

80
PROJECT REFUEL
P r i o r to th e o p e n i n g of the
an idea wa s c r e a t e d b y Dr.
Te ac h e r E d u c a t i o n ,

19 69- 70

sch o o l year,

L e l a n d Dean, A s s i s t a n t D e a n for

and the w r i t e r of this p a p e r to

s t r u c t u r e a p r o g r a m b e t w e e n the C o l l e g e of E d u c a t i o n at
M i c h i g a n Sta te U n i v e r s i t y and the L a n s i n g Sc h o o l District,
w h i c h w o u l d have as its m a j o r t h r u s t the

i mme d i a t e

in­

v o l v e m e n t of u n i v e r s i t y staff m e m b e r s in c l a s s r o o m
te ac h i n g at the e l e m e n t a r y

level.

F u n d i n g for the p r o j e c t

was m a d e p o s s i b l e t h r o u g h the c o o p e r a t i o n of Dr.
Green,

Rob ert

D i r e c t o r of the C e n t e r for U r b a n A f f a i r s at

M i c h i g a n S t a t e Un i v e r s i t y .
as sistance,

W i t h o u t suc h f ina n c i a l

Operation Refuel

Urban E d u c a t i o n a l Leaders)
dr awi ng board.

(Relevant E x p e r i e n c e s For

w o u l d n e v e r have

left the

T h r e e m a j o r o b j e c t i v e s w e r e c i t e d for the

project:
1.

T o i n c r e a s e the a c a d e m i c a c h i e v e m e n t of the
p u p i l s a t t e n d i n g an u r b a n s chool in Lansing.

2.

To sta ff M i c h i g a n S tate U n i v e r s i t y p r o f e s s i o n a l
education courses with instructors having
recent,

direct experiences working with urban

p u p i l s as w e l l as w i t h t e a c h e r s c u r r e n t l y
t e a c h i n g in u r b a n classroo ms.
3.

To p r o v i d e varied,
experience

meaningful professional

for u n d e r g r a d u a t e and gra du a t e

s t u d e n t s p r e p a r i n g to w o r k w i t h u r b a n children.

81
In o r d e r t h a t
was

determined

these

objectives

that instructional

each containing approximately
teachers,
graduate
another
Rather
more

one Michigan
intern,

than

successful
Dr.

sixty

a p p r o x i m a t e d t e n t o one.

Major

Miss

Evelyn

procedures
model,

Clark,

b o t h of w h o m

at both

probably

levels

unique

Flexibility
f e a t u r e s of t h i s

university professor
ri es

are t r i e d o n

immediate.
courses

A second

on campus

city classrooms

to t h e

classroom;

the

traditional

feature

expertise
his

of the
theo­
is

is t h a t t h e p r o f e s s i o n a l
relevant

having recent

because

experience

team leaders

are

Thirdly,

the professional

experience

becomes

a

are o u t s t a n d i n g

in turn,

c l assroom to help teach on-campus
of

are

in i n n e r released

courses.

more meaningful

University professors who

t h e y are

student teachers

with both experienced inner-city teachers
State

Principal,

s u b j e c t s , and the evaluation

and because

interns

at M i c h i g a n

against

from the

and graduate

director,

School

manpower

which brings

become more

taught by professors

f or its

nation.

and additional

li ve

it

of e d u c a t i o n to e s t a b l i s h

in the

program,

credit

of E d u c a t i o n

fought

created.

to one,

go t o p r o j e c t

a n d to t h e A l l e n S t r e e t

one

Again,

staffing was
thirty

University,

two Lansing

professor,

ratio of

implementation must

it

s h o u l d be devised,

students,

differentiated

G e r a l d Duffy of the Col l e g e

State

be m e t ,

student teachers.

a pupi1-teacher

nearly

units

State University

and four

compo n e n t of

might

on the

as t h e y w o r k

and Michigan
instructional

82
team.

Pr oje ct Refuel offers inner-city children an

o p p o r t u n i t y to d e v e l o p a w h o l e s o m e respect

for themselves

and society, w hil e he lpi ng t h e m to achieve better a cad e m i c
standing.

The p roj ect also better prepares

and e d u c a t i o n a l
schools.

future teachers

leaders to handle assignments in inner- cit y

Finally,

uni ver sit y pro fes sor s are returning to

school cl a s s r o o m s as a means of k eep ing t h e m in contact
w i th the re alities of e l e m en tar y ed uca tio n today.

Project

Refuel is a n o t h e r step in the struct ure d process of i m p l e ­
m e n t i n g the co nce pt of d i f f e r e n t i a t e d staffing in the
La n s i n g School District.
T H E FAMILY H E L P E R P ROGRAM
The M i c h i g a n Legislature,

in 1966, e s t a b lis hed

Section 4 of the State A i d A ct to assist school districts
to d eve lop inn ova tiv e programs to help d i s a d v a n t a g e d
youngsters.

Be cause funds wer e to be available to school-

districts on the basis of their re lat ion to the needs of
students,

the

I nstructional Di vision of the Lansing School

District t h e o r i z e d that the most pre ssing need of chi l d r e n
in La nsi ng was not one di rec tly related to the
situation,

"in school"

but rather a pr oje ct wh ich w o u l d alleviate

d i s t r e s s e d home conditions,

since children cannot p e r f o r m

well w i t h o u t a dequate clothing,

food, and m edical at ten tio n

for t h e m s e l v e s or their families.

Staff members of

L a nsi ng schools r eal i z e d that ma ny social services were
available in the community;

the big p r o b l e m was in ge tting

83
needy persons
necessary

t o s e r v i c e s a n d in c u t t i n g t h r o u g h the

r e d t a p e to m a k e p o t e n t i a l

A g a i n s t th is b a c k g r o u n d ,

assistance

t he L a n s i n g S c h o o l D i s t r i c t

d e s i g n e d a p r o p o s a l b a s e d o n t h e use of
to be h i r e d as c o o r d i n a t o r s ,
homes,
was

the

funded

school,

selected

or liaison agents,

a n d all s o c i a l a g e n c i e s .

in 1966 in the a m o u n t of

$350,000

T h e h e a r t o f the p r o p o s a l c o n t a i n s th e
p a r t i c u l a r m e a n i n g to t h i s paper;

a re ality.

lay p e o p l e
between

The proposal
for t h e year.

l a n g u a g e w h i c h has

it i n d e e d e x p r e s s e d in

1966 t.he c o n c e p t o f d i f f e r e n t i a t e d s t a f f i n g ,

without

the

p r e c i s e w o r d s b e i n g s p e l l e d out:
It is p r o p o s e d t h a t s e l e c t e d lay p e r s o n s (Family
He lp e r s ) be h i r e d by the L a n s i n g S c h o o l D i s t r i c t for
the p u r p o s e of w o r k i n g in its e n t i r e s c h o o l area.
T h e s e p e r s o n s w i l l be i n d i v i d u a l s w h o h a v e d e m o n ­
s t r a t e d t h e i r a b i l i t y to r i s e a b o v e a d v e r s i t i e s t h e y
f a c e d b y r e a s o n of b irt h, w h o h a v e g r e a t i n t e r e s t in
w o r k i n g w i t h t h e i r e t h n i c group, a n d w h o p o s s e s s
a b i l i t y to e a s i l y r e l a t e w i t h a d u l t s as w e l l as
children.
T h e F a m i l y H e l p e r w i l l w o r k u n d e r the
d i r e c t i o n o f a p r o f e s s i o n a l l y t r a i n e d p e r s o n (Family
C e n t e r C o o r d i n a t o r ) g i v i n g i n t e n s i v e h e l p i n the h o m e .
Ea ch F a m i l y H e l p e r w i l l be a s s i g n e d an a c t i v e c a s e
lo ad o f si x to te n families.
Turnover and followup
w i t h f a m i l i e s w h o are c h a n g i n g t h e i r b e h a v i o r w i l l a d d
up to t h i r t y a d d i t i o n a l f a m i l i e s p e r F a m i l y H e l p e r p e r
year.
E x t e n s i v e i n s e r v i c e w o r k s h o p s w i l l b e h e l d to
i n c r e a s e the c o m p e t e n c y of the s t a f f in w o r k i n g w i t h
t h e i r fam ilies.
C e n t e r C o o r d i n a t o r s w i l l a c t as l i a i s o n b e t w e e n
sc hoo l. F a m i l y H elp er, a n d t h e v a r i o u s l o c a l a g e n c i e s .
R e f e r r a l s w i l l be m a d e by p r i n c i p a l s in c o o p e r a t i o n
wit h teachers, school social workers, nurses and
psychologists.
Suc h r e f e r r a l s w i l l in n o w a y e x c l u d e
the F a m i l y H e l p e r f r o m a s s i s t i n g o t h e r f a m i l i e s w i t h
c h i l d r e n in the n e i g h b o r h o o d as n e e d s a r e p r e s e n t e d
so l o n g as the a r e a s c h o o l p r i n c i p a l a n d h is s t a f f ar e
in vol v e d .
A l s o a c c e p t e d are r e f e r r a l s f r o m o t h e r
social agencies.
(Probate C o u r t , C i t y H o u s i n g R e ­
location Officer, County Health Department, Child
G u i d a n c e , etc.).

84
W e p r o p o s e t o c o n t i n u e F a m i l y C e n t e r s in a p p r o p r i ­
ate u n u s e d s tores in t h e s c h o o l district.
One c o ­
o r d i n a t o r a n d t e n F a m i l y H e l p e r s w i l l s e r v e in e a c h
center.
Three public health nurses and three licensed
p r a c t i c a l n u r s e s w i l l b e a v a i l a b l e to s e r v i c e th e
three c e nters and to c o o r d i n a t e the p h y s i c a l and
m e n t a l ne e d s of the families.
Other consultant
services w i l l be avai l a b l e t h r o u g h various e x i s t i n g
school departments.
C e r t a i n types of c o nsultant
s e r v i c e s m a y be o b t a i n e d f r o m M i c h i g a n State U n i v e r s i t y
and o t h e r c o m m u n i t y agencies, private and public.
M e d i c a l , d e n t a l , a n d m e n t a l h e a l t h a s s i s t a n c e w i l l be
p r o v i d e d by this p r o j e c t b o t h in p r a c t i c e and on a
c onsu l t a n t basis.
T i t l e 18 a n d T i t l e 19 a n d M e d i c a r e
m a y e v e n t u a l l y a s s u m e p a r t of t h i s load.
Mental,
p h y s i c a l h e a l t h a n d d e n t a l s e r v i c e s w i l l b e p a i d for
b y t h e F a m i l y H e l p e r P r o g r a m o n l y if o t h e r e s t a b l i s h e d
a g e n c i e s a r e u n a b l e t o hel p.
O n e s e n i o r h i g h s c h o o l t e a c h e r - c o u n s e l o r w i l l be
a s s i g n e d to t h e p r i n c i p a l ' s o f f i c e at e a c h o f t h e
three senior high schools.
These per s o n s will w o r k to
i n d i v i d u a l i z e c u r r i c u l a f o r p o t e n t i a l d r o p o u t s as t h e y
i n t e g r a t e i n t o t h e c o m m u n i t y , v o c a t i o n a l w o r l d , a n d as
f u t u r e p a r e n t s .6
It w i l l
be h i r e d ,

be n o t e d that

to w o r k

under

trained personnel.
nators

brought

istics of
indigenous

they brought

people who were

two distinct

to the

la y p e r s o n s w e r e

t h e d i r e c t i o n of m o r e

These

differentiated

selected

advantages,

staffing:

community

(1)

to which

an u n d e r s t a n d i n g

highly-

h i r e d as c o o r d i ­

both character­
Because they were

they were

assigned,

and a rapport which

could

never have been present

in a c o l l e g e - t r a i n e d p e r s o n .

It w a s

two such people

possible

to h ire

one college-trained worker;
were doubled

to t h e

appropriated

fewer dollars

year,

the

t hus ,

community.

number of persons

the c o n c l u s i o n of t h e

19 69

the

Because the

hir e d has

been

of

and services

legislature

4 each

school year,

(2)

for the price

dollars

for S e c t i o n

to

succeeding

reduced.

At

appropriations

85
from this A ct w ere no longer available.

However,

of the success of the con cept o f F a m i l y Helpers,

because
a new

grant was o b t a i n e d t h r o u g h the M i c h i g a n D e p a rt men t of
Social Services in ord er to m a i n t a i n s ixt een such c o o r d i ­
nators .

Not on ly has there b e e n a d e m o n s t r a t i o n of h ow

such selected pe opl e fun ctio n as home and school c o o r d i ­
nators,

in the m ed i c a l field,

ano the r c omp one nt of the

Family Helper P r o g r a m ca l l e d for pr act i c a l nurses to work
with registered nurses.

T h r o u g h o u t the entire project,

this staffing construct r e p r e s e n t e d wo rkers w i t h a junior
high school e d u c a t i o n to those w i t h Ed.S degrees.

Of all

of the projects in the L a n s i n g School Dis tri ct w hic h
created and pr om o t e d the c oncept of d i f f e r e n t i a t e d
staffing,

this was p r o b a b l y the m ost enlightening.
THE I N S T R U C T I O N A L C O U N C I L

In the Lan s i n g School District,
a creature of the b a r g a i n i n g process,
Instructional Council.

there exists,

as

a body kn own as the

.It has equal r e p r e s e n t a t i o n of

teachers and a dmi nistrators,

plus

five parents.

The

purpose of this group is to act as a c l e a r i n g h ous e for
ideas of instruction.

In turn it has c e r t a i n ad hoc

committees w h i c h are c h a r g e d w i t h the study of specific
changes wit h the idea that r e c o m m e n d a t i o n will be made to
the Council.

Such ideas as are e n d o r s e d by the Cou n c i l

find their w ay to the S u p e r i n t e n d e n t and then to the
Board of Education.

86
In F e b r u a r y ,
staffing was

1970,

the I d e a o f d i f f e r e n t i a t e d

i n t r o d u c e d at t h e

Instructional Council,

at

w h i c h t i m e a c o m m i t t e e o f e l e v e n m e m b e r s w i t h thi s t o p i c
as its o n l y

function was appointed.

On March

D i f f e r e n t i a t e d S t a f f i n g C o m m i t t e e h e l d its
a n d e l e c t e d an e l e m e n t a r y t e a c h e r
as its c h a i r m a n .

The

5 t he

f irs t m e e t i n g

from the Averill

following represents

School

the c o n c l u s i o n s

of t h i s m e e t i n g :
In r e s p o n s e t o a q u e s t i o n f r o m Mr. Klein, Mr.
C h a m b e r l a i n d e s c r i b e d d i f f e r e n t i a t e d s t a f f i n g as a
p r o g r a m in w h i c h the s t a f f of a b u i l d i n g m i g h t w i s h
to d i v i d e its s t a f f d o l l a r s d i f f e r e n t l y , u s i n g p e o p l e
w i t h d i f f e r e n t s k i l l s in d i f f e r e n t w a y s , w i t h d i f f e r ­
e n t a m o u n t s o f money.
Some possible positions:
Teacher-Instructional Coordinator
Supervising Teacher
Teacher
A s s o c i a t e T e a c h e r (part-time)
Paraprofessional
Teacher Aide
Clerk Aide
Volunteers
E a c h p e r s o n is an i n t e g r a l p a r t of the team.
Mr. K a i s e r d e s c r i b e d the A v e r i l l "Level I" t e a m
and the c o o p eration w ith M.S.U. and Mott Foundation.
Mr. N o r b e r t K l e i n d e s c r i b e d a p r o p o s a l for a
d i f f e r e n t i a t e d t e a m at Rich.
Thi s t e a m is to be
c o o r d i n a t e d by the d e p a r t m e n t c h a i r m a n , w o r k i n g w i t h
regular t e a c h e r s , student t e a c h e r s , a i d e s , and v o l u n ­
teers .
Mr. R u s s e l l L a n g d e s c r i b e d a p r o p o s a l for G i e r
Park — lead t e a c h e r s , regular t e a c h e r s , beginning
t e a c h e r s (or t e a c h e r a ide), c l e r k or p a r t - t i m e
(perhaps a o n e - h a l f t i m e c o - o p ) .
Mrs. J a n e Boyd, c h a i r m a n , c l o s e d the m e e t i n g w i t h
the c h a r g e t h a t t h i s c o m m i t t e e is t o s t u d y and r e p o r t
th e v a r i o u s d i f f e r e n t i a t e d s t a f f i n g p a t t e r n s for the
Instructional Council.^
A t th e s e c o n d m e e t i n g ,
differentiated

r e p o r t s w e r e g i v e n o n the

staffing projects

in K a n s a s C i t y a n d Racine,

bo th of w h i c h h a d b e e n v i s i t e d b y L a n s i n g s t a f f m e m b e r s .

87
Recognition was

giv e n to the

staffing arrangement
have

t o go t h r o u g h

fact

for t h e

t h a t a n y n e w t y p e of

1970-71

school year would

the n e g o t i a t i n g teams,

recommendation

s h o u l d be p r e p a r e d b y t h i s

it t u r n e d out ,

this became

mentation.
philosophy

The

committee

statement

to t h o s e w i t h

a

committee.

factor

and to

limit participation of

third m e e t i n g of the

As

in i m p l e ­

further d e c i d e d to p r e p a r e

approved pilot projects.

f o l lowed by the
prepar ed the

a salient

and that

This

a

schools

action was

committee which

following motion:

Th a t a letter be sent to b o t h n e g o t i a t i n g teams
u r g i n g t h e m t o c o n s i d e r d i f f e r e n t i a t e d s a l a r i e s for
any pilot schools that the Committee on d i f f e r e n t i ­
a t e d s t a f f i n g a p p r o v e s f o r t h e 1 9 7 0 - 7 1 s c h o o l year.
The

succeeding

the m a t t e r

committee

of t h e n e g o t i a t i n g p r o c e s s .

following articles were
were

further considered and debated

distributed

ur g e d to r e a d t h e m b e f o r e
1.

the

A Position Statement
Differentiated

Teacher

Education

Eight-page
National

and c o mmittee m e mbers
next meeting:

on the

Staffing

cation Association,

In a d d i t i o n th e

Concept

(Ref:

National

National

Edu­

C o m m i s s i o n on

and Professional

document

of

issued May

Education Association,

11,

Standards,
1969,

Washington,

D . C .) .
2.

Differentiated
Deployment
No.

6

Staffing,

(Ref.:

(June,

1970),

Strategies

Nation's
4 3-46.

f or T e a c h e r

S c h o o l s , LXXXV,

88
3.

Th e T e a c h e r and His S t a f f
D enmark,
Journal

(Ref.:

G e o r g e W.

"The T e a c h e r an d His Staff," N E A
[December,

T h r o u g h o u t the spring,

1966]).

m a t e r i a l s w e r e d u p l i c a t e d and

f o r w a r d e d to c o m m i t t e e m e m b e r s in o r d e r to k e e p t h e m up to
date on c u r r e n t literature.
process

T h i s p r o v e d to be a v a l u a b l e

in h e l p i n g m e m b e r s to r e c o g n i z e the sco pe and

i m p a c t of this m o v e m e n t as n a t i o n a l a nd n ot m e r e l y local.
In May,

thr ee m e e t i n g s w e r e h e l d by the c o m m i t t e e

in o r d e r to fi nal ize a p a p e r w h i c h w as to be p r e s e n t e d to
the

I n s t r u c t i o n a l C o u n c i l by the D i f f e r e n t i a t e d S t a f f i n g

C o m m i t t e e C hai rma n,

Mrs.

Jane Boyd.

This report,

the

re s u l t of the y ear 's work, was t o have a d r a s t i c a f f e c t on
w h e t h e r or not the c on c e p t w o u l d be a c c e p t e d by the
council,

and c ons e q u e n t l y ,

w h e t h e r it w o u l d ha ve any c h a n c e

for i m p l e m e n t a t i o n in the 1970-71 school year.
w h i c h w a s a c c e p t e d by the I n s t r u c t i o n a l Co unc il,
stands as the

T he report,
now

f r a m e w o r k upon w h i c h w o r k i n g m o d e l s m a y be

developed.
PRESENTATION TO INSTRUCTIONAL COUNCIL
Th e D i f f e r e n t i a t e d S t a f f i n g C o m m i t t e e has d i r e c t e d
its a c t i v i t i e s t o w a r d f u l f i l l m e n t of the f o l l o w i n g
objectives:
1. R e s e a r c h and study of all a v a i l a b l e p u b l i s h e d
m a t e r i a l on d i f f e r e n t i a t e d s t a f f i n g a n d o t h e r
r e l a t e d areas.
2. F o r m u l a t i o n of a p h i l o s o p h y s t a t e m e n t on
d i f f e r e n t i a t e d s t a f f i n g a p p l i c a b l e to L a n s i n g
schools.
3. F o r m u l a t i o n of a set of s u g g e s t e d g u i d e l i n e s
to be u s e d as a s t a r t i n g p o i n t for the
d e v e l o p m e n t of d i f f e r e n t i a t e d s t a f f i n g plans.

89
Th e C o m m i t t e e r e c o g n i z e s t h a t r e s e a r c h a n d
st u d y in the a r e a of d i f f e r e n t i a t e d s t a f f i n g m u s t
c o n t i n u e as n e w m a t e r i a l s b e c o m e a v a i l a b l e .
The
C o m m i t t e e f u r t h e r r e c o g n i z e s t h a t t h e g u i d e l i n e s ar e
bu t a s t a r t i n g p o i n t a n d t h a t as s t u d y a n d r e s e a r c h
co n t i n u e , t h e s e g u i d e l i n e s w i l l n e e d r e v i s i o n .
Guidelines
Th e f o l l o w i n g g u i d e l i n e s s h o u l d be the b a s i s of
s t u d y b y t e a c h e r s a n d a d m i n i s t r a t o r s i n t e r e s t e d in the
f o r m u l a t i o n of a d i f f e r e n t i a t e d s t a f f i n g p r o g r a m .
The
c o m m i t t e e to w h i c h s u c h p r o p o s a l s w i l l be sen t c o n ­
s i d e r s t h e s e as e s s e n t i a l b a s i c c r i t e r i a to be b u i l t
i n t o any p rog r a m .
T h e c o m m i t t e e r e c o g n i z e s t h a t d i f f e r e n c e s in teams,
sc hoo ls, a n d l e v e l s of i n s t r u c t i o n (elementary,
se con dar y) w i l l i n f l u e n c e the d e v e l o p m e n t of s u c h a
p r o g r a m of i n s t r u c t i o n .
W i t h t h i s i n mind, the
g u i d e l i n e s h a v e b e e n k e p t as g e n e r a l as p o s s i b l e in
o r d e r to a l l o w f r e e d o m of d e v e l o p m e n t , w h i l e s t i l l
a d h e r i n g to the p h i l o s o p h y a n d p r i n c i p l e s of d i f f e r ­
e n t i a t e d st aff ing .
Differentiated Staffing
Philosophy Statement
D i f f e r e n t i a t e d S t a f f i n g is an o r g a n i z a t i o n a l
p a t t e r n w h i c h d e p l o y s p e r s o n n e l w i t h v a r y i n g l e v e l s of
t r a i n i n g , skills, a n d e x p e r i e n c e in the i n s t r u c t i o n a l
pr oce ss.
It is i m p o r t a n t t o s t r e s s t h a t the b a s i s of
all e d u c a t i o n a l i n n o v a t i o n s s h o u l d k e e p the n e e d s of
children paramount.
1.
E m p h a s i s is on f l e x i b l e s c h e d u l i n g , t e a m
le arn ing , a n d i n d i v i d u a l i z e d i n s t r u c t i o n ,
t a i l o r e d to t h e n e e d s of t h e stu d e n t ,
re­
g a r d l e s s of h i s age.
2.
Teachers have varying responsibilities c o m ­
m e n s u r a t e w i t h t h e i r rol es, a b i l i t i e s , and
de s i re s .
3.
T he a d v a n c e d p o s i t i o n s in the t e a c h e r h i e r a r c h y
are s e r v i c e r a t h e r t h a n s u p e r v i s o r y p o s i t i o n s .
4.
P a y is a s s i g n e d o n t h e b a s i s of t r a i n i n g ,
c o m p e t e n c e , d e g r e e of r e s p o n s i b i l i t y , a n d
contract h o u r s .
5. T e a c h e r s a r e r e l i e v e d of m a n y r o u t i n e
functions
n o w r e q u i r e d of t h e m b y u t i l i z a t i o n of i n ­
s t r u c t i o n a l w o r k e r s o n a st aff , s u c h as:
aides, v o l u n t e e r s , p r e i n t e r n a n d s t u d e n t
teachers.

90
6.

7.
8.
9.
10.

N e w kinds of t e a c h e r inservice and preserv ice
p r o g r a m s n eed to be d e v e l o p e d to prepare
te ach ers to be able to function in di ffe ren t
roles.
C o m m o n p l a n n i n g time for the i n ­
st ruc tio nal t e a m must be provided.
G rea t e r opp o r t u n i t i e s for r e s p o n s i b i l i t y are
a vai lab le for pers o n n e l w h i c h in turn can
pr od u c e a h i g h level of t eac her involvement.
S t a f f i n g p atte rns are geared t o com pen s a t e for
the un i q u e n e s s of the learner as wel l as the
educator.
P are nta l and oth er c o m m un ity inv olv eme nt is
n e c e s s a r y for a successful program.
T e a c h e r i n v o l vem ent f rom initial stages of
d e v e l opm ent is ne ces s a r y for a successful
program.
Rationale

In k e e p i n g w i t h the p h i l o s o p h y statement, the
followi ng rationale is the basis for p r o p o s i n g a
d i f f e r e n t i a t e d s taf fin g program.
1.
Improv eme nt of in s t r u c t i o n for students by
ut i l i z i n g the coll ect ive ideas of a t e a m for
all students.
2.
Improve the c o m p e tenc ies of teachers.
a. Improve
the c omp ete nci es of new teachers
th rou gh the sha rin g of ideas in both
p l a n n i n g the instruction.
b. Improve
the compete nci es of e x p e r i e n c e d
te ach ers by the inf usi on of new ideas.
3.
U til ize available co mmu nit y re sources that we
are not now utilizing.
These resources m i g h t
include housewives, r e t i r e d persons, persons
w i t h special skills that could be u til i z e d
for a few hours per day or week.
4.
Free teachers for m o r e time for i n d i v i d u a l ­
izing the i n s t r u cti ona l program.
5.
Pr ovi de immediate and i n d i v i d u a l i z e d help for
students b e c a u s e of the addition al adults in
the i n s t r uct ion al area.
Job D e s c rip tio ns
The fol low ing job des c r i p t i o n s are meant to i n d i ­
cate the general levels of r e s p o n s i b i l i t y possible.
Names of p e r s o n n e l are not m a n d a t o r y but ag ain are
in dic ati ve of the levels of responsibility.
F urt her
job d e s c r i p t i o n s w o u l d be d ict a t e d by the individual
program.

91
TEAM LEADER
1.
A s s i s t s in the p r o p e r p l a c e m e n t of children.
2.
Rev i e w s the p r o g r e s s at p r o p e r i n t e r v a l s w i t h
the t e a m of b o t h s t u d e n t s a nd t e a m members.
3.
B rings n e w e d u c a t i o n a l d e v e l o p m e n t s to staff
attention.
4.
C o o r d i n a t e s lon g- an d s h o r t - r a n g e p l a n n i n g
for all c u r r i c u l a r areas, c o n s i s t e n t w i t h
c u r r i c u l a r policy.
5.
Is r e s p o n s i b l e for the o r i e n t a t i o n of v o l u n ­
teers, aides, p r e i n t e r n s , s t u d e n t teachers,
t u tors, etc.
6.
P a r t i c i p a t e s in t e a c h i n g pr oce sse s.
7.
Has r e s p o n s i b i l i t y for a s s e s s i n g c o m m u n i t y
needs.
8.
C o o r d i n a t e s a n d a s s i s t s in p a r e n t - t e a c h e r
conferences.
9.
Is r e s p o n s i b l e for b u d g e t i n g of m o n e y for
s u p p l e m e n t a r y aids and m a t e r i a l s for the team.
10.
R e p o r t s d i r e c t l y to the pr inc ipa l.
INSTRUCTOR
1.
P a r t i c i p a t e s on th e t e a m as a f ull -ti me teacher.
2.
P a r t i c i p a t e s in p a r e n t conferences.
3.
P a r t i c i p a t e s in t e a m p lan ning.
4.
P a r t i c i p a t e s in the e v a l u a t i o n of t e a m
progress.
CONSULTANTS AND HELPING TEACHERS
1.
P a r t i c i p a t e in sh o r t - a nd l o n g - r a n g e planning.
2.
P r e s e n t d e m o n s t r a t i o n lessons.
3.
S u p p l e m e n t c u r r i c u l u m areas.
4.
R e s p o n s i b l e to t e a m lea der w h i l e w o r k i n g w i t h
the team.
VOLUNTARY AND PAID PARAPROFESSIONALS
1.
P e r f o r m ro u t i n e c l a s s r o o m functions.
2.
A c t as a s ource of t u t o r s for i n d i v i d u a l i z e d
instruction.
3.
P r o v i d e s u p e r v i s i o n for sma ll and large group
activities.
4.
C o n t r i b u t e t o the o v e r a l l p l a n n i n g t h r o u g h
f o r m u l a t i o n of ideas.
Al l of t hes e a c t i v i t i e s u n d e r th e s u p e r v i s i o n of
c e r t i f i c a t e d teachers.
S a lar y D i f f e r e n t i a l s
A s i n d i c a t e d in the p h i l o s o p h y , not all t eac h e r s
re ce i v e the same pay.
T h e c o m m i t t e e di d not feel, at
this time, t h a t it was n e c e s s a r y to i ndi cat e ex act
s a lar y s c h e d u l e levels o r indexes.

92
1.

2.

N o n c e r t i f i c a t e d p e r s o n n e l s h o u l d b e p a i d o n an
i n d e x l o w e r t h a n that, of c e r t i f i c a t e d p e r s o n n e l .
This index should indicate level of training,
c o m p e t e n c e , and contract h o u r s .
Certificated personnel
K~.
I n s t r u c t o r s w i l l Be p a i d a c c o r d i n g t o t h e
s a l a r y s c h e d u l e as n e g o t i a t e d in t h e
Lansing Teachers' Master Agreement,
b.
T e a m L e a d e r s w i l l b e p a i d o n an i n d e x
h i g h e r t h a n t h a t of i n s t r u c t o r s .
This
index s h o u l d r e f l e c t the g r e a t e r d e g r e e of
r e s p o n s i b i l i t y for i n s t r u c t i o n a l i m ­
provement, t eacher leadership, and time
commitment.
Evaluation of

Program

1.

S c h e d u l e d e v a l u a t i o n by t e a m m e m b e r s .
a.
Staff and c u r r i c u l u m be e v a l u a t e d in d a i l y
and w e e k l y p l a n n i n g sessions.
b.
Periodic diagnostic and achievement
t e s t i n g of p u p i l s be i n c l u d e d , w h e n e v e r
possible.
2.
Mid-year evaluation by differentiated staffing
committee.
a.
T o b e i n f o r m a l , as a c o n s t r u c t i v e p r o ­
cedure .
3.
Y e a r - e n d e v a l u a t i o n , fo rmal.
a.
By d i f f e r e n t i a t e d s t a f f i n g c o m m i t t e e .
b.
By a c o m m i t t e e c o m p o s e d o f m e m b e r s f r o m
differentiated staffing committee, outside
s o u r c e s ( M . S . U . , e x p e r t s in f i e l d ) ,
administration, and others.
It is r e c o m m e n d e d t h a t c o n f e r e n c e d a y s be g i v e n
for t h e m i d - y e a r a n d y e a r - e n d e v a l u a t i o n s .
R e c o m m e n d a t i o n to the Ne gotiating Te am
T h a t in a n y d i f f e r e n t i a t e d s t a f f i n g p r o g r a m the
n u m b e r o f i n s t r u c t i o n a l - i m p u t u n i t s a v a i l a b l e s h a l l be
d e t e r m i n e d b y t h e p u p i l - t e a c h e r r a t i o s as i n d i c a t e d b y
c u r r e n t c o n t r a c t , p. 21.
Such n u m b e r of i n s t r u c t i o n a l
u n i t s m a y s u b s e q u e n t l y b e u s e d in s u c h a w a y as j o i n t l y
d e t e r m i n e d by teac h e r s and a d m i n i s t r a t i o n i n v o l v e d in
the program.
A l l s u c h p r o g r a m s m u s t be a p p r o v e d b y t h e
d i f f e r e n t i a t e d s t a f f i n g c o m m i t t e e of t h e I n s t r u c t i o n a l
Council.
That a letter be sent to both n e g o t i a t i n g
t e a m s a s k i n g t h e m for a l e t t e r o f a g r e e m e n t r e g a r d i n g
the above motion.^

93
Because it is ne ces s a r y to have the Board of E d u ­
cation ph ilo so p h i c a l l y en dorse any n e w co nce pt or program,
a r eso lut io n was p r e p a r e d and p r e s e n t e d by the w r i t e r to
the Board,

along w i t h a de ta i l e d p r e s e n t a t i o n of how

di ffe r e n t i a t e d staffing works,

its advantages,

and the

problems of mo v i n g t oward it.

On J u l y 2, 1970, the Lan sin g

Board of Edu cat io n end ors ed this resolution:
R e s o l u t i o n o n D i f f e r e n t i a t e d S t a f f i n g . REC O M M E N D E D
M O T I O N : that the following r e s o l u t i o n on d i f f e r e n t i ­
at ed staffing for the L a n s i n g School D ist ric t be
adopted:
WHEREAS,

di ffe r e n t i a t e d sta ffing is an ou tgr o w t h and
refinement of t e a m teaching, w h i c h e mbodies
the idea of the te ach er and his staff of
teachers, interns, and p a r a p r o f e s s i o n a l s , and
WHEREAS, such a concept r eco gni zes the div er s i t y of
te aching tasks an d p r o p o s e s the use of
a u xiliary p ers onn el in the schools to assist
teachers in these va rio us tasks, and
WHEREAS, the concept of d i f f e r e n t i a t e d staffing allows
for the d iff ere nt interests, abilities, and
ambitions of teachers and p rov i d e s for
di ffe r e n t i a t i o n of salary in terms of r e ­
sponsibilities and allows for a car eer ladder
ap proach for the t r a i n i n g of e d u c a ti ona l
personnel, and
WHEREAS, the National C o m m i s s i o n o n T e a c h e r Edu cation
and Professional Standa rds of the N ati ona l
Education A s s o c i a t i o n is a prime advocate of
di ffe r e n t i a t e d sta ffi ng and d efines it as a
"plan for recruitment, preparation, induction,
and contin uin g e d u c a t i o n of staff p ers o n n e l
for the schools that w o u l d br ing a bro ade r
range of m anp o w e r to e d u c a t i o n tha n is now
available," and
WHEREAS, a committee of the Ins tru cti ona l C oun cil of
the L an s i n g School D i s t r i c t has st udied this
plan and has r e c o m m e n d e d that cer t a i n schools
employ such a s taf fin g pat t e r n be gin n i n g in
1970-71, and
WHEREAS, the d iff e r e n t i a t e d s t a f f i n g c oncept has been
e n dor sed by the ent ire In str uct ion al Council;
THEREFORE, BE IT RESOLVED, that the Board of Ed ucation
of the Lansing School Dis tri ct urge that c o n ­
tinued study and e n c o u r a g e m e n t be given to

94
this concept, an d t h a t steps be t a k e n to
i m p l e m e n t it in the n e w H a r r y Hill Hig h
S c h o o l a nd to i m p l e m e n t some p h a s e of the
p r o g r a m in o t h e r sc hoo ls w h e r e a p p r o p r i a t e
study, p l a n n i n g , and c o n s i d e r a t i o n has b e e n
g i v e n by the b u i l d i n g staffP r o b a b l y the m o s t cru c i a l act of all wa s t h a t of
g a i n i n g l i m i t e d a c c e p t a n c e at the n e g o t i a t i n g tab le in
or der to ge t the c o n c e p t in to the r e a l m of a c c e p t a b i l i t y
by the LSEA.

The c o n t r a c t

for the 1 9 7 0 - 7 1 s chool y e a r

c o n t a i n e d the

fo llo w i n g language:

The s p e c i f i c p r o p o s a l s for e x p e r i m e n t a l d i f f e r e n t i a t e d
s t a f f i n g at A v e r i l l a n d D w i g h t R i c h a p p r o v e d last y e a r
by the I n s t r u c t i o n a l C o u n c i l shall be a l l o w e d to
p r o c e e d thi s year.
In addit ion , a p p r o v a l is g i v e n for
t h e p l a n n i n g of i n n o v a t i v e p r o g r a m s such as f l e x i b l e
s c h e d u l i n g an d d i f f e r e n t i a t e d s t a f f i n g for th e Har ry
Hill H i g h S c h o o l and for the s u b m i t t i n g of a T i t l e III
P r o p o s a l tha t may in clu de i n n o v a t i v e s t a f f i n g a r ­
rangements.
Such p l a n n i n g shall i n v o l v e s t e e r i n g
c o m m i t t e e s a n d the I n s t r u c t i o n a l C o u n c i l as w e l l as
the a d m i n i s t r a t i o n , parents, and c o m m u n i t y g r o u p s . 11
The stage w as n o w set
working models

(in late October,

for e l e m e nt ary ,

junior,

1970)

to d e v e l o p

and s e n i o r h i g h

school.
SUMMARY
As it has b e e n d e s c r i b e d in this ch apter,

many

forces w o r k e d t o g e t h e r ove r a p e r i o d of e i g h t y e a r s to
e f f e c t u a t e the c o n c e p t of d i f f e r e n t i a t e d staffing.
W i t h o u t t h e s e b u i l t - i n co mpo nen ts, we s u r e l y c o u l d not
have m a d e as e f f e c t i v e or as e a r l y a st art w i t h a
w o r k i n g program.
i n c l u d e d the

In c h r o n o l o g i c a l order,

these events

i n n o v a t i o n of t e a m t e a c h i n g at P a t t e n g i l l

95
Junior

High School,

several elementary
Lansing Schools
for C h i l d r e n " ;
which high

followed by
schools;

by the

similar programs

in

t h e u s e of v o l u n t e e r s

c r e a t i o n of t h e p r o j e c t

"Volunteers

the F u t u r e T e a c h e r E d u c a t i o n Corps,

school

mentary schools;

students
the

s p e n d t i m e as t u t o r s

in e l e ­

Institute

University,

financial assistance,

as p r o f e s s i o n a l

furnished

guidance

of c o u n s e l o r a i d e s ,

at M i c h i g a n

at t h e A v e r i l l

School;

adaptation

State University

first-hand knowledge;

personnel
homes,
the

t o s e r v e as

and the

of E d u c a t i o n

teachers

to h e l p t h e m g a i n
Pr og r a m ,

in w h i c h

state to hire noncertificated

l i a i s o n a g e n t s b e t w e e n the

institutions;

Instructional Council

criteria,

th e role

in w h i c h u n i v e r s i t y p r o ­

the Family Helper

p r o v i d e d b y the

and social

as w e l l

P r o j e c t Re fuel,

t h r o u g h the C o l l e g e

fessors became e l e m e n t a r y

funds w e r e

State

a n e w a d a p t a t i o n in L a n s i n g s c h o o l s ,

based on aides to c e r t i f i c a t e d counselors;

at M i c h i g a n

a

the L a n s i n g C o m m u n i t y C o l l e g e ;

the i n v o l v e m e n t o f t he M o t t
which

in

"Teacher Aide Training Program,"

component established with

an i n n o v a t i v e

in

and,

finally,

sch ools,

the

role of

in d e v e l o p i n g t h e a p p r o v e d

a d o p t i o n of a resolution by the Board

of E d u c a t i o n in w h i c h e n c o u r a g e m e n t w a s

g i v e n to m o v e

d i f f e r e n t i a t e d s t a f f i n g as a c o n c e p t p a t t e r n .
following chapter will describe models

into

The

for c l a s s r o o m use.

96
F O OTN O T E S

M in u t e s of the D i f f e r e n t i a t e d St aff ing Committee,
mi meo report, d a t e d M ay 8, 1970, Lansing, M i c h i g a n School
District.
2

The L ans ing T e a c h e r , a p u b l i c a t i o n of the La nsi ng
Schools E d u c a t i o n Association, Issue No. 2, 1969, Lansing,
La nsi ng School District.
3The Instructional Cou nci l is a body co nsi sti ng of
twelve teachers, twelve administrators, and three parents.
It is a cre atu re of the n e g o t i a t e d contract bet w e e n the
LS EA and the Board of Education.
Its function is to act
on all m att ers c onc ern ing in str uct ion in the school
district.
4M i m e o g r a p h e d m inu tes of the Instructional Council
Co mmi tte e on D i f f e r e n t i a t e d Staffing, M a y 21, 1970, L a n s i n g
School District.
5

L e tte r a ddr ess ed to Dr. Clyde Campbell, from
Robin Farquhar, Columbus, Ohio, d ate d Feb rua ry 27, 1970.
^ P roposal for F amily Helpers, a m i m e o g r a p h e d
p r oposal sub mit ted to the M i c h i g a n Dep art men t of E d u c at ion
by the L an s i n g School District, dated Mar ch 1, 1966.
7M i m e o g r a p h e d m inutes of the D i f f e r e n t i a t e d
S t aff ing Committee, May 8, 1970, L ans ing School District.
O

M e m o r a n d u m to the n e g o t i a t i n g team, from the
D i f f e r e n t i a t e d St aff ing Committee, dated March 30, 1970,
La nsi ng School District.
g

A m i m e o g r a p h e d doc ume nt p r e s e n t e d to the In ­
structi ona l Council, by the Chairma n of the D i f f e r e n t i a t e d
S t affing Committee, M a y 13, 19 70, L ans ing School District.
^ O f f i c i a l mi nut es of the Board of Education,
L a nsi ng School District, Lansing, Michigan, dated July 2,
1970.

97

Th e M a s t e r C ont rac t, b e t w e e n the L a n s i n g School
Di str ict , a n d the L a n s i n g S c h o o l s E d u c a t i o n A s s o c iat ion ,
19 70- 71 school year.

C H A P T E R XV
DESCRIPTION OF MODELS
At
those

this

forces

point a resume

has

been

leading to the

concept

staf f i n g have be e n recited.

It w a s

Chapter

III to

patterns

indicate

in v a r i o u s

disciplines

have

that each

staffing

to

used,

or

in w h i c h

pursued.

innovative practice
expenditures

the

next

c h a p t e r w i l l be o n e o f e v e n
chapter will
junior,

came only

as

planning,

to keep the t r a ­
This point

step of putting

is

into

in t h i s

greater persuasion.

describe

and

l e v e l of

the time-

of energy,

for it is a l w a y s e a s i e r

suggest that

the elementary,

several

It s h o u l d be

practice the m o d e l s w h i c h w i l l be d e s c r i b e d

This

the

from the t r a ­

ditional p a t t e r n than to risk ne w ventures.
made here

in

constructs w h e r e i n only one

the r e s u l t o f t r e m e n d o u s
"selling,"

intent

and throughout

hono r e d m e t h o d of o p e r a t i o n w a s

an d

the

illustrated departures

certificated employee was

in w h i c h

of d i f f e r e n t i a t e d

how differentiated

projects

ditional educational

p o inted out

presented

senior

w e l l as t w o g r a n t p r o p o s a l s w h i c h

98

a potential model
high

school

are b e i n g

f or

levels,

submitted

as
in

99
which d i f f e r e n t i a t e d s t a f f i n g is the b asi c concept.

While

it is u n d e r s t o o d tha t all m ode ls will not be the same,

it

is poi nte d out that there is a common b o n d in the concept.
The g uid el i n e s of the I nst r u c t i o n a l Cou nci l^ are general,
in order to a l l o w fre edo m of development, wh ile adhering
to the p r i n c i p l e s of d i f f e r e n t i a t e d staffing.
prelude to the d e s c r i p t i o n of models,

As a

the philosop hy

statement and the rat ion ale are re cited here,

for both of

these p rec ept s have a p p l i c a t i o n for all three levels of
instruction.

T h e s e are the common threads to be found in

all three models.
PH I L O S O P H Y STAT EMENT
D i f f e r e n t i a t e d s taf f i n g is an o r g a n iz ati ona l
pattern w h i c h de plo ys p e r s o n n e l with var y i n g levels of
training,

skills,

and e x p e r i e n c e in the instructional

process.

It is imp ort ant to stress that the basis of all

educational in nov ati ons should k e e p the needs of chi ldr en
paramount:
1.

Em pha sis is on flexible scheduling,
learning,

team

and i n d i v i d u a l i z e d instruction,

t a i l o r e d to the needs

of the student,

re­

ga rdl ess of his age.
2.

T e a c h e r s have v aryi ng

re spo ns i b i l i t i e s c o m ­

m e n s u r a t e w i t h their roles,
desires.

abilities,

and

100
3.

The a d v a n c e d p o s i t i o n s

in the t e a c h e r h i e r ­

ar c h y are s e r v i c e r a t h e r t h a n s u p e r v i s o r y
positions.
4.

Pay is a s s i g n e d on the b a s i s of t rai ning,
compete nce ,

d e g r e e of r e s p o n s i b i l i t y ,

and

contract h o u r s .
5.

T e a c h e r s are r e l i e v e d of m a n y ro uti ne
functions,

n o w r e q u i r e d of them,

z a tio n of i n s t r u c t i o n a l w o r k e r s
such a s :

by u t i l i ­
on a staff,

a i d e s , v o l u n t e e r s , p r e i n t e r n s , and

st ude nt t e a c h e r s .
6.

N e w k ind s of t e a c h e r i n s e r v i c e a nd p r e s e r v i c e
p r o g r a m s n e e d to be d e v e l o p e d to e n a b l e
t e a c h e r s to f unc tio n in d i f f e r e n t roles.
C o m m o n p l a n n i n g time

for the i n s t r u c t i o n a l

t e a m m u s t be provided.
7.

Greater opportunities
available

for r e s p o n s i b i l i t y are

for p e r s o n n e l w h i c h in turn can

p r o d u c e a h i g h level of t e a c h e r involve men t.
8.

S t a f f i n g p a t t e r n s are g e a r e d to c o m p e n s a t e

for

the u n i q u e n e s s of the l e a r n e r as we ll as the
educator.
9.

P a r e n t a l and o t h e r c o m m u n i t y i n v o l v e m e n t is
necessary

10.

for a s u c c e s s f u l program.

Teacher involvement

from in i t i a l

stages of

d e v e l o p m e n t is n e c e s s a r y for a s u c c e s s f u l
program.

101
RATIONALE
In k e e p i n g w i t h
following
entiated

rationale

the p h i l o s o p h y

is t h e b a s i s

statement,

the

f or p r o p o s i n g a d i f f e r ­

staffing program:
1.

Improve
the

instruction

collective

for s t u d e n t s b y u t i l i z i n g

i d e a s o f a t e a m f o r all

students.
2.

Improve
a.

the

Improve
through

competencies

t h e c o m p e t e n c i e s of n e w

teachers

the shar i n g of

both

planning
b.

Improve

Utilize

by the

available

i n f u s i o n of n e w

4.

5.

resources might

retired persons,

special

or

s k i l l s w h o c o u l d be

for m o r e t i m e

for i n d i v i d u a l i z i n g

instructional program.

Provide
students
the

These

that

f or a few h o u r s p e r d a y o r w e e k .

Free teachers
the

ideas.

community resources

housewives,

persons with
utilized

in

t h e c o m p e t e n c i e s of e x p e r i e n c e d

are not no w utilized.
include

ideas

and instruction.

teachers
3.

of teachers:

immediate

and

individualized

b e c a u s e of the

instructional

area.

additional

help

adults

for
in

102
THE ELEMENTA RY M O D E L
The elementary p r o g r a m p r o v i d e d the real impetus
for d i f f e r e n t i a t e d s taffing in Lansing,
in Av e r i l l School.

In this building,

and in pa rticular,

we found an e n e r ­

getic p r i n ci pal and a w i l l i n g group of teachers w h o w a n t e d
to accept a new challenge.
tute,

As a result,

the M o t t

under the direction of Dr. Clyde Campbell,

the ne ces s a r y university personnel,

Insti­
provided

inservice training,

and other incentives to launch a mo del w i t h i n the building.
A p p r o xim ate ly two years were spent in study and p l a n n i n g
in or der to create all of the n ece s s a r y c omp on e n t s to
es tablish a suitable framework.

The m a t e r i a l p r e s e n t e d in

the el eme n t a r y model is that whic h has b een d e v e l o p e d at
the Averill School and is the model which,

if successful,

can be r epl ica ted in other ele men t a r y bu ild ing s in the
Lansing School District.
The Problem
School personnel recognize the qu a l i t y e d u c a t i o n
for c hil dre n comes from ma ny dif fer ent o r g a n i z a t i o n a l
patterns.

But in recent years a ba l a n c e b e t w e e n the

teacher as a generalist,

closed b e h i n d four walls,

teacher as a specialist in only one discipline,
sought.

and the

has been

The p ro b l e m is to determine an o r g a n i z a t i o n a l

pattern w h i c h will:
school budgets,

(a) not u n r e a l i s t i c a l l y inc rea se

(b) p ermit ea ch mem b e r of the staff to

use his or her unique strengths,

(c)

foster a d e f i n i t i o n

103
of staff r e s p o n s i b i l i t y

so t hat there

is b o t h spe cia l o r

ge ner al r e s p o n s i b i l i t y at a n u m b e r of p r o f e s s i o n a l
(d) p r o v i d e

staff tim e

for p l a n n i n g ,

of p a r a p r o f e s s i o n a l s , v o l u n t e e r s ,
appropriate

t r a n s l a t i o n of r e s e a r c h r e s u l t s

(e) e n g e n d e r the use

and m a c h i n e s

instructional purposes,

and

is a p p r o p r i a t e

for

(f) i n c r e a s e the

into t e a c h i n g practices.

I n a s m u c h as the A v e r i l l m o d e l was
with the M o t t

levels,

lin ked c l o s e l y

I n s t i t u t e at M i c h i g a n State Un i v e r s i t y ,

it

at this p o i n t to q u o t e the com me n t s of

Dr. C lyd e C a m p b e l l as he p e r c e i v e d the d i f f e r e n t i a t i o n of
the s t a f f i n g role:
In f u n d i n g the d i f f e r e n t i a t e d s t a f f i n g project,
we start f rom the a s s u m p t i o n t h a t s t r o n g t e a c h e r
l e a d e r s h i p is n e e d e d in e d u c a t i o n a l programs.
The
c o o r d i n a t i n g i n s t r u c t o r c o o r d i n a t e s and d i r e c t s i n ­
structional operations.
She rep o r t s to the p r i n c i p a l
al ong w i t h o t h e r c l u s t e r leaders.
The p r i n c i p a l t hen
re por ts to the s u p e r i n t e n d e n t and he in turn to the
Board of Educatio n.
We assume t h a t c o o r d i n a t i n g
leaders can be s e l e c t e d a nd p r e p a r e d for the e d u ­
ca ti o n a l l e a d e r s h i p role that t h e y sh o u l d perform.
We
assume t hat a p r i n c i p a l c a n n o t be r e s p o n s i b l e for the
d a y - t o - d a y i n s t r u c t i o n a l o p e r a t i o n w i t h the typ i c a l
size of c u r r e n t schools.
We st art f r o m the a s s u m p t i o n that no p e r s o n s h o u l d
be e m p l o y e d to do w o r k t h a t s ome one w i t h a l ess er
amount of t r a i n i n g can do just as well.
Th is m e a n s
that the c o o r d i n a t i n g l ea d e r w o u l d be w o r k i n g w i t h
in tern t eac her s, students, t e a c h i n g m a c h i n e s , and
parents.
The c o o r d i n a t i n g le a d e r w o u l d have at her
c o m m a n d he r spe c i a l r e s o u r c e p e r s o n s such as doctors,
pe d i a t r i c i a n s , p s y c h o l o g i s t s , and t e s t i n g s pecialists.
She p ull s the t h r e a d s t o g e t h e r for the c h i l d r e n and
as sig ns the task to be pe rfo r m e d ,
What s h o u l d be done
will of c o u r s e be e v o l v e d in large p a r t from the
f u n c t i o n i n g staff.
T h i s is w h a t we are t r y i n g to test
w i t h the d i f f e r e n t i a t e d s t a f f i n g program.

104
During the

1969-70

interested staff members
diligently

to d e v e l o p

school

of the

was

followed the

Averill

an o v e r v i e w

staffing program and a number
be

year,

of

e n s u i n g year.

a group of
School worked

for the

differentiated

alternatives

Specifically,

which
the

could

purpose

to:
1.

Examine

the

core

framework

of d i f f e r e n t i a t e d

staffing.
2.

Consider

feasible

constraints
3.

Develop

of

alternatives

the

specific

given

the

setting.

guidelines

fo r t h e

1970-71

program.
Following
attempted

to d e f i n e

solutions.
material

these

At

the

same

are

deploys

time,

it w a s

alternate

recognized that
be

the

a set of w o r k i n g

later.

staffing

personnel with

and experience

fostered

staff

Differentiated

Differentiated

Within this

the

the p r o b l e m a nd to c o n s i d e r

to be m o d i f i e d

Definition of
Staffing

sk i l l s ,

precepts,

to be d e v e l o p e d w o u l d only

guidelines,

which

general

(see F i g u r e

Personnel

are

an organization

varying

in t h e

pattern both

is

levels

instructional

specialization

of

pattern

training,

process.

and generalization

4).

paid on

upon training,

experience,

differentiated

staffing

and

refers

a graduated

scale

responsibilities.
to the

broad

depending
The

c o m p l e x of

term

105

COORDINATING
INSTRUCTOR

STUDENT
TEACHER
E M P H A S I S ON
T E A M EFFORT

CLERICAL
AIDES

INSTRUCTIONAL
AI DES
Figure

4

M o d e l of S e p a r a t i o n a n d O v e r l a p of
Classroom Responsibility
personnel who might

fu nction in a s chool classroom;

team

t e a c h i n g is a subcompo nen t.
Purposes
The p u r p o s e s of d i f f e r e n t i a t e d s t a f f i n g are:
1.

To c a p i t a l i z e on the tal ents,

skills,

experi­

ence , an d i n t e r e s t s of sc h o o l p e r s o n n e l
ea ch c h i l d w i l l

so that

rec eiv e o p t i m u m instruction.

2.

To i n d i v i d u a l i z e i nst ruc tio n.

3.

To use staffs e f f e c t i v e l y with m a n y d i f f e r e n t
levels of p r e p a r a t i o n and competency.

4.

To i n c r e a s e p r e c i s i o n of learning,
prescription,

5.

diagnosis,

and tre atm ent .

To i m p l e m e n t a p p r o p r i a t e i n s t r u c t i o n a l p r o ­
ce dur es .

106
T o n a r r o w the g a p b e t w e e n d i s c o v e r y a n d
im p l e m e n t a t i o n of new k n o w l e d g e .
7.

To provide

accountability

development,
8

.

process,

To r e w a r d s t a f f

To

.

commensurate with

responsibility.

foster a flexible organizational

which
10

and evaluation.

financially,

th e r a n g e of t h e i r
9.

for c u r r i c u l u m

increases

To create

the

structure

use of r e s o u r c e s .

an a d m i n i s t r a t i v e

organization

which:
a.

Facilitates
a m o n g all

b.

Defines

c o ntinuity and c o o r d i n a t i o n

levels.

and redefines personnel

roles

by

function.
11 .

To i n c r e a s e

teacher responsibility

for c u r ­

riculum planning.
12.

To p r o v i d e

channels

and pay which

are

of

increased responsibility

t i e d to the

curriculum rather

than management.
13.

To d e v e l o p an e d u c a t i o n a l
municates

children's

pattern which

achievement

com­

c l e a r l y to

parents.
14.

T o c h a n g e t he

role of the outside

supervisor

to c o n s u l t a n t .
15.

To p r o m o t e

i m m e d i a t e h e l p t o t he

t h e y n e e d it.

students

as

107
16.

To p r o v i d e a d d i t i o n a l o p p o r t u n i t y

for adult-

c h i l d interaction.
Organization
The c o m p o n e n t p art s w h i c h are r equ i r e d include a
school o r g a n i z a t i o n chart w h i c h is p r o p o s e d in F igure 5,
and the job d esc r i p t i o n s
are i n c l u d e d on pages

for d i f f e r e n t i a t e d st af f i n g w h i c h

107-112.

In o rde r that the va r i o u s me mbe rs of the t e a m may
function pro perly,

it is e sse nti al that each one should

have his job r e s p o n s i b i l i t i e s g e n e r a l l y defined.

It is

ne ces sar y that e a c h m e m b e r w o r k w i t h i n his own co nst r u c t s
if the true co n c e p t of d i f f e r e n t i a t e d s t a f f i n g is to be
preserved,

w h i c h su ggests that no staff m e m b e r should

pe rfo rm a f unction that can be done as w ell by an other of
lesser training.

The job d e s c r i p t i o n s are d e v e l o p e d as

a tentative instrument,
changes will be ma de

with the

full r e a l i z a t i o n that

fol lowing implementation.

C o o r d i n a t i n g In str uct or
1.

A s s i s t s in the p r o p e r p l a c e m e n t of c h i l d r e n
for i n s t ru cti on in reading,

mathemat ics ,

and

spelling.
2.

Rev iew s the pr og r e s s of e v e r y child w i t h i n any
tw o-w e e k cycle in i ndi vi d u a l or staff c o n ­
ferences .

r

PRINCIPAL

COORDINATING INSTRUCTOR

TEACHER B

STUDENT
TEACHER

INSTRUCTIONAL
AIDE

CLERICAL
AIDE

CLERICAL
AIDE

SUPPORTIVE SERVICES

P.E

NURSE

VOCAL
MUSIC

ART

RESOURCE
CENTER

Figure 5
Proposed Organization Model for One-level Program

SPEECH
t HEARING

108

TEACHER A

109
3.

Brings

new educational

attention.
trative
4.

Serves
assess

6.

Is

long-

and

c u r r i c u l a r areas,

ricular
5.

Clearing

staff

through adminis­

short-range

planning

consistent with

as p a r t o f
strengths

student

7.

Participates

8.

Has

cur­

the
of

evaluation

t e a m to

staff members.

for o r i e n t a t i o n o f v o l u n t e e r s ,
teachers,

tutors,

interns,

in t e a c h i n g p r o c e s s e s .

responsibility

for

assessing community

needs.
9.
10.

Reports

directly

Coordinates

to the principal.

and assists

in p a r e n t - t e a c h e r

conferences.
Instructor
1.

Participates

on the

t e a m as

a full-time

teacher.
2.

Has

for

policy.

responsibile

aides,

to

channels.

Coordinates
all

(E.G.)

developments

responsibility

for p r e p a r i n g a n d

group presentation.
3.

Administers

diagnostic

4.

Provides

5.

Participates

in p a r e n t

6.

Participates

in t e a m p l a n n i n g .

home

base

tests.

for students.
conferences.

large

etc.

110
C o n s u l t a n t s and Hel pin g T e a c h e r s
1.

Pa r t i c i p a t e s

in short- and lo ng- ran ge planning.

2.

Pr ese nts d e m o n s t r a t i o n lessons.

3.

Sup ple men ts c u r r i c u l u m areas.

4.

Re s p o n s i b l e to the c o o r d i n a t i n g instructor.

St ud e n t T e a c h e r s
1.

Fo l l o w s a c t i v i t i e s as d e t e r m i n e d by college
or university.

2.

P a r t i c i p a t e s in o b s e r v i n g a n d t e a c h i n g as
d e t e r m i n e d by team.

3.

Re s p o n s i b l e to the c o o r d i n a t i n g instructor.

I n s t r u c t i o n a l Aide
1.

M o n i t o r s groups of children.

2.

A d m i n i s t e r s or assists in p r o c t o r i n g of

3.

Prepares

4.

P a r t i c i p a t e s in t e a m planning.

5.

Selects and p r e v i e w s i n s t r u c t i o n a l m a t e r i a l s

tests.

i n s t r u c t i o n a l materials.

and supplies.
6.

Is re spo nsi ble

for i n s t r u c t i o n a l m a t e r i a l s and

supplies.
7.

Is u sed as n e e d e d for i n s t r u c t i o n a l p urp o s e s
w i t h i n the tea c h i n g team.

Ill
Clerical Aide
1.

Corrects

and r e c o r d s

student materials

r e s u l t s of o b j e c t i v e

and b r i n g s e x c e p t i o n a l

s t u d e n t w o r k to the a t t e n t i o n of i n s t r u c t o r s .
2.

Clerical

Ta sks

a.

Attendance

b.

Collects monies

c

.

Art materials

d.

M a k e a n d run d i t t o e s

.
f.

Permission

g*

Gathers

e

slips

Build teaching materials
teaching hardware,

sets up , and

o p e r a t e s m a c h i n e as requir ed.
F i e l d trips,

making arrangements along with

coordinator.
4.

Prepares orders

for i n s t r u c t i o n a l m a t e r i a l s

an d sup plies.
5.

Is r e s p o n s i b l e to i n s t r u c t o r s

6.

Is u s e d as n e e d e d

and c o o r d i n a t o r .

for c l e r i c a l p u r p o s e s

w i t h i n the t e a c h i n g team.
Volunteers
1.

H e l p s on fi e l d trips.

2.

Tutors

3.

Helps prepare

children.
instructional

an d art m a t e r i a l s .

112
Tutors

1.

1.

1-1 r e l a t i o n s h i p w i t h

2.

Responsible

to c o o r d i n a t i n g u n i t .

Traditional
104
4

Pupils
Teachers

@ $11,600/teacher

T e a c h e r — Pupil
2.

children.

Proposed
100
2
*1

ratio

$46,400.00

26 /1

Project

Pupils
Classroom Teachers
Coordinating
teaching)

@ $11,000.00

Instructor

13,700.00

1

Clerical Aide

3.500.00

2

Instructional Aides

3.500.00

T o be u s e d
purposes

Volunteer

2.

One

3 ,7 0 0 . 0 0
Total

and Other

aide

sponsored by M o t t

Pupil-adult

rat io,

Two

teachers,

student

♦Volunteer

$42,700.00

fo r i n s t r u c t i o n a l
Grand

1.

,0 0 0 .00

(1/2 t i m e

O u t s i d e consultants' help, p r o v i d e
t i m e f or p l a n n i n g , v i s i t a t i o n , s o m e
additional materials not generally
u s e d in a t r a d i t i o n a l p r o g r a m .

3.

$22

17 /1
Fall

a n d o t h e r help.

Foundation

$46 ,4 0 0 . 0 0

3.

Mott Tutors— 1 d a y / w e e k , minimum

4.

LCC T e a c h e r A i d e T r a i n i n g P r o g r a m

5.

One or m ore p are nt v o l u n t e e r s

6.

Upper e l e m e n t a r y s tudent helpers

7.

Pos sib le p u p i l - a d u l t ratio,

Coordinating Instructor
$11,600 .00

10/1

{1/2 time teaching)

Base S a l a r y + $500.00

for ext ra r e s p o n s i ­

bility.
Role of O u t s i d e C o n s u l t a n t s
The c o n s u l t a n t s have the f o l l o w i n g r e s p o nsi bil iti es:
1.

To wor k w i t h the staff on special i n s t r uc tio nal
problems.

2.

To b r i n g ne w d e v e l o p m e n t s

to the a tte n t i o n of

staff.
3.

To i den t i f y n e e d e d resources.

Potential D i f f i c u l t i e s and S u g g e s t e d Solutions
A n y n e w p r o g r a m a t t e m p t i n g to solve ol d pro ble ms
introduces new problems.

It is p o s s i b l e to a s c e r t a i n

some of the d i f f i c u l t i e s to be e ncountered,
means can all of t h e m be determined.
problems,

and,

For the p r e d i c t e d

p a r t i a l sol utio ns can be imagined.

p r o g r a m p r o g re sse s,
hopefully,

but by no

As the

n e w p rob l e m s will be u n c o v e r e d

new solutions.

A few of the a n t i c i p a t e d p r o b l e m s and thou ght s on
their s o l u t i o n are p r e s e n t e d in F igure

6.

114

P o s s i b l e " Bre akd own "
Junctions

T h o u g h t s on " Sh o r i n g - U p "
or " R e p a i r i n g " Pla n

1.

D e t e r m i n i n g job
criteria.

1.

P r i n c i p a l , t e a c h e r s , and
r e p r e s e n t a t i v e s of L S E A
w o u l d h a v e to d e v e l o p and
r e v i e w p r o p o s e d job c r i ­
t e r i a w h i c h w o u l d in t u r n
be s u b m i t t e d to the D i f ­
ferentiated Staffing
Committee.

2.

Lack of c o m m u n i c a t i o n
b e t w e e n levels.

2.

If c o m m u n i c a t i o n is to be
maintained, coordinated
p l a n n i n g a c r o s s l evels is
mandatory.

3.

C u r t a i l i n g of c r e a t i v i t y
due to s p e c i a l i z a t i o n .

3.

Both s p e c i a l i z a t i o n and
g e n e r a l i z a t i o n w i l l be
en c o u r a g e d .
Furthermore,
s p e c i a l i z a t i o n m a y be
p a s s e d f r o m p e r s o n to
person over a three-year
cycle.

4.

Personnel with most
contact with children
w o u l d m a k e least
a m o u n t of money.

4.

Probably somewhat unavoid­
able , the c o o r d i n a t i n g
i n s t r u c t o r w o u l d t e a c h at
least h a l f days.
But one
of the p u r p o s e s o f d i f f e r ­
e n t i a t e d s t a f f i n g is to
free p e r s o n n e l to do the
p l a n n i n g n e c e s s a r y to
q u a l i t y i nst ruc tio n.

5.

Some c h i l d r e n m a y not
f u nct io n as w e l l w i t h
several t e a c h e r s as
wi th one.

5.

All c h i l d r e n w i l l h ave a
h o m e r o o m teacher.
They
w i l l d i s p e r s e to the
various activities from
the s e c u r i t y of this base.

Figure
Potential

6

Problem Areas

115
Upgrading

Staff

One
is t h a t o f
ent

phase

upgrading

level of

providing

differentiated

staff who desire

responsibility.

horizontal

at a p a r t i c u l a r
with one

of the

enrichment

level.

Upgrading

evaluation by higher
a.

Possible
1.

to mo v e

is

to a d i f f e r ­

a l s o the p r o b l e m of

fo r t h o s e w h o w i s h t o

In a d i s c u s s i o n of t h e s e

team of Averill

elicited.

There

staffing concept

staff members,

s h o u l d be

these

o f th e

factors

comments were

accomplished by

level members

stay

some

f o r m of

t e a c h i n g team.

Criteria:

Increased
personal

sensitivity

and

improved inter­

relations.

2.

Broadened experience.

3.

Improved

‘

instructional

performance

and

skills.
4.
b.

Evidence

Horizontal

of

increased

teacher

confidence.

Enrichment:

1.

Inservice-preservice workshops.

2.

Enrollment

in c r e d i t

appropriate
3.

Volunteer
areas

4.

of

Library

courses

at an

institution.

self-selection; participate
interests

resources

and competencies.
and time

for s e l f -

improvement .
5.

Daily p l anning— sharing

i deas.

in

116
c.

Evaluation;

In the final analysis,

student

ac hie vem ent is the cr it e r i a of a s u c c e ssf ul

of s u b s i d i a r y value, but

ed u c a t i o n a l program.
almost of e qua l

importance,

is the impact the

p r o g r a m has on the school personnel.

Planning

of the e v a l u a t i o n s h o u l d be a t e a m e ffort
i n v o l v i n g the a d m i n i s t r a t i o n and i n s t r u c t i o n a l
staff, w i t h the help of the outside c o n ­
sultants.

C o n s i d e r a t i o n for e v a l u a t i o n mus t

include at least the

d.

f o l l o w i n g components:

1.

Pupil achievement.

2.

Staff morale.

3.

Parent satisfaction.

4.

C o m m u n i t y involvement.

sp ecial S t r e n g t h s :

The staff bel i e v e s that

d i f f e r e n t i a t e d st af f i n g can b r i n g a n u m b e r of
special str engt hs to the school,
1.

including:

Pools of e x p e r t i s e of p e r s o n n e l c o n t r i ­
bu tio ns .

2.

Better staff cooperation.

3.

In cre ase d p r o b a b i l i t y that e a c h c hil d will
receive q u a l i t y i n s t r u c t i o n in a num b e r
of subjects.

4.

R e t e n t i o n of good te ac h e r s b ec a u s e of the
po ten t i a l advancement.

5.

A place

for t a l e n t e d people w h o w a n t onl y

limited p r o f e s s i o n a l re spo nsibility.

117
6.

E valuation based on real knowledge
intimate

contact

from

and cooperation between

teaching professionals.
7.

P r o m o t i o n b a s e d on

factors other than

l o n g e v i t y alone.
Summary

of t h e

Elementary Model

M u c h of th e p l a n n i n g
described
year was
1970-71

f or t h e A v e r i l l
actually

year.

building,
members

This

of t h e m o d e l

School du r i n g the

1969-70

fact,

serve

as a p r o t o t y p e

as w e l l

m a n y of th e

as

ideas

for o t h e r

incorporated

f o u n d in th e t w o F e d e r a l p r o p o s a l s

described

in t h i s c h a p t e r ,

Hill

Senior High

staff

for o t h e r e l e m e n t a r y

model are to be
later

school

is o n l y on e t e a m o u t of th e e n t i r e

a n d it w i l l

In

intent

i m p l e m e n t e d at t h e b e g i n n i n g of th e

in t h a t b u i l d i n g ,

s chools.

and

as w e l l

School program which

in t h i s

as in t he H a r r y

is c u r r e n t l y b e i n g

developed.
THE JUNIOR HIGH MODEL
In L a n s i n g ,
seven thr o u g h

nine.

the

junior high program includes

D u r i n g t he

1969-70

school year when

the D i f f e r e n t i a t e d S t a f f i n g C o m m i t t e e of the
Council was
of th e

heavily

ti me,

Instructional

i n v o l v e d in a d e s c r i p t i v e e x p l a n a t i o n

s t a f f i n g p a t t e r n of th is

attention,

grades

and effort was

described elementary model

concept,

a g r e a t d e a l of

g i v e n t o the p r e v i o u s l y

by th e M o t t

s t a f f at M i c h i g a n

118
State

University.

For that

d e v o t e d to a j u n i o r o r
uniqueness
precise

senior

between these

than

is

expectations.

reason#

three

grade

found in c o m p e t e n c y
Almost

all

have

or i n d i r e c t

However,

levels
levels

of t h e b a s i c

as d e s c r i b e d

direct

effort was

high model.

of s t a f f o p e r a t i o n
either

less

in t h e

is

less

and

goal

problems

the

and modes

elementary model

application

fo r b o t h

of the

secondary models.
One of the m e m b e r s
w as Mr.

Norbert

Klein,

Dwight Rich Junior
interest

a social

High

t he

time

Dwight

who

Rich

the b a s i s

team teaching.

As

itself to the

theory

staffing.
concept
for a
for t h e

showed

a go,

school model

as t he

elementary,

in that

same

block of

open-

it w a s
th e

done

so on

physical

of d i f f e r e n t i a t e d

junior high

number of t e a c h e r s

school.

an a d d i t i o n wa s

a result,

The

given

considerable

was constructed,

years

lends

committee

i n s t r u c t o r at

t e a m rooms were included, and w h e n

of

study

p r o g r a m at t h a t

placed at the b u i l d i n g three

layout

special

studies

School,

in d e v e l o p i n g a s m a l l
At

sp ace

of our

the

might

has
money

be

the

same

allocated

used differently

students.

Team Composition
a.

One member will
with two hours
and

serve
of

coordination.

as

the

released

coordinator,

time

f or p l a n n i n g

119
b.

Two

c e r t i f i c a t e d ins tru cto rs w ill serve w i t h

fu ll- tim e t e a c h i n g respons ibi lit ies .
c.

Two

p a i d p a r a p r o f e s s i o n a l s will serve on the

i n s t r u c t i o n a l team.
d.

Two

s tu d e n t t each ers

from M i c h i g a n State U n i ­

v e r s i t y w i l l serve as instructors.
e.

One

cad et teacher, w h o is a senior h i g h school

st udent to as s i s t half days at such chores as
p r e s c r i b e d by the c o o r d i n a t i n g teacher.
f.

One

paid co -op s e c r e t a r y

(high school

student)

to w o r k on a half day basis and do the
cl er i c a l work

for the t e a m members.

C l a s s r o o m Str uct ure
In this mod el the re are four classes of students,
or the e q u i v a l e n t of four teachers.
teachers are employed,

and the o the r salary is use d to

employ d i f f e r e n t types of personnel.
are st udent t eac h e r s at no cost.
four t eac h e r s

Three c e r t i f i c a t e d

s e r v i c i n g these

In add i t i o n there

Actually,

four classes,

rather than
there are nine

people m a k i n g c o n t r i b u t i o n s into the i n s t r uc tio nal a c ­
tivity .
A t e a m t e a c h i n g area w i t h p hys ica l a cco m m o d a t i o n s
is ess ent ial

for such a program.

I ncl ude d in such needs

is a t e a m cen t e r to include student carrels,
materials

storage,

student areas.

staff work areas,

T h e s e are, of course,

areas

for

and small group
in add i t i o n to a

120
large o p e n a r e a w h e r e as m a n y as
to g e t h e r at one time.

four c l a s s e s m i g h t m e e t

Such f a c i l i t i e s

s t r u c t i o n a l t e a m to i m p l e m e n t v a r i o u s
ac t i o n g rou ps

as seminars,

interest

a l l o w the i n ­
t y p e s of s t u d e n t

are a cla sses,

and

large se ssions, w h i l e a l s o a l l o w i n g for d i f f e r e n t i a t i o n of
staff r e s p o n s i b i l i t i e s .
D i f f e r e n t i a t i o n of Staff
Responsibilities
a.

S t u d e n t s .— The p l a n is t h a t e a c h class w o u l d

ch oose one s t u d e n t planner.
st udent p l a n n e r s

in clu des

The r e s p o n s i b i l i t y of t h e s e

the p r e s e n t a t i o n of st ude n t -

i n i t i a t e d ideas that c o u l d be i m p l e m e n t e d in the class
ac tiv iti es;

e v a l u a t i o n of the p r o c e d u r e s a n d a c t i v i t i e s

e m p l o y e d by t e a m m embers;

an d the p r e s e n t a t i o n of

fee d b a c k

r e p r e s e n t i n g s tud e n t opinion.
b.

V o l u n t a r y and P a i d A i d e s .— The r e s p o n s i b i l i t i e s

of t h e s e p e o p l e i n c l u d e the p e r f o r m a n c e of c e r t a i n r o u t i n e
functions;

to serve as tu t o r s

for i n d i v i d u a l i z e d i n ­

struction;

a n d to c o n t r i b u t e to o v e r a l l p l a n n i n g t h r o u g h

the i n f u s i o n o f ideas and s u g g e s tio ns.

T h e y are t o be c o n ­

si d e r e d as l e g i t i m a t e m e m b e r s of the i n s t r u c t i o n a l
c.

team.

C e r t i f i c a t e d I n s t r u c t o r s .- - T h e s e t e a m m e m b e r s

are to p r o v i d e g e n e r a l i n s t r u c t i o n a l

l e a d e r s h i p for the

team, w h i c h i n c l u d e s a d i f f e r e n t i a t i o n of p r i m a r y r e ­
sp o n s i b i l i t i e s ,

such as:

media evaluation,

di scu ssi on,

resource material and personnel,

ac tiv iti es,

g r o u p dy nam i c s ,

and special

lecture,
field

s t u d e n t activit ies .

121
d.

I n s t r u c t i o n a l C o o r d i n a t o r .— T h i s m e m b e r of

t e a m is to s e r v e
is to a s s u r e
evaluate

as a l e a d e r of t h e o v e r a l l o p e r a t i o n .

proper assignments

the progress

of the e n t i r e

t o be p r i m a r i l y r e s p o n s i b l e
members

of t h e team;

p a t t e r n of s t u d e n t

to all p e r s o n n e l ;

for the

to attempt

behavior

instructional

to m i t i g a t e

that might

Special

Strengths

some

should promote

in d i f f e r e n t i a t e d

strength not

staffing arrangements,
a.

There
ment

b.

The

team.

t h e r e are

staffing which
f o u n d in c o n v e n t i o n a l

as:

ar e o p p o r t u n i t i e s

to s t i m u l a t e

involve­

in c u r r i c u l u m .
s p i r i t of t h e t e a m is e n h a n c e d b y d i f f e r ­

entiating
c.

such

generally

a n d to h ave

for his

in the e l e m e n t a r y mo del ,

unique patterns

unit;

any unusual

arise,

s u p e r v i s i o n of b u d g e t a r y c o n t r o l

true

to

s e l e c t i o n of all

general

As was

He

responsibilities.

T h e u t i l i z a t i o n of p a r a p r o f e s s i o n a l s

m a y be

a c c o m p l i s h e d by t h e i r i n c l u s i o n as r e g u l a r
members
d.

The

o f the

inquiry

better

team.

a p p r o a c h to s u b j e c t m a t t e r m a y be

i n corporated by

of new curri c u l a r
events materials.

joint

resources

staff planning
and other current

122
Summary of the J u n i o r
High Mo del
M o s t of the p l a n n i n g was done d u r i n g the 1969-70
school year,

in c o o p e r a t i o n w i t h the D i f f e r e n t i a t e d

S t aff ing C o m m i t t e e of the I nst ruc tio nal Council.

Imple­

m e n t a t i o n of the above d e s c r i b e d m o d e l was b e g u n at the
b e g i n n i n g of the 1970-71 school year, v e r y m u c h a lon g the
pr opo s e d lines.

As d e v e l o p m e n t of the F ederal pro p o s a l

d e scr i b e d later in this c hap ter p r o c e e d s , great r e l i a n c e
will be p l a c e d for the junior high school p r o g r a m on the
work thus

far ad va n c e d at Dwight Rich J uni or High School.
THE S E N I O R HIGH M O D E L

No do ubt the m o s t s i g n i fic ant step in d i f f e r e n t i ­
ated st aff ing to be u n d e r t a k e n by the La n s i n g School
District is that of the new Harry Hill S e n i o r High School.
The intent is that it shall be c o m p l e t e l y st a f f e d using
this concept.

The d eci s i o n to go in this d i r e c t i o n came

about as a r esult of the gro und w o r k over the last e i g h t e e n
months specifically,

and in the general d e s i g n of the ne w

building plans pr ior to that time.
scheduled to o p e n in September,

This building,

1971, w i l l h ous e gr ade s

ten thr o u g h twelve and w i l l open w i t h a s tudent p o p u l a t i o n
of bet w e e n 1,000 and 1,200.

At this point,

it is not

definite w h e t h e r a sen ior class wi ll a t t e n d there its
year.

first

It was c ite d ear l i e r in this p ape r tha t a c c o r d i n g

123
to the t erm s of t h e m a s t e r a g r e e m e n t ,

planning would

fo llo w this n e w s t a f f i n g a r r a n g e m e n t .
In the s e l e c t i o n of the prin ci p a l ,

consideration

was g i v e n t o a p e r s o n w h o w o u l d be b o t h i n t e r e s t e d a n d
c o u r a g e o u s e n o u g h to give

l e a d e r s h i p to b o t h d i f f e r e n t i a t e d

s t a f f i n g and v a r i a b l e

sch edu lin g.

Accordingly,

p o i n t m e n t w e n t to Mr.

J o s e p h R o u s s e a u , w h o had s e r v e d the

two p r e v i o u s y e a r s as p r i n c i p a l of J.
in Lansing.
Septembe r,

W.

the a p ­

S e x t o n H i g h S ch o o l

He w a s a p p o i n t e d to the p o s i t i o n b e g i n n i n g
1970,

in o r d e r to p r o v i d e one

full y e a r

in

for the

p r e p a r a t i o n of t h e s e two i n n o v a t i v e practice s.
Mr.

R o u s s e a u has

spent a g r e a t de al of time in

s t u d y i n g the r e s o u r c e m a t e r i a l s th at w ere
re sul t of this paper,
ot h e r s tates w h e r e

c o l l e c t e d as a

as w e l l as m a k i n g some v i s i t s to

such p r o g r a m s

are u n d e r way.

Wo rk was

done by the w r i t e r of this p a p e r last y e a r in p r e s e n t i n g
the idea to the

B o a r d of E d u c a t i o n and s e c u r i n g at that

level a r e s o l u t i o n e n d o r s i n g the c o n c e p t
at Har ry Hill Hi gh School.
g u i d i n g t his

for i m p l e m e n t a t i o n

S i m i l a r w o r k w as do ne

in

c o n c e p t t h r o u g h the D i f f e r e n t i a t e d S t a f f i n g

C o m m i t t e e and the

I n s t r u c t i o n a l Council.

Tentative Organizational
Chart
On e of t h e b a s i c n o t i o n s of this
arrangement

staffing

is t hat of t e a m e f f o r t and the i n v o l v e m e n t of

p e r s o n n e l in d e s c r i b i n g t h e i r own dut ies ,

objectives,

and

124
evaluative

criteria.

this work wit h o u t

To complete

staff

i n v o l v e m e n t w o u l d be

contrary

to t h e b a s i c

quently,

the b u i l d i n g p r i n c i p a l ,

Education,

interest

for

of k e y p e r s o n n e l ,

is

in the
as

these

s h o w n in F i g u r e

step.

staff members

instructors,

The

the

selection
directly

remainder

of the

staff,

The

to select
t he
are

intent

n o t be a s s i g n e d

may

senior

these

basic

be

structure

intimately

instructors,
of

the

people

t e a c h i n g team,

early

in the

job r e s p o n s i b i l i t i e s ,
s p e l l e d ou t,

is t h a t

s e l e c t e d as e a r l y as p o s s i b l e
will

a basic

become

of p r e p l a n n i n g .

selection of

and duties

selection.

Secondary

7.

Consequently,

cations,

of

Conse­

will

and all other members

it is n e c e s s a r y

these

as

the

school

qualifi­

criteria

for

p e o p l e w i l l be

for p l a n n i n g purposes,

for s a l a r y p u r p o s e s

until

b ut

September,

1971.
Administrative
principal,

will

Administrative

include

sponsibilities

personnel,
the

Coordinator

Business Manager.

of

the Assistant

Following

In o r d e r t h a t k e y p e r s o n n e l

year.

t e a m effort.

and

all

to ac t

the Director

s election of the

all p h a s e s

involved in the

detail

Instruction have worked out

s t a f f i n g p a t t e r n as a f i r s t

as w e l l

of the

the D i r e c t o r of C u r r i c u l u m ,

Superintendent

involved

in i n f i n i t e

The

in a d d i t i o n

assistant
fo r S t u d e n t

principal,

and

Services,

and

proposed qualifications

are d e s c r i b e d

as

to the

follows:

and

a

re­

125

PRINCIPAL

ASSISTANT
PRINCIPAL

ADMINISTRATIVE COORDINATOR
FOR STUDENT SERVICES

INSTRUCTIONAL LEADER !
OCCUPATIONAL
SENIOR
INSTRUCTORS

BUSINESS
MANAGER

ADMINISTRATIVE COORDINATOR
FOR INSTRUCTIONAL SERVICES

INSTRUCTIONAL LEADER '
EXACT SCIENCE
SENIOR
INSTRUCTORS

INSTRUCTIONAL LEADER
HUMANITIES
SENIOR
INSTRUCTORS

HOMEMAKING

PHYSICAL EDUCATION

FINE ARTS

BUSINESS

DRIVER EDUCATION

FOREIGN LANGUAGES

INDUSTRIAL ARTS

MATH

ENGLISH

VOCATIONAL

SCIENCE

MUSIC
SOCIAL STUDIES

PEP
SPECIAL EDUCATION

INSTRUCTIONAL
AIDES

STUDENT
TEACHERS
(MSU & LCC)
Figure 7
Tentative Organizational Chart

VOLUNTEER

OTHER
RESOURCES

126
Assistant Principal
{48-week p o s i t i o n )
Job Q u a l i f i c a t i o n s ;
Master's degree
Certified teacher
Successful teaching experience
Lansing School District resident
Responsibilities:
In a d d i t i o n to t h o s e d u t i e s
the a s s i s t a n t p r i n c i p a l shall:
1.
2.
3.
4.
5.

a s s i g n e d by the p r i n c i p a l ,

Be r e s p o n s i b l e for the d a y to d a y o p e r a t i o n of
the school
D e v e l o p an d i m p l e m e n t the m a s t e r c o u r s e a n d s t u d e n t
schedule
Supervise evaluation of teachers
A s s i g n f a c u l t y to s u p e r v i s o r y d u t i e s
Be r e s p o n s i b l e for r u n n i n g t he e x t e n d e d s c h o o l y e a r
(summer s c h o o l p r o g r a m )
Administrative

Coordinator
(4 0 weeks)

for

Student

Services

Job Q u a l i f i c a t i o n s :
Master's degree
Demonstrated successful experience
young people
Lansing School District resident

in w o r k i n g w i t h

Responsibilities:
In a d d i t i o n to t h o s e d u t i e s a s s i g n e d b y t h e p r i n c i p a l ,
the a d m i n i s t r a t i v e c o o r d i n a t o r for s t u d e n t s e r v i c e s shall:
1.
2.
3.
4.

Be r e s p o n s i b l e for s u p e r v i s i o n of s t u d e n t d i s c i p l i n e
in the b u i l d i n g
C o o r d i n a t e the w o r k of the s c h o o l r e l a t i o n s
committee
Be r e s p o n s i b l e for a t t e n d a n c e a n d c h i l d a c c o u n t i n g
C a r r y out a p r o g r a m of t e a c h e r e v a l u a t i o n

127
Administrative Coordinator
Instructional Services
(40 wee ks)

for

Job Q u a l i f i c a t i o n s :
Master's degree
Demonstrated successful
young people
Lansing School District

experience

in w o r k i n g w i t h

resident

Responsibilities:
In a d d i t i o n t o t h o s e d u t i e s a s s i g n e d by t h e p r i n c i p a l ,
the a d m i n i s t r a t i v e c o o r d i n a t o r f or i n s t r u c t i o n a l s e r v i c e s
shall have these m a jor duties:
1.
2.

He
3.
4.
5.

C o o r d i n a t e the a c t i v i t i e s of the
leaders
Coordinate student activities
a.
Extracurricular activities
b.
Assemblies
c.
Student government
shall

also have

the

instructional

following d u t i e s :

Be r e s p o n s i b l e f or s c h o l a r s h i p p r o g r a m s , i n c l u d i n g
special testing involved
M a i n t a i n a m a s t e r s c h e d u l e c a l e n d a r of b u i l d i n g use
and activities
Prepare and update faculty and student manuals
Business Manager
(48 w e e k s — 8-5)

Job Q u a l i f i c a t i o n s :
Graduate from business
experience

college or comparable

business

Job D e s c r i p t i o n :
In a d d i t i o n t o t h o s e o t h e r b u s i n e s s o r i e n t e d
a s s i g n e d t o h i m b y t h e p r i n c i p a l , he s h a l l h a v e
following major responsibilities:
1.
2.

duties
the

S e r v e as s c h o o l t r e a s u r e r a n d s c h o o l a c c o u n t a n t
S e r v e as b u s i n e s s m a n a g e r for a t h l e t i c p r o g r a m s
handling tickets, accounting,
bus and s c h e d u l i n g
arrangements, and other clerical duties customarily
pe r formed by the athletic director

128
3.
4.
5.
6.
7.

Serve as business man age r for all e x t r a c u r r i c u l a r
activities# such as yearbook# newspaper, plays#
clubs, etc.
Serve as custodian of textbooks and supplies
O per ate the school store
M a i n t a i n school inventory
A ssi st the principal in the s upervision of c l a s s i ­
fied personnel.
W o rki ng di rectly under the Ad min i s t r a t i v e C o o r d i ­

nator for Instructional
instructors#

Services will be the three

lead

all of w h o m will be on teacher c l a s s i f i c a t i o n

but will have a salary figured on teacher base pay
m u l t i p l i e d by some percentage

figure# which will b rin g

it close to that of the A d m i ni str ati ve Coordinator's.
Their salaries should reflect added responsibility,

the

extended school day,

Each

and the e x t e n d e d school year.

of these three positions will exercise r e s p o n s i b i l i t y and
accounta bil ity

for the programs under that h e a d i n g as

described in Figure

5.

Their q ual i f i c a t i o n s and r e ­

sponsibilities are proposed as follows:
Qualifications:
Ce r t i f i e d teacher
Master's degree
Five years of successful te ach ing e xpe rie nce
D e m o n str ate d ability to wo rk c oop era tiv ely w i t h o thers
Responsibilities:
While the job responsibilities of these po sit ion s are
subject to change and development as the b uil din g staff
meets and plans together, the following re s p o n s i b i l i t i e s
will serve as a guideline to those interes ted in this
opportunity:

129
1.
2.
3.
4.
5.

6.

R e s p o n s i b l e for l e a d e r s h i p in c u r r i c u l u m a n d i n ­
s t r u c t i o n for hi s i n s t r u c t i o n a l areas.
R e s p o n s i b l e for d e v e l o p i n g a n d c o n d u c t i n g a c o n ­
t i n u i n g p r o g r a m of i n s e r v i c e for all m e m b e r s of
t h e i n s t r u c t i o n a l t e a m s in h is c u r r i c u l u m areas.
S e r v e s as the i n s t r u c t i o n a l l e a d e r for all the
d i f f e r e n t i a t e d st aff p e r s o n n e l in h is c u r r i c u l u m
areas.
R e s p o n s i b i l e for d e v e l o p i n g c u r r i c u l u m p r o g r a m s in
c o o p e r a t i o n w i t h the b u i l d i n g p r i n c i p a l and the
I n s t r u c t i o n a l Council.
R e s p o n s i b l e for d e v e l o p i n g a n d m a i n t a i n i n g an
a t m o s p h e r e c o n d u c i v e to l e a r n i n g in the c l a s s r o o m s ,
l a b o r a t o r i e s , a n d l e a r n i n g c e n t e r s of hi s c u r ­
r i c u l u m areas.
R e s p o n s i b l e for an o n g o i n g e v a l u a t i o n of the
p r o g r a m s in his c u r r i c u l u m areas.

sonnel,

As has b e e n p r o p o s e d

for the a d m i n i s t r a t i v e p e r ­

the

s h o u l d be s e l e c t e d e a r l y in

the 197 0 - 7 1

lead i n s t r u c t o r s

school y e a r and r e t a i n e d in t h e i r p r e s e n t

p o s i t i o n s bu t
session s

sh o u l d be w i l l i n g to p a r t i c i p a t e in p l a n n i n g

t h r o u g h o u t the c u r r e n t

s c h o o l year.

step that is s u g g e s t e d is to h a v e
selected staff determine
and i n s t r u c t o r s

positions

the p r i n c i p a l a n d the

the n u m b e r of s e n i o r t e a c h e r s

that w i l l be needed,

p r o p o s e d budget.

c o m m e n s u r a t e w i t h the

The role and n u m b e r o f e a c h of t h e s e

s h o u l d be c a r e f u l l y de fin ed,

process b e g u n

T he next

for the

s e n i o r tea ch e r s .

the c o o p e r a t i v e p r o c e s s

a n d the

selection

F o l l o w i n g that,

s h o u l d be i n a u g u r a t e d to s e l e c t

these s e n i o r teachers.
There

are two p r o g r a m s t h a t

s h o u l d be i n s t i t u t e d

at this p o i n t w i t h the C o l l e g e of E d u c a t i o n at M i c h i g a n
State Un i v e r s i t y .
course to b e g i n

O n e w o u l d be to e s t a b l i s h

s e c o n d t e r m of the 1 9 7 0 - 7 1

a graduate

s chool year,

130
which would
Hill

staff

in m i n u t e
members,

include

at t h a t p o i n t .
detail

as w e l l

familiarize
signments

roles

as t h e i r b u d g e t a r y

pletely

familiarize

collected

into play

the

some members

department

school

Their

spective

second course,
select

thirty

versity who
become
The

libraries

in t h i s

course

s h o u l d be

students

in t h e i r

at t h e

is t h a t t h e r e

division.

These

principal

selected staff would define

to c o m ­

in d i f f e r e n t i a t e d

to

in t h e
re­

pattern.

The

is to

State

ten

Uni­

members
of the
The

1971.

in e a c h o f t h e

thirty university

staffing.

and

in S e p t e m b e r ,

should be

the role

course

and who would then

school

and other

are

of this

their

at M i c h i g a n

junior year,

if

resource

included

to d e s c r i b e

that

that

and the

is p r o p o s e d ,

secondary

as­

In a d d i t i o n

undergraduate,

w o r k i n g w i t h the

teacher

as a r e s u l t

staffing

student teachers

three major

the

in a d i f f e r e n t i a t e d

are

suggestion

of

from counseling

f u n c t i o n w o u l d be

roles

and to

an a d d i t i o n a l

All

staffing.

staff

and instructors

staff with the ph i l o s o p h y

these people,

class.

teachers

spring term,

rationale of d i f f e r e n t i a t e d

of

arrangements,

for t h e s e p e o p l e .

c o u l d be b r o u g h t

all

the b u i l d i n g and m a k e

number of senior

that have been

of

It is e n t i r e l y p o s s i b l e

the b e g i n n i n g of

materials

for the Harry

and relationships

for work areas.

c o u l d be o f f e r e d

study

the

selected

Their work w o uld be to describe

themselves with

a sufficient
hired by

all p e r s o n n e l

students,

o f the
student

following

131
Se pte m b e r th ey w o u l d fulfill those roles.

In a d d i t i o n to

student t eac h e r s w h o us u a l l y p e r f o r m their on- sit e
ex per ien ce

in their senior year,

opportunities

for students

there s hould also be

from the Co lle ge of E d u c a t i o n

to p a r t i c i p a t e d u r i n g th eir so pho mor e and j unior years.
These roles

s h o u l d also be e s t a b l i s h e d in the a b o v e ­

de scribed c o u r s e work.
Summary of the Se n i o r
High M ode l
The

senior high m ode l

is dif fe r e n t

me ntary and jun ior h i g h mo d e l s
is included.

However,

from the e l e ­

in that the ent ire

school

the b a s i c intent is consistent,

which is the pu r p o s e of this paper;

to d escribe a concept

that can have a p p l i c a t i o n to n e a r l y any situation.
Because of the nu m b e r of p e o p l e involved,
pr ogram is more

complex.

G rea t rel iance

model w o r k is p l a c e d upo n the three

the senior hig h
for m a k i n g this

lead instructors,

and

it is t h e r e f o r e m o s t i m p o rt ant that these be pe opl e who
will carry such r esponsibility.
M O D E L S F O R F E D E R A L F UND ING
At this po int d e s c r i p t i o n s have b e e n p r o v i d e d for
im ple men tat ion of m o d e l s at the el ementary,
senior high school

levels.

junior,

and

Du r i n g the yea r as int ere st

in d i f f e r e n t i a t e d sta ffi ng has p rogressed,
have be en s ought to d e v e l o p plans

opportunities

for F e d e r a l l y - f u n d e d

132
proposals which would incorporate
teaching.
this

Usi n g the

study,

together with

certain members
School

information

of the

District,

been

u s e d as t h e

will

be

the

the c oncept
g a t h e r e d as

cooperation

instructional

submitted

for

interest

team

a result of

a n d i n t e r e s t of

staff of the Lans i n g

the n o t i o n of d i f f e r e n t i a t e d
basic

of

staffing

h as

for t w o p r o p o s a l s w h i c h

funding during the

1970-71

school

year.
T i t l e III, E l e m e n t a r y a n d
Secondary Education Act
The
proposals
to t h e

i n t e n t of t h i s F e d e r a l A c t

which will bring

school

types of
this

is

Lansing

u n d e r t h e p r o v i s i o n of

this Act

sc h o o l ;

his

More

to i n c r e a s e
reading

the

level;

emerging

differentiation,

materials

guidance

structional

for o t h e r

for

of

Increased

the purpose

of t h e

s t u d e n t ’s s a t i s f a c t i o n w i t h
and his

social

ability to deal

con­

issues

through

staff

development,

and the

integration

and counseling

function

into the

in­

process.

Needs

and P r o b l e m .

This

project

focus a t t e n t i o n on a num b e r of p r o b l e m s
represent vital
program.

has b e e n

specific title

specifically,

structively with

of t h e

The

"Staff D i f fere ntiati on

Pupil C o m p e t e n c y . ”
is

instruction

funding.

demonstration projects.

proposal

proposal

a new d i m e n s i o n of

system requesting

funded previously

is t o i n i t i a t e

The

needs

of the

school

rate of dropouts,

is

intended to

that currently

system's

instructional

absenteeism,

and tardiness

133
is

indicative

procedures

of

and

structured.
that there

formal

the

lack of

Pupil

offering

social
school

in school

cannot benefit
at t h e i r

structure,
setting,

gain some knowledge
ou r s o c i e t y

interest

as p r e s e n t l y

achievement on reading tests

are m a n y w h o

instructional
current

student dissatisfaction with present

indicates

Finally,

of

t h e m in

the

and outside

a need

and experience

and to deal w i t h

f r o m th e c u r r e n t

level.

both.inside

indicates

for

the

the

students

social

to

issues

in

a constructive

manner.
Objectives
objectives

of this

already expressed,
which the
to the

proposal
through

of

students

Student.
aimed

will

be

specific
the

needs,

staffing pattern

be m o r e

carefully

in

tailored

following manner:

trained

later

The

at m e e t i n g

a different

in t h e

The staff will
as d e s c r i b e d

and
are

roles of teachers

needs
1.

fo r S t a f f

to

in this

function in roles

section of the

chapter.
2.

Job descriptions

will

be w r i tten

in p e r f o r m a n c e

terms.
3.

Instructional materials
increase

4.

student

Community

will

be d e s i g n e d

to

options.

and educational

agencies will

be

i n v o l v e d in support of the project.
It is
gain increased

the

purpose

student

of this

demonstration

satisfaction

by:

project

to

134
1.

A r e d u c t i o n in t a r d i n e s s a n d a b s e n t e e i s m .

2.

A r e d u c t i o n in n e g a t i v e e n c o u n t e r s w i t h
t e a c h e r s and a d m i n i s t r a t o r s by the e l i m i n a t i o n
of such p r o v o k i n g situations.

3.

A decrease

in d r o p o u t s and d e s t r u c t i o n of

sc hoo l property.
4.

A n i n c r e a s e d k n o w l e d g e of so cia l i s s u e s as
i n d i c a t e d by i n v o l v e m e n t in a cti vit ies .

5.

A n i m p r o v e m e n t in r e a d i n g at g rad e

Procedures.

level.

This p r o j e c t is to s h o w a r e l a t i o n ­

ship of s t u d e n t s w h o w i l l be i n v o l v e d in a d i f f e r e n t i a t e d
s i t u a t i o n at the el eme nta ry,
levels,

in an a t t e n d a n c e

to the same

junior,

area w h e r e

an d s e n i o r h i g h
s t u d e n t s w i l l all

j u n i o r high sch ool and later e n t e r the

senior h i g h school.

same

The g r a n t w i l l be s u b m i t t e d for

$9 50, 000 o v e r a t h r e e - y e a r period.

The p l a n n i n g s e s s i o n s

have i n v o l v e d a wi de s p e c t r u m of groups,
p a r t i c i p a t i o n w i l l be
I n s t r u c t i o n a l Council,
mittee,

flow

forthcoming.

so tha t tot al

This i n c l u d e s the

the D i f f e r e n t i a t e d S t a f f i n g C o m ­

C o m m u n i t y A gen cie s,

the C a t h o l i c D i o c e s e o f Lansing,

and s e v e r a l c u r r i c u l u m c omm itte es.
pr oj e c t w i l l be the i n s e r v i c e
to b e g i n in the summer of

A major

facet o f th is

training, w h i c h

1971.

is s c h e d u l e d

These sessions

wi ll i n c l u d e i m p l e m e n t a t i o n of staff roles,
a d a p t a t i o n of c u r r i c u l u m innovati on.

for sta ff

a n d the

In a d d i t i o n to

L a n s i n g r e s o u r c e s , the M i c h i g a n State U n i v e r s i t y C e n t e r
for U r b a n A f f a i r s wil l h e l p to de f i n e the role of

135
counselors
also,

and some i n t e r a c t i o n of the

assistance will

be o b t a i n e d

from the

staff of Michigan State U niversity
members

social

sciences;

TTT project

a n d t he L a n s i n g s t a f f

of t h a t team.
TEACHER CORPS PROPOSAL
The main

f o c u s of t h i s

school districts

at some

limited education

r u n g on the

l adder,

to e n t e r

academic

t r a i n i n g to m o v e

an d e v e n t u a l l y ,

perhaps,

become

th e L a n s i n g

Lansing Community College,

Lansing Model

for U r b a n A f f a i r s )
quality

h ave

{College of

united

have

requested

St a t e s O f f i c e of H eal t h ,

School District,

sc h o o l d i s t r i c t s

funds

Education,

1.

directly,

indirectly.

and

Education and Center
to i m p r o v e
areas.

the

The

f r o m th e U n i t e d

and Welfare
Program

to

for th e

and other possible

Th e m a j o r o b j e c t i v e s

T he e s t a b l i s h m e n t of w o r k i n g
b e t w e e n the

ladder

District,

Cities,

in u r b a n

develop and implement a Teacher Corps
Lansing

School

in an e f f o r t

and quantity of educa t i o n

four i n s t i t u t i o n s

up t h a t

a c e r t i f i c a t e d teacher.

W i t h thi s as a b a c k g r o u n d ,

State University

the t e a c h i n g

and then by c o m b i n i n g

experience with

Michigan

is t o e n c o u r a g e

to d e v e l o p w o r k i n g m o d e l s w h i c h w i l l

allow adults with
process

legislation

in cl u d e :

relationships

four institutions which will

foster

long-range

income

fa mil ies .

goals

in e d u c a t i o n

fo r

lo w-

1 36
2.

The

development

training

programs

acquired

by

students

are

The

is

inclusive

The

those
of

of

education

of

district

for

and

into

training

training

planned

model

to

competency-based
that

those

in

the

be

of

the

Lansing

In a d d i t i o n ,
District

will

plans
to

for

training

which

teacher-

for

admissions

institutions

in w h i c h
can

training

in

of

for
higher

development.

ways

the

the

make

and

school
positive

have

development

proposes
in

equal

of

teacher-

already

District

teachers
on

the

corpsmen.

Corpsmen will

inner-city

low-income

be

areas

team teaching

It

is

obtained
value.
will

rrom
teams

as

the

conjunction with

models.

considerable

School

serve

demonstrating

criteria

teacher

community

developed

training

other

of

teacher

program

be

of

and

programs.

experiences

Lansing will

for

be

skills.

career

responsibilities

The

to

explicit

additional

students

development

inputs

skills

competency-based

development

The

made

teacher-

models.

low-income

5.

of

are

the

accountable

certification

training
4.

in w h i c h

held

development

State

competency-based

students

achievement
3.

of

at
in

this

as

Lansing

along

recruited
in L a n s i n g

point
area

Teachers

serve

the

this

with
and
and

in

already

team

leaders.

School
selected

selected
other

from

137
communities.

It is p l a n n e d that r e p r e s e n t a t i v e s

from all

low-income g r o u p s — M e x i c a n - A m e r i c a n , Black, A m e r i c a n
Indian,

and White w i l l be r e c r u i t e d and selected.
The t r a i n i n g p e r i o d is d i v i d e d into three a r e a s :

preservice,

inservice,

and internship.

Pr e s e r v i c e will

last at least nine w e e k s and w i l l be d e v o t e d to d e v e l o p m e n t
of c o m p e t e n c y - b a s e d skills in the areas of human r e l a t i o n ­
ships,

rea din g curriculum,

management.

Preservice

and c l a s s r o o m p l a n n i n g and

is s c h e d u l e d to b e g i n in the

summer of 1971, an d to e v e n t u a l l y bec ome
programs

the maj or

for e f f e c t i v e t e a c h e r education.

In addition,

the proposal de f i n e s the nee d for and dev e l o p s plans

for

more p osi t i v e c o o r d i n a t i o n b e t w e e n the c o m m u n i t y and
institutions of hi g h e r e d u c a t i o n for pu rp o s e s of career
developm ent

for students

from low -in com e families.

A n o t h e r i n t e n d e d ou t c o m e is that this p r o j e c t will
have a long-range

and o n g o i n g eff e c t to a ttempt to reduce

and mi ni m i z e the i n c i d e n c e of r acist b e h a v i o r s w h i c h may
interfere w i t h the a c h i e v e m e n t of the above d es i r e d
results.

This p o r t i o n of the p r o g r a m w i l l be d i r e c t e d at

changing r acist behavio rs,

ass umptions,

and attitudes

which int ervene in e d u c a t i o n a l p r a c t i c e s and pro ced u r e s
and w h i c h have had d e l e t e r i o u s eff e c t s on the e d u c a t ion al
achievem ent of m i n o r i t y children.

In addition,

the

pr ogr am se gment on r a c i s m w i l l seek to increase the
cognition of w h i t e t eac h e r s about the kinds of probl ems
low-income m i n o r i t y p u p i l s b r i n g to the classroom.

138
This
totally

proposal

involve

the university,

school district,
at

represents

of e a c h

T he

i n s t i t u t i o n c an

cational experiences

Five

can

f u n c t i o n as a
of t he

in a p o s i t i v e

set o f e d u ­

specific

in the

organizations

state

mentary

for U r b a n A f f a i r s

Education

Research

h a v e c o n t r i b u t e d to

the

at M i c h i g a n

State

needs

to

finalize

the

Education Task

Further

the p r o p o s a l ,

of t h e d i s t r i c t

University,

f r o m th e L a n s i n g S c h o o l

Lansing Model Cities

and L a n s i n g Comm u n i t y College.
planned

T h e y are

a n d t h e D e p a r t m e n t of E l e ­

and Planning Facility

District,

serve

a nd t h e nat ion .

th e p l a n n i n g a n d p r e p a r a t i o n o f th e p r o p o s a l .
th e C e n t e r

strengths

for the c o m m u n i t y as w e l l as

for o t h e r p r o g r a m s

the

in a p r o j e c t d i r e c t e d

coordination

result

to

community college,

in w h i c h t h e y

c o m m o n g oals.

as a m o d e l

the

and the community

improving the manner

unit with

a major attempt

both

and accountable

For ce,

coordination
responsive

for t he

is

to the

interns

it

trains.
The

long-range

goal

District

is th e d e v e l o p m e n t

patterns

in its
As

a first

step,

of d i f f e r e n t i a t e d staffing

the

schools:

district began experimentation

as e a r l y as

a team teaching component

Pleasant View,

in the

s cho o l s .

with t e a m teaching

mentary

for s t a f f d e v e l o p m e n t

Averill,

Reo,

196 4.

At p r e s e n t ,

in e a c h of t h e
Cumberland,

Wexford,

there

is

following e l e ­

G i e r Park,

and W o o d c r e e k .

Lewton,

139
This

year,

a differentiated
Averill

in c o o p e r a t i o n w i t h t h e M o t t

staffing pilot

to p r o v i d e

is b e i n g m a d e

differentiated

High

mentary

School,

district's

previous

significantly
The
in w h i c h

are

for

f u r t h e r e d by

competency
in t h e

Maple

as

th e T e a c h e r
provide

following

Lewton with

Main with

and

in

Hill
ele­

of the

implementing

Corps

applied

skills

a complement

a complement

of
of

and tested

of s i x

schools:
interns.

interns.

five

interns.

of thr e e

interns.

a complement

setting

c a n be d e v e l o p e d

five

a complement

be

format.

school

six elementary

a complement

Woodcreek with

evidence

a total

can be

a complement

Hill w ith

three

funds

development which will

in t e a c h i n g

High Street with

Lyons with

High,

submitted

staff

district will

and assessed

the n e w Harry

and p l a nned activity

goal

III

into Gardner.

theoretical knowledge

and w h e r e

ESEA Title

s t a f f i n g at

feed

activities

long-range

for

Gardner Junior

schools which
These

the

is b e i n g c o n d u c t e d a t

School.
Application

Senior

Institute,

of

five

interns.

of

six

interns.

goals

and

stated c ompe­

*i.

In a d d i t i o n
tencies,

other
1.

to the

long-range

Direct

above
goals

involvement

District

in t h e

include:
by the

School

d e v e l o p m e n t of t e a c h e r -

training programs which
based

Lansing

result

team-teaching models.

in c o m p e t e n c y -

140
2.

Direct

i n v o l v e m e n t by t he L a n s i n g S c h o o l

D i s t r i c t in c o n j u n c t i o n w i t h

the u n i v e r s i t y

a n d the c o m m u n i t y in d e v e l o p i n g th e s t r u c t u r e
whereby competency-based teacher-training
models
3.

c an be

Planning ways

see n as v i a b l e
and m e a n s

for c e r t i f i c a t i o n .

for c o n t i n u a n c e of t h e

p r o g r a m o f c o m p e t e n c y - b a s e d t e a c h e r t r a i n i n g in
c o n j u n c t i o n w i t h the u n i v e r s i t y .
4.

D e v e l o p m e n t of p l a n s in c o n j u n c t i o n w i t h the
university which will

facilitate

an i n c r e a s e

in a d m i s s i o n rates of

low-income young adults

in to h i g h e r e d u c a t i o n

for c a r e e r d e v e l o p m e n t .

E a r l y i d e n t i f i c a t i o n t a c t i c s w i l l be e x p l o r e d
to a s s i s t

in the a c h i e v e m e n t of t his

goal.

Sc h o o l D i s t r i c t and
Community
T h e u l t i m a t e goa l of the T e a c h e r C o r p s
provide more

f lex ibl e,

personalized patterns

p r e p a r a t i o n t h r o u g h an i n t e r n s h i p w h i c h

of t e a c h e r

f o s t e r s the

m a x i m u m p e r s o n a l and p r o f e s s i o n a l d e v e l o p m e n t
who wish

is to

of p e r s o n s

to teach.
In o r d e r to a c h i e v e this p u r p o s e

r e c r u i t e d a nd t r a i n e d w i t h i n the

" i n t e r n s ” w i l l be

f r a m e w o r k of a d i f f e r ­

e n t i a t e d s t a f f t e a m str uct u r e .

Th e t e a m a p p r o a c h as a

training structure will provide

supervision,

support,

f o s t e r a s e n s e of c o m m i t m e n t ,

cooperative

activity

offer peer

provide

for

in the d e v e l o p m e n t of c u r r i c u l a a n d

141
special approaches

to i n s t r u c t i o n ,

w h e r e b y the

loc al d i s t r i c t ,

university,

the Sta te D e p a r t m e n t of

Cities,

and provide

the c o m m unity college,

and community participants

Education,

incorporate provisions whereby

b e e m p l o y e d as i n s t r u c t i o n a l
of c o r p s m e n ,

O n e of the o u t s t a n d i n g
be

local

aides,

and eventually become

s u c h as d i f f e r e n t i a t e d s t a f f i n g

The

and
system

residents

certified

f e a t u r e s of the

in d e v e l o p i n g o r g a n i z a t i o n a l

Model

ca n

p r o m o t e d to the r ole

the o r i e n t a t i o n p h a s e w h i c h w i l l

nel

the

can investigate

a d o p t n e w a p p r o a c h e s in t e a c h e r p r e p a r a t i o n .
will

a system

te ach e r s .

Lansing program will

involve

aspects

onstaff person­

of i n s t r u c t i o n

a n d in r e o r g a n i z i n g

curricula.
One of the
w o u l d be to a t t r a c t
Lansing School

long-range objectives

of t h e p r o j e c t

a d i f f e r e n t k i n d of t e a c h e r to the

S y s t e m a nd to u p g r a d e

existing

staff.

The

project would concentrate

its r e c r u i t m e n t e f f o r t s

areas:

Spanish-speaking Americans,

attracting

American

Black,

the t r a i n i n g to b e c o m e

on the
teachers

a n o t h e r a r e a a nd lack c e r t i f i c a t i o n ;
people

and

Indians who have demo n s t r a t e d an ability to work

with neighborhood youngsters
lack

in t w o

streets

but w h o e i t h e r

or w e r e

trained

and attracting young

f r o m the n e i g h b o r h o o d w h o are p r e s e n t l y

completing their

s e c o n d or t h i r d year.

p e o p l e w h o are so s o r e l y n e e d e d

in

in the

in c o l l e g e

T h e s e are
school

the L a n s i n g T e a c h e r C o r p s w i l l c o n c e n t r a t e

the

system,

in t h e s e

and

areas.

142
The
of its

district

schools.

is a l r e a d y

It is r e c e p t i v e

trained by Lansing Community
Aide Training

Corps

fully

range

through

opportunities
balance

facilitate

goals,

in a n u m b e r

use of aides

in t h e i r

the

to

th e

for t h e s e

recruitment

the d i s t r i c t w ill

adding minority
To

College

an o p p o r t u n i t y

certified

program,

development

to the

aides

Instructional

Program.

By p r o v i d i n g
become

utilizing

aides

to

in t h e T e a c h e r -

have promoted career

for M o d e l

Cities'

its p r o f e s s i o n a l
achievement

residents while
staff.

of t h e a b o v e

lo n g -

f o l l o w i n g o b j e c t i v e s w i l l be e x p l o r e d

and developed:
1.

To provide

a structure

based programs
people

w i t h i n the
a.

community-

of e d u c a t i o n u t i l i z i n g c o m m i t t e d

from low— income

to and profit

in w h i c h

fro m the

areas

can contribute

educational

school district.

To provide

an o p p o r t u n i t y w h e r e b y

cruitment

for t e a c h e r - t r a i n e e s

conducted

in l ow-income

order

system

to p r o m o t e

re­

c a n be

communities

career development

in
in s u c h

populations.
b.

To p r o v i d e

an o p p o r t u n i t y w h e r e b y

income community persons
strengths

low-

can utilize

t o a i d i n the d e v e l o p m e n t

cational practices

for

low-income

their
of e d u ­

children.

14 3
Th e c o m m u n i t y c o l l e g e ,
r o l e as

feeder

institution

v e n t u r i n g i n t o the a r e a ,
established
District,
College

which hopes

in t h i s p r o j e c t ,

and

State

closer together

tie

i n the

t he

to a l a r g e r d e g r e e
of t h i s

chapter.

school

people differently but

the

more

into

opportunities

Even

and concepts
since
phases

their

this

proposal

takes

in the e a r l i e r

it a n t i c i p a t e

further anticipates
have typically

this proposal will,
the

if

using

using

recognized

funded,

teachin g act and will

for the

student

to e n t e r

if t h i s p r o p o s a l

t he

of p r o g r a m p l a n n i n g .

funded,

bring

as w e l l

the

not be t o t a l l y

find expression

In

offer many

p r o f e s s i o n at

is n o t

herein proposed will
inspiration will

learner,

as

staffing

legitimate e d u c a t i o n a l process.

for c o m m u n i t y m e m b e r s
level.

School

t e a c h e r - t r a i n i n g process.

only does

that schools

larger sense,

th e c o m m u n i t y

Not

linkage

and Lansing Community

than previously proposed

as b e l o n g i n g t o the

the

c o n c e p t of d i f f e r e n t i a t e d

models

different people

just

the L a n s i n g

University,

It is c l e a r l y o b s e r v e d t h a t
its m a j o r t h r u s t ,

is

it is h o p e d t h a t

in t h i s p r o j e c t w i l l

Michigan

to pl a y a major

as

some
ideas
lost

in m a n y

CHAPTER V
SUMMARY AND RECOMMENDATIONS
The

goal of this

investigation was

writings

in the

as t h o s e

existing programs

determine

the

for t h e L a n s i n g

intent

of

is

almost

teaching.

advisable
pattern,
work

teaching.

an i n n a t e

Considering

to describe
establish

in L a n s i n g .

possibility of
be v i r t u a l l y

the n a t i o n to
which

District.

a model

Without

the

has

the w r i t e r

A t th e o u t s e t

it w a s no t

a precise

are b a s i c d i f f e r e n c e s

schools,

teachers,

differences

due

and neighborhoods,
144

the

intended

fo rm u l a ,

or

flexibility.

in e l e m e n t a r y

and that even within those

t h e r e a re

it m i g h t

staffing would

c o n t a i n e d d e f i n i t i v e p r e s c r i p t i o n s devoid of

principals,

felt it

to these issues,

implementing differentiated

groups,

shown that

and ex p l a i n how

answers

that d i f f e r e n t i a t e d staffing was

visional

its r e s u l t s

against a new process

this truism,

rationale,

impossible.

and secondary

not

t h e p h i l o s o p h y of t h i s n e w s t a f f i n g

its

Realizing that there

c o u l d have

It h as

and test

Experience

resistance

the

s t a f f i n g as w e l l

or models,

School

to i n s t i t u t e

against conventional
there

throughout

a t heoretical model,

application
been

field of d i f f e r e n t i a t e d

to a n a l y z e

di­

to b u i l d i n g s ,

it w a s t he

intent

145
here to present
differentiated

ideas w h ich wou l d describe
staffing.

In s o d o i n g ,

that g i v e n an a c c e p t a n c e
subset within
devised

the

f or t h a t
If t h e

will

have

school,

practices,

both elementary and

Since
the

this

to t h e p e r i o d i c a l
stress

to p r o v i d e

on

type

in e d u c a t i o n ;

of p e o p l e
teaching.
the

(a) w h a t

job s

teachers

field,

that

productive,

together

is c o n f i n e d

largely

instruction

there

and

It b e c a m e
is a c o m p e l l i n g
about
in

and e f f e c t i v e

roles

learning through

th e

and things.
for t h e

in p l a n n i n g ,

preparing,

supportive

attention must

by others,

easy.

M o s t o f the

resources,

role of

t a s k of

a review

staffing calls

that

be d o n e

in

a

for

relatively

and other personnel

new avenues

suggests
can

c a n be

paper

District

so t h a t t h e

to think differently

In c o n s i d e r i n g the

literature

or

this

models

for l e a r n i n g .

readings

differentiated
to w o r k

schools,

school

b e t t e r u t i l i z a t i o n of people,
Basically,

and d e s c r i p t i v e

climate

creative,
seek

School

in t h e

of publication.

in t h e

to

literature

n e e d to i n d i v i d u a l i z e

to utilize

developing more

is c o r r e c t ,

staffing patterns

fo r e d u c a t o r s

processes;

held

easily

a relatively new concept,

an i m p r o v e d

readily apparent
challenge

is

the

theory

secondary

a specific

literature

articles

c o u l d be

to t h e L a n s i n g

a s u r v e y o f the

for

theory was

c o n c e p t by a s c h o o l ,

a process

aforementioned

r e v i e w of c u r r e n t

application

the

c o n c e p t of

group of teachers.

served a purpose

of providing

of

of t he

the

assignment
and

staff,

be g i v e n to:

(b) w h a t

j obs

c a n be

146
done by the c l a s s r o o m teacher,
teacher's

supportive staff,

(c) w h o are the c las sro om

(d) w hy should the c l a s sr oom

teacher have a su ppo rti ve staff,
blocks to school o r g a n i z a t i o n ?
ations ne edi ng change,

and

(e) what are the

One of the major c o n s i d e r ­

as r efl ecte d in the literature,

is

that of the t e a c h e r - t r a i n i n g institutions wh i c h continue
to p repare teachers
room idea.

for the traditional one-teacher,

one-

D i f f e r e n t i a t e d staffing p roposes the notion of

de c e n t r a l i z a t i o n of d e c i s i o n - m a k i n g and removes the a d m i n i s ­
trator from the u n i l a t e r a l role and places h i m in a groupce nte red co llegial environment.
Th ere is a m o v e m e n t t oward the acceptance of people
with less than a t e a c h i n g certi fic ate as having a l e g i t i ­
mate role in the in st r u c t i o n a l process.
place in the

form of aides,

and cadet teachers.

This is taking

p a r a p r o f e s s i o n a l s , volunteers,

The roles of such p ers onn el must be

carefully def ine d so that there is no rivalry for position.
Clearly,

the c e r t i f i c a t e d teacher is the head of the team.
DI S C U S S I O N OF PROCESS
Incentive

for d i f f e r e n t i a t e d staffing was pro vided

by the TEPS C o m m i s s i o n of the National

Education As s o c i a t i o n

through its theory of The Teacher and His Staff.
articles,

papers,

M any

and study sessions grew out of this idea.

Basic to this s taf fin g p a t t e r n is that of t eam teaching,
with the ad ded d i m e n s i o n of re a r r a n g i n g the structure of
how a teacher

functions;

namely,

from that of a

147
teacher-class
of a t e a m of

s i t u a t i o n to that of t h e t e a c h e r as the h e a d
subprofessionals and a multisized

student

organizational pattern.
With this

f r a m e w o r k as a b a s i s

for d i f f e r e n t i a t e d

staffing,

the n o t i o n o f p o o l i n g the e f f o r t s of m a n y

resources

i n t o an o r g a n i z e d m u l t i f a c e t e d t e a m a r r a n g e m e n t

became

apparent.

Recognition

a n y a g g r e g a t e of s t u d e n t s w i l l
in d i f f e r e n t w a y s
s i n g u l a r being.

contain

In a d d i t i o n ,

learning

t h r o u g h the

is not c o n f i n e d to

influences which can perhaps

the a d d i t i o n a l p e r s o n n e l

feature which

students wh o learn

b u t a l s o i n c l u d e s a n u m b e r of

t r o l l e d b u t at l e a s t u n d e r s t o o d and,
rated by

fact t h a t

b e c a u s e of the c o m p l e x i t i e s of t h e i r

the c o g n i t i v e do mai n,
environmental

is g i v e n to the

not be c o n ­

hopefully,

resources

amelio­

of a team;

a

c a n be o r g a n i z e d t o m e e t a s c h o o l ' s n e e d

a c c e p t a n c e of the d i f f e r e n t i a t e d

staffing

concept.
T o a c c o m p l i s h a c h a n g e of i n s t r u c t i o n a l d i r e c t i o n
in a s c h o o l d i s t r i c t ,
i d e a a n d to h a v e
involvement
must

the

it is n e c e s s a r y to i n t r o d u c e
id ea g a i n the

of c o l l e a g u e s .

acceptance and eventual

Teachers

and administrators

feel t h e y are a p a r t of a m o v e m e n t and are c o n ­

t r i b u t i n g to its

success

is ass ur e d .

Lansing

S c h o o l D i s t r i c t w h i c h n e e d e d to be

framework

Many

in a m e a n i n g f u l man n e r ;

failure

the

th e n e w

fo r c e s w e r e p r e s e n t

for d i f f e r e n t i a t e d st affing.

otherwise,

in the

focused into

148
RECOMMENDATIONS FOR ACTION
T h e m o d e l d e s c r i b e d in C h a p t e r
early

stages

purposes
mentary
model,

at t h a t

but with
funds

1970-71

presentations

m a y be

what

are

reallocated,

year

should

focus

and give

it t he

and teachers

other

Because

room arrangement can
staffing.

implement
T he

school

send elemen t a r y personnel
projects

to visit

Averill model.

teachers
b y w a y of

the A v e r i l l

in a n o p e n - a r e a

slide

a nd

district

the A v e r i l l p r o j e c t

by

order to capit a l i z e

o n its p o t e n t i a l

exemplifies

conventional

concept

of differ­

should continue

cities

show

th e

another model

a more

some

attention

the M o t t

in m a k i n g

instructional

model

setting,

to other

Considerable

model.

elementary

the b a s i c

settings which

t he

encouraged to visit

s h o u l d b e d e v i s e d t h i s y e a r in w h i c h

entiated

so t h a t

of d e m o n s t r a t i n g h o w t h e

shared.

small

four c l a s s r o o m

interested

should be

this

ele­

fullest encouragement

groups

Also,

in i ts

attention on this

to other teacher

c a n be d o n e

that

is a p o s i t i v e

of these

p r o g r a m as a m e a n s
duties

at a d d i t i o n a l

s h o u l d be m a d e

motion pictures.
principals

as

is

for d e v e l o p m e n t a l

the u t i l i z a t i o n of th r e e

school

Use

as w e l l

serve

salary a l l o c a t i o n of

instructional process
possible.

should

It is m o s t e s s e n t i a l

b a s e d o n the

resultant

point

school,

schools.

teachers

The

at t h i s

IV w h i c h

for d e m o n s t r a t i o n
variation

s h o u l d be

Institute

to

g i v e n to

this year

and to give

of the

it

in

149
a p p r o p r i a t e r e c o g n i t i o n for its e n c o u r a g e m e n t and e x ­
pansion .
Th e

small mo d e l d e s c r i b e d at Ric h J u n i o r Hig h

Sc h o o l is s u f f i c i e n t l y d e s c r i p t i v e to be u s e d as a p a t t e r n
in o t h e r sch ool s and in sev era l disci pli nes .
th at the

is a c o n v i n c i n g argument.

Further­

this m o d e l e x e m p l i f i e s how a u x i l i a r y p e r s o n n e l can

be u t i l i z e d in the t e a c h i n g process,
the

fact

sa l a r y of one m e m b e r can be s p r e a d to i nclude

additional personnel
more,

The

and a l s o d e s c r i b e s

joint use of p l a n n i n g time by i n s t r u c t i o n a l person nel .

The o n e s t r o n g r e c o m m e n d a t i o n that is made here
principal,

is that the

or one of the a s s i s t a n t s b e c o m e d i r e c t l y

i n v o l v e d in p lan ning,

as w e l l as the l i b r a r i a n and the

o t h e r m e d i a teacher.

In addition,

English department
the so c i a l

one t e a c h e r

from the

sh o u l d be w o r k i n g p e r i o d i c a l l y w i t h

s tud i e s t e a m d u r i n g the c u r r e n t y e a r in o r d e r

to d e v e l o p a m o d e l for that d e p a r t m e n t

for the

following

year.
P l a n n i n g for Hill High S chool sh o u l d p r o c e e d on
the bas is

of the d i a g r a m m a t i c m a t e r i a l and job d e s c r i p t i o n s

p r e s c r i b e d in C h a p t e r

IV.

It is m o s t i m p o r t a n t tha t key

p e r s o n n e l be s ec u r e d e a r l y to a l l o w the ir p a r t i c i p a t i o n in
the s e l e c t i o n of i n s t r u cto rs,

the a l l o c a t i o n of

funds,

and

the d e s c r i p t i o n of i n s t r u c t i o n a l o b j e c t i v e s and job
d e s c r i pti ons .

It is lik ewise c r i t i c a l that i m m e d i a t e

pl ans be i n s t i t u t e d
Michigan

for two w o r k s h o p s

State U n i v e r s i t y :

in c o o p e r a t i o n w i t h

(a) one at a gra d u a t e

level

150
which will

involve

as w e l l

representatives

as

services

(librarian);

which will
student
the

staff members

(b)

involve those

latter

one

level

college

juniors who will

become

attending

Hill

the m e d i a of
to have

zational

Lansing,

c a n be d u p l i c a t e d w h o l l y

that one

assistant

responsibility

le vel er.

to behave

unwisely.

the

as

by

feature

job

such

that

not

basic org a n i ­
is o n e

other

that

senior

of this p a t t e r n

is

c o m m i t t e d to the

organizational

can be m a d e
the

is t h e

society

be

as w e l l

is a l s o d e t a i l e d .

a luxury

thought

in

who will

School

the

and the

It o v e r c o m e s

in w h i c h

should

new program will

is b a s i c a l l y

that

an

necessary

The

of

teacher

Education,

High

in p a r t

that the p r i n c i p a l

not provide

likewise

for H i l l

or

student

students

conceived.

assignments

The manner

today does
contrive

so t h a t

to have

1970-71 year

Board of

for i n s t r u c t i o n ,

structional objectives.
outmoded phrase

the

principal

definite

of

purpose

the principal

the

It is

attractive

for c a r r y i n g o u t

structure,

during

been hastily

The

of t h e

Finally,

High School.

pattern described

schools.

role

and parents

l i a i s o n be m a i n t a i n e d w i t h

The

undergraduates

staffing.

students

instructional

an u n d e r g r a d u a t e

to h e l p p l a n t h e

working with

design

and

assigned,

at

spend a great deal of time

high

t o be

of c o u n s e l i n g

is to a l l o w t h e s e

in d i f f e r e n t i a t e d

appear

are

t e a chers w h e n the b u i l d i n g opens.

opportunity

as

who

and

fo r

In t h i s

in­

currently
instructional
schools

function

for t h e p r i n c i p a l ;

this were

true

is t o a c t

to

151
The two F e d e r a l l y funded p roj ect s for which
ap p l i c ati on is c u r r e n t l y b e i n g made,

and w h i c h contain the

fundamental co nce pt of d i f f e r e n t i a t e d s taf fin g w ill serve
not only to spread the i n v o l veme nt to a ddi ti o n a l schools
but also to b u i l d a ca r e e r ladder for nonprofessionals.
Even if these pro po s a l s are not funded,
contained in t h e m have a p p l i ca tio n
more mod est scale.

the theories

for im ple men tat ion on a

The incentive giv en by d iff e r e n t i a t e d

staffing as an integral par t of these applicat ion s will
de fin ite ly g enerate n e w plans and strategies

for the

Lansing School District.
Finally,
im plications

an o u t g r o w t h of this

for c h a n g i n g the p att ern of budgeting.

recommended that imm ediate plans be
the

study should have
It is

institu ted so that

for

1971-72 school ye ar a given number of element ary

schools and at least one secondary school should be
allocated th eir b u d g e t a r y

funds in accordance w i t h the

number of t eac her s to w h i c h they are entitled,
average salary,

plus the average p e r - p u p i l exp end itu re

supplies and materials.
wi th the

at the

The pri nci pal

for

should plan jointly

teachers and p a r e n t r e p r e s ent ati ves on a plan for

the best use of those dollars to me et the needs assessment
of that b u i l d i n g as r e f l e c t e d by all kno wn academic and
social data.

It is r e c o m m e n d e d that at this point these

schools be i n t r o d u c e d to the co ncept of dif fer e n t i a t e d
staffing in order that th ey might make the best possible

152
use of t h e i r a l l o c a t e d b u d g e t

in m e e t i n g the u n i q u e needs

of t h e i r school.
REFLECTIONS
The m a t e r i a l s w h i c h w e r e r e v i e w e d and t h e v i s i t ­
at i o n s that w e r e m a d e as a r e s u l t of this s tud y i n d i c a t e
that the p a t t e r n of s t a f f i n g d e s c r i b e d
be

in t his p a p e r mu st

f o l l o w e d in future e d u c a t i o n a l p lan ning.

Furthermore,

b e c a u s e o f the h e a v y e m p h a s i s on i n d i v i d u a l i z e d i n ­
s t r u c t i o n and the o p p o r t u n i t y
the

large s t u d e n t body,

for small gr oup w o r k w i t h

it is b e l i e v e d that this a r ­

r a n g e m e n t is e s p e c i a l l y a t t r a c t i v e
b e c a u s e of the b u i l t - i n
flexibi lit y;

thus,

d u r i n g the day.

for u r b a n schools,

flexibility.

Teachers

s tudents w o r k w i t h se ver al

are given
instructors

The p o s s i b i l i t y tha t one t e a c h e r m a y be

i n s e n s i t i v e to the needs of c e r t a i n s t u d e n t s is a m e l i o r a t e d
s o m e w h a t b y the
different

fact that he is e x p o s e d to a n u m b e r of

instru cto rs.

The re is no d o u b t that t e a c h e r s

p e r f o r m mor e a d e q u a t e l y w h e n c h a l l e n g e d by the i n s e r t i o n
o f t hei r p e e r s in the same

i n s t r u c t i o n a l space.

The

a d e q u a c y of d i f f e r e n t i a t e d s t a f f i n g ca n n o t be q u e s t i o n e d ;
f i n a n c i a l l y it is the o n l y route to go.

T h e r e are t hree

i n s t i t u t i o n s w h i c h m u s t give e n c o u r a g e m e n t to thi s c o n c e p t
if it is to m a t e r i a l i z e :
t e ach ers ;

the p r o f e s s i o n a l o r g a n i z a t i o n of

the t e a c h e r - t r a i n i n g i nst i t u t i o n s ;

D e p a r t m e n t of Education.

and the State

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