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Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 40106 I I 75-14,831 SPINK, Edward Taylor, 1932THE MICHIGAN COOPERATIVE CURRICULUM PROGRAM: A DESCRIPTIVE STUDY OF STATE LEADERSHIP IN CURRICULUM DEVELOJWENT (1935-1968). Michigan State University, Ph.D.,1974 Education, curriculum development Xerox University Microfilms tAnn Arbor. Michigan 48106 THE M I C H I G A N COOPERATIVE C U R R I C U L U M PROGRAM: A D E S C R IPTIVE STUDY OF STATE LEADERSHIP IN C U R R I C U L U M DEVELOPMENT (1935-1968) By Edward Taylor Spink A DISSERTATION Submitted to M i c h i g a n State University in partial fulfillment of the requirements for the degree of D OCTOR OF PHILOSOPHY D e part m e n t of Secondary E d u c a t i o n and Curriculum 1974 ABSTRACT THE MICHIGAN C O O P E RATIVE C U R R I C U L U M PROGRAM: A DESCRIPTIVE STUDY OF STATE LEADERSHIP IN CURRIC U L U M DEVELOPMENT (1935-1968) By Edward Taylor Spink The purpose of this study was to desc r i b e the d e v e l ­ opment and operation of the Michi g a n C o o p e r a t i v e C u r r i c u l u m Program. For 33 years this Pro g r a m served as a state-wide effort sponsored by the state education agency in Mich i g a n to improve the instructional prog r a m of the schools. This Program has been regarded as a significant example of a voluntary cooperative approach to stimulate local curric u l u m development. The method employed in this study was historical research. The inception, growth, activities, and products of the Program were described and analyzed to determine (1 ) the conditions which contributed to its establishment, (2) the underlying philosophy, (3) (4) the kinds of people involved, the basic purposes, (5) the met h o d s of c o m m u ­ nication utilized to stimulate local c u r r i c u l u m development, (6 ) the specific state-wide activities w h i c h char a c t e r i z e d the Program, and (7) the structure and o r g a n i z a t i o n a l changes that occurred as the Program was m o d i f i e d to meet emerging issues. Edward Taylor Spink The Program g r e w o u t of efforts to mobi l i z e citizen support for refinancing education as the state and nation were recovering from the depression years of the mid-1930's. Created and supported by the State Superintendent of Public Instruction, the Prog r a m was desi g n e d to enlist the c o o p e r a ­ tion and participation of educators and lay citizens to solve current educational problems by stimulating and supporting curriculum development by local school districts. The M i c h ­ igan Cooperative C u r r i c u l u m Pro g r a m g r e w from a single c o m ­ mittee of nine individuals to as m a n y as 31 committees involving over 900 participants from all levels of education, representatives from educational and other interested groups, and concerned lay citizens. The major areas of emphasis w hich prevailed throughout the Pro g r a m were: ship education, (3) (1) c i t i z e n ­ (2 ) the community school concept, and inservice education of teachers. The Program was found to support a belief in c o o p e r ­ ative curriculum development. In addition, it was one method employed by the State D e p a rtment of Public Instruction to implement a policy of providing service to local school districts. The influence of the Department was extended by encouraging voluntary cooperation of m a n y i n d i v i d u a l s . Further, the Program was both advisory to the State S u p e r i n ­ tendent of Public Instruction and action oriented, thus assisting the Department in carrying out its responsibilities to the schools. The Program provided for broad repre sentation Edward Taylor Spink from m a n y groups in studying and d e v e l o p i n g local c u r r i c u l u m programs. Co m m i t t e e s w i t h i n the P r o g r a m u s e d a variety of activities designed to have an impact at the local l e v e l . They c o nducted conferences# publications, sponsored workshops, prepared sponsored and encour a g e d d e m o n s t r a t i o n - research projects, condu c t e d surveys, c o n s u l t e d w i t h i n d i ­ viduals and groups, issued posi t i o n statements, and p a r ­ ticipated in evaluation projects. The P r o g r a m was found to be current problems and issues, (1) responsive to (2 ) an effective veh i c l e for involving a wide range of individuals to w o r k c o o p e r a t i v e l y on the solution of com m o n problems, (3) resourceful in selecting a p p r o priate activities to stimulate local c u r r i c ­ ulum development, (4) a v o l u n t a r y e n d e a v o r w h i c h supported the p h i losophy local control as a sound basis for b r i n g ­ ing about des i r e d changes in the prog r a m s of the schools of the state, (5) a developer of local leadership through the experiences provided individuals through committee p a r t i c i ­ pation, (7) supportive of research at both the state and local levels as an important m e a n s of s t i m ulating local curric u lum development, and (8 ) an effective m e a n s of c o n ­ ducting an o n - g o i n g needs a s s e s s m e n t in the state. The d i s c o n t inuation of the P r o g r a m after 33 years m a y be a t t r i b ­ uted to m u l t i p l e factors, including the adop t i o n of a new Edward Taylor Spink C o n s t i t u t i o n for the state and a shift in p h i l o s o p h y r e l ating to local decis i o n making. R ecommendations are made concer n i n g the need to study the national leadership c o n t r i b u t i o n of such a p r o ­ g r a m and more details of local impact of a cooperative c u r r i c u l u m development program. ACKNOWLEDGMENTS The wr i t e r a c k n o wledges his d e e p appreciatio n to Dr. C h a r l e s A. Blac k m a n for his support and encouragement. As m a j o r advisor he provided v a l u a b l e counsel and gave g e n ­ e r ously of his time. W i t h o u t his u n d e r standing and s u g g e s ­ tions this ende a v o r would not have been completed. To the m e m bers of his guidance committee, Dr. Hoy A. Edelfelt, Dr. James B. McKee, Dr. George R. Myers, and Dr. Troy L. Stearns, Dr. Louise M. Sause, the writer expresses his a p p r e c i a ­ tion for their valuable assistance and advice. In ad di t i o n the writer wishes to acknowledge his a p p r e c iation to the Lansing School Distr i c t for granting a sabbatical leave for the purp o s e of gathering the data for this study. And m o s t of all the wri t e r is indebted to his family; to his wife, Virginia, for her pati e n c e and confidence, to his sons. J a c k and Scott, and for their interest and u n d e r ­ standing. ii TABLE OF CONTENTS Page LIST OF T A B L E S ................................................................................................................................... V LIST OF F I G U R E S ........................................... vi L I S T OF A P P E N D I C E S ........................................ vii Chapter I. II. III. IV. INTRODUCTION ....................................... 1 Problem Statement ............................. M e t h o d o l o g y ............ Scope and L i m i t a t i o n s ........................ Ba s i c A s s u m p t i o n s ...................... O v e r v i e w of the S t u d y ........................ 1 3 6 8 8 REVIEW OF SIGNIFICANT LITERATURE ............... 11 ........................... 28 O v e r v i e w ......................................... Prevailing Conditions ........................ Legal P r o v i s i o n s ............................... Cooperation With Federal Government. . . . E a r l y A d v i s o r y G r o u p s ........................ S u m m a r y ......................................... 28 28 34 35 36 47 HISTORICAL ANTECEDENTS MICHIGAN COOPERATIVE CURRICULUM PROGRAM B E G I N N I N G (FIRST DECADE: 1 9 3 5 - 3 6 — 1944-45) . 48 Overview ..................... E m e r g e n c e of an O r g a n i z a t i o n a l S t r u c t u r e . . P r o d u c t s D e v e l o p e d b y the P r o g r a m .......... A r e a s o f C o n c e r n and A c t i v i t i e s of the P r o g r a m .................................. A n a l y s i s and S u m m a r y .......................... 48 48 67 j » * in 87 105 Page Chapter V. MICHIGAN COOPERATIVE C U R R I C U L U M PRO G R A M C ONTI N U E D GROWTH (SECOND DECADE: 1945-46— 1954-55} O v e r v i e w ........................................ Organizational Structure ..................... ......... Products D e v e loped by the Pro g r a m Areas of Conc e r n and Activi t i e s of the P r o g r a m ................................. Analysis and S u m m a r y .......................... VI. MICHIGAN C O O P E RATIVE C U R R I C U L U M PROGRAM FUR T H E R EXPANSION (THIRD DECADE: 1955-56— 1964-65} O v e r v i e w ........................................ O r g a n izational Structure ..................... Products Devel o p e d b y the Pro g r a m ......... Areas of Con c e r n and Activities of the P r o g r a m ................................. Analysis and S u m m a r y .......................... VII. MICHIGAN C O O P E RATIVE C U R R I C U L U M PROGRAM FINAL YEARS (1965-66— 1967-68) O v e r v i e w ........................................ Organization and Structure ................... Products Developed by the Pro g r a m ......... Areas of Con c e r n and Activities of the P r o g r a m ................................. Successor E s t a b l i s h e d ....................... Analysis and S u m m a r y ........... VIII. SUMMARY AND RECOMMENDATIONS 109 109 109 131 157 177 181 181 182 193 209 233 237 237 238 247 259 296 302 ................... 309 S u m m a r y ........................................ F i n d i n g s ........................................ Recommendations ............................... Suggestions for Fur t h e r Research ............ 309 318 325 326 A P P E N D I C E S ................................................. 330 SELECTED BIBLIOGRAPHY 437 ................................... LIST OF TABLES Table 1. 2. Page C urric u l u m Steering Commi t t e e Me m b e r s h i p . . . Duration of Commi t t e e A p p o i ntments ............ 61 ................. Ill 3. Number of Committees A p p o i n t e d 4. Appointments to Committees 5. C urric u l u m 6. Number of Committees Appoi n t e d 7. A ppointments to C o m m i t t e e s ............ .. 8. C u r r iculum 9. Number o f Committees A p p o inted 10. 11. 55 ..................... Planning Committee M e m b e r s h i p . . . ................. Planning Committee Membership . 112 121 185 186 . . 187 ................. 238 C u r r iculum Planning C o m m i ttee/Curriculum Coordinating Council M e m b e r s h i p ............ 239 Appointments to Commit t e e s 24 0 v ..................... LIST OP FIGURES Page F igure 1. D i s c u s s i o n F r a m e w o r k for O r g a n i z i n g a Curriculum Program ............................. 279 LIST OF APPENDICES Appendix A. B. C. D. E. F. G. HI. J. Page FOUR DEPARTMENT OF PUBLIC INSTRUCTION P O L I C I E S ...................................... 331 BASIC INSTRUCTIONAL POLICY F O R THE MICHIGAN C U R R I C U L U M PRO G R A M ................ 339 A STATEMENT OF BASIC PHILOSOPHY REGARDING PUBLIC EDUCATION IN MICH I G A N ................ 347 ROLE OF THE MICHIGAN D E P A R T M E N T OF EDUCATION IN CU R R I C U L U M DEVELOPMENT IN THE SCHOOLS OF M I C H I G A N — Some Viewpoints in P e r s p e c t i v e ................................. 361 MICHIGAN C U R R I C U L U M PROJECT FOR E N C O URAGING AND A S S I S T I N G LOCAL C U R R I C U L U M DEVELOPMENT ..................... 377 ANALYSIS OF THE IMPACT OF THE MICHIGAN C U R R ICULUM P R O G R A M A S T O CERTAIN GOALS ACCE P T E D AS RESPONSIBILITIES OF ALL COMMITTEES IN 1961-62 ........................ 384 COMMITTEES OF THE MICHIGAN COOPERATIVE C U R R I C U L U M PROGRAM: 1935-36— 1967-68 . . . A PARTIAL LIST OF PUBLICATIONS OF THE MICHIGAN COOPERATIVE C U R R I C U L U M PRO G R A M . . 399 417 CHAIRMEN OF THE C U R R I C U L U M STEERING CO M M I T T E E /CURRICULUM PLAN N I N G COMMITTEE/ CURRIC U L U M COORDINATING COU N C I L .... ........ 4 33 SECRETARIES OF THE CURRIC U L U M STEERING CO M M I T T E E / C U R R I C U L U M PLAN N I N G COMMITTEE/ CURRIC U L U M COOR D I N A T I N G COUNCIL.... ........ 435 CHAPTER I INTRODUCTION Problem Statement This historical-descriptive study is designed to p o r ­ tray in general terms the development and opera t i o n of the Michigan Cooperative Curriculum Program. program of curriculum development, As a state-wide the Michi g a n Cooper a t i v e Curriculum Program was sponsored by the State Departme n t of Public Instruction^ beginning in the fall of 1935 and c o n ­ tinued for 33 years through 1967-68. It is appropriate that a v o l u n t a r y effort of this d u r ation and m a g n i t u d e involving both p r o f essional educators and interested citizens be studied to determine the factors which led to its inception and fostered its development. Furthermore, it is appropriate to attempt to identify the educational philos o p h y which has u n d e rgirded the Michi g a n Cooper a t ive Curric u l u m Program throughout its history of operation. ^In 1965 the State Department of Public Instruction was reorganized and became the State Department of Education. 1 2 The study of the M i c h i g a n C o o p e rative C u r r i c u l u m Program is further encouraged by A l e x a n d e r 1 in his study to define and analyze the state leadership function of state departments of education. leadership were identified: tive. Three functional patterns of direct, indirect, and c o o p e r a ­ He stated that "further study of the inception and development of various programs ap p a r e n t l y conforming to one pattern wo u l d as s i s t in determining w h a t historical elements 2 are m o s t important in defining the p a t t e r n . ” As the hi story of the Mich i g a n C o o p e rative Cu r r i c u l u m Program is developed the following questions will permeate this study: W h a t were the conditions w h i c h contributed to the initial establishment of the Michigan C o o p e rative C u r r i c u l u m Program? W h a t basic purposes was the Pro g r a m designed to achieve and what modifications of purpose occurred during the history of the Program? What was the underlying philosophy of the Mich i g a n Cooperative Curriculum Program? What specific state-wide activities characterized the M i c h i g a n Cooperative Curriculum Program? ■^William M. Alexander, State Leadership in Improving Instruction: A Study of the Leader s h i p Service Function of State E ducation Departments, With Special Reference to Louisiana, Tennessee, and Virg i n i a (New York: Teachers College, Columbia University, 1940). 2I b i d ., p. 157. 3 W h a t kinds of p e o p l e w e r e a c t i v e in the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m and w h a t w a s the e x t e n t of their involvement? W h a t m e t h o d s of c o m m u n i c a t i o n w e r e u t i l i z e d to s t i m ­ ulate c u r r i c u l u m d e v e l o p m e n t u n d e r the l e a d e r s h i p o f the Mi c h i g a n C o o p e r a t i v e C u r r i c u l u m Program? W h a t struct u r a l and o r g a n i z a t i o n a l c h a n g e s o c c u r r e d w i t h i n the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m d u r i n g its e x i ste n c e ? Methodology T h e m e t h o d to be e m p l o y e d in this s t u d y is h i s t o r i ­ cal research. In u t i l i z i n g the h i s t o r i c a l m e t h o d , the events and c o n d i t i o n s lea d i n g to the i n c e p t i o n of the M i c h i ­ gan C o o p e r a t i v e C u r r i c u l u m P r o g r a m w i l l be p l a c e d in the proper time sequence and the r e l a t i o n s h i p s among thes e facts w i l l be ascertained. The g r o w t h and m o d i f i c a t i o n s the p r o g r a m over a period of 3 3 ye a r s will be traced. in The u n d e r l y i n g p h i l o s o p h y w i l l be d e t e r m i n e d both from p o s i t i o n s t a t e m e nts of the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m and from an e x a m i n a t i o n of the a c t i v i t i e s c a r r i e d out by the Program. I n f o r m a t i o n will b e e x t r a c t e d f r o m the o f f i c i a l d o c u ­ m e n t s p r e p a r e d by the State D e p a r t m e n t of P u b l i c I n s t r u c t i o n such as the re ports of the S u p e r i n t e n d e n t of Public Instruc­ tion and the an nual rep o r t s of the M i c h i g a n C o o p e r a t i v e C u r ­ r i c u l u m Program. F u r t h e r i n f o r m a t i o n w i l l be g a t h e r e d from 4 the records in the files of the Department of Education or presently housed in The Archives of the Mich i g a n Historical Commission. Legislative acts will be reviewed for their relevancy to the Mich i g a n Cooperative Curric u l u m Program. Professional journals published by state a s s o c i a ­ tions in Michigan will be used to gather information for this study. Periodic letters from the Superintendent of Public Instruction, news articles about the activities of the Department of Public Instruction, and news releases relating to the Michigan Cooperative Curric u l u m Program and its activities will be studied. The publications of the State Department of Public Instruction will serve as a valuable source of information. In addition, committee publications and the reports of joint research projects will be studied along with the descriptive reports of both the Department of Public Instruction and the Michigan Cooperative Curriculum Program. Routine papers relating to the Program will serve as an important source of information. committee minutes, Correspondence, and supportive reports used by the c o m ­ mittees will be reviewed. As the va rious sources are studied, their relevance as a primary or secondary source will be determined. ever possible, When­ primary sources will be utilized and se c o n ­ dary sources will serve when gaps are found in the records studied. Both primary and secondary sources are to be 5 v a l i d a t e d by c h e c k i n g a v a r i e t y of sources for c o n s i s t e n c y and accuracy. Furt h e r d o c u m e n t s w i l l be e v a l u a t e d for their authenticity. H i s t o r i c a l r e s e a r c h as u t i l i z e d in this study is the process and the r e l a t e d p r o b l e m s of s e l e c t i o n , e x a m i n a ­ tion, and d e v e l o p m e n t of i n f e r e n c e s f r o m the v a r i o u s a r t i f a c t s a t t r i b u t e d to the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m Program. Pers o n a l o b s e r v a t i o n of the w r i t e r w i l l be utilized. The w r i t e r served b o t h as a m e m b e r and c h a i r m a n of a c o m m i t t e e w ithin the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m Program. From his h i s t o r i c a l r e v i e w and s u r v e y of the s e r vices o f f e r e d by state d e p a r t m e n t s of e d u c a t i o n for the i m p r o v e m e n t of i n s t r uction in local school districts, four c r iteria for d e t e r m i n i n g Alexander developed the s i g n i f i c a n c e d i f f e r e n t state- w ide p r o g r a m s have for e d u c a t i o n a l d e v e l o p m e n t : I. II. Ill. IV. Local e d u c a t i o n a l w o r k e r s should have u l t i m a t e r e s p o n s i b i l i t y for selecting the p r o c e d u r e s they w ill f o l l o w in local e f f o r t s to improve i n s t r u c ­ tion .^ E a c h p r o g r a m d i r e c t e d towards i m p r o v i n g i n s t r u c t i o n in a p a r t i c u l a r d i v i s i o n or d i v i s i o n s of the school s y s t e m should p r o v i d e m e a n s of f a c i l i t a t i n g local study, e x p e r imentation, and a p p r a i s a l .^ The i m p r o v e m e n t of i n s t r u c t i o n should be rega r d e d as a co m m o n p r o b l e m of all g r o u p s of ed u c a t i o n a l workers, and p r o v i s i o n should be m a d e for sec u r i n g and c o o r d i n a t i n g each g r o u p 1s c o n t r i b u t i o n towards solving the p r o b l e m .3 P r o v i s i o n should be m a d e for secu r i n g e v i d e n c e c o n ­ cern i n g the type of service n e e d e d by the l o c a l i t i e s , a nd for m o d i f y i n g state d e p a r t m e n t a c t i v i t y a c c o r d i n g to such e v i d e n c e .** 1 Ibid., p. 33. 2 I b i d . , p. 35. 3I b i d ., p. 37. 4 I b i d ., p. 39. 6 These criteria were developed by examining state depar t m e n t of education practices in assisting local school districts to improve their instructional p r o g r a m s .1 to analyze the goals, T h e y will be utilized program, activities, and organiz a t i o n of the M ich i g a n Cooperative Curriculum P r o g r a m during its development and subsequent history. Scope and Limitations Since this study is designed as a historical d e s c r i p ­ tion of the Mich i g a n Cooperative Curriculum Program, it p r o ­ vides a general account of the Program rather than an itemized chronology of every aspect of the Program. Thus categories of activity of the several committees or the varied activities of a specific committee are not to be traced in detail. Com­ m ittee activities will be used to illustrate the general development and major dimensions of the Mich i g a n Cooperative C urric u l um Program during its existence. The study will not deal with all the activities and responsibilities of the State Department of Public Instruction during the period studied. It is recognized that the M i c h i g a n Cooperative Curriculum Program is but one of the ways the State D epartment of Public Instruction stimulated curriculum development. An attempt will be made, however, to relate the influence of the Department of Public Instruction on the d e v e l ­ o pment and continuation of the Program and to ascertain 1Ibid., p. 41. 7 p ossible influences of the Michigan Cooperative Curriculum P r ogram on Depart m e n t of Public Instruction activities. A historical study of this bre a d t h m u s t necessarily select data w h i c h are r e p r esentative of activities and points of v i e w rather than attempt to be a c o m p r ehensive docum e n t d e t a iling every activity and outlining every opinion about the Program. There are several limitations w h i c h will be r e c o g ­ nized in this study. years 1935-1968, Even though the study is limited to the events and conditions prior to that time will be used to show the conditions out of w h i c h the pr o g r a m grew. The descriptions and analyses presented in this study will be limited by the records and m a t e r i a l s which have been p r e s erved over the years. There has been no systematic p r e s e r v a tion of the records of the program. o riginal notes, correspondence, A portion of the and minutes for the years 1935-37 has been bound and located in the files of the State Department of Education. The same types of mater i a l s were a ssembled but never bound for the years 1937-39. quently, Subse­ records of the program were never handled in a u n i ­ form manner, with a variety of methods being used to record and report the activities of the Program. Annual reports of the M i ch i g a n Cooperative Curriculum Program, did not utilize a consistent format. when issued, M a n y of the official m i n u t e s which have been preserved lack sufficient detail to 8 serve as complete accounts of the activity being studied and supplemental material frequently was not preserved along w i t h the minutes. In addition, there was never a systematic use of the A rchives of the state of M i c h i g a n to preserve the official records of the M i c h i g a n Cooperative Curriculu m Program. Because of the m a g n i t u d e of the Pro g r a m and the wide range of activities stimulated by the Program, the wri t t e n a rtifacts of the Program will be found in many locations and in a v a riety of forms. Basic Assumptions The following basic assumptions have been accepted by the r esearcher during this study: E duca t i o n is a function of the state and includes a respon s i bility for state-wide curriculum development. No single factor caused the initial or continuing d e v e l o p m ent of the Michigan C o o p e rative C u r r i c u l u m Program. The activities of the Michigan C o o p e rative C u r r i c u l u m P r o gram have been sufficiently preserved so that a historical study will add to the understanding of the contributio n s of the P r o gram to the improvement of instruction in the schools of Michigan. O v e r v i e w of the Study For the purposes of this study, the 33-year history of the M ichigan C o o p e rative C u r r iculum Program will be d i v ided 9 into four time per i o d s as the P r o g r a m is examined. The first 30 y e a r s of the P r o g r a m w i l l be d i v i d e d into three decad e s : 1 9 3 5-36 t h r o u g h 1944-45; t h r o u g h 1964-65. 194 5 - 4 6 t h r o u g h 1954-55; and 1 9 5 5 - 5 6 The final three y e a r s of the Program, 19 65-66 thr o u g h 1967-68, r e p r e s e n t an i n t e n s i v e e v a l u a t i o n p e r i o d for the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m and w i l l a l s o be tre a t e d as a s e p a r a t e time frame. The d e c a d e is a time e l e m e n t c o m m o n l y used in h i s t o r i c a l w r i t i n g s . ti o n a l s up p o r t for this particular Addi­ time r e f e r e n c e is found in "Hole of the M i c h i g a n D e p a r t m e n t of E d u c a t i o n in C u r r i c u l u m D e v e l o p m e n t in the Scho o l s of M i c h i g a n — Some V i e w p o i n t s P e r s p e c t i v e .1,1 In this p a p e r C r a w f o r d in i d e n t i f i e d 1970 as "the final c l o s i n g of an e d u c a t i o n a l c y c l e w h i c h has t a k e n 2 a p p r o x i m a t e l y fifty y e a r s to complete" and r e c o g n i z e d four stages w i t h i n the 50-year cycle: 1965; and f i n a l l y 1965-1970. 1920-1935; 1935-1955; 1955- T h e fi r s t two d e c a d e s of the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m c o r r e s p o n d to the s e c o n d s tage of the 50-year cycle. T h e third d e c a d e o f the P r o g r a m c o r r e s p o n d s to the third stage of the 50-year cycle, and the final three y e a r s of the M i c h i g a n C o o p e r a t i v e ■^Ferris N. Crawford, "Role of the M i c h i g a n D e p a r t m e n t of E d u c a t i o n in C u r r i c u l u m D e v e l o p m e n t in the Sch o o l s of M i c h i g a n — Some V i e w p o i n t s in P e r s p e c t i v e ," p a p e r p r e s e n t e d to the s taffs of the C u r r i c u l u m S e r v i c e s D i v i s i o n and the Sp e c i a l E d u c a t i o n D i v i s i o n of the B u r e a u of E d u c a t i o n a l Services, M i c h i g a n D e p a r t m e n t of Education, M a y 4, 1970. ( M i m e o g r a p h e d .) 2Ibid., p. 1. 10 C u r r i c u l u m P r o g r a m begins w i t h the fourth a n d final stage of the 50-year cycle. The study is o r g a n i z e d into ei g h t chapters. Chapter I o u t l i n e s the p r o b l e m statement, m e t h o d o l o g y to be employed, scope and l i m i t a t i o n s , b a s i c a s s u m p t i o n s , and p r e s e n t s a n o v e r v i e w of the study. The r e v i e w of s i g n i f i c a n t li t e r a t u r e in C h a p t e r II p r o v i d e s b a c k g r o u n d i n f o r m a t i o n r e l a t e d to s tate- w i de c o o p e r a t i v e c u r r i c u l u m e f f o r t s of state d e p a r t m e n t s of e d u c a t i o n . C h a p t e r III identifies the h i s t o r i c a l a n t e ­ ce d e n t s w h i c h f o s t e r e d the i n c e p t i o n of the M i c h i g a n C o o p e r ­ ative C u r r i c u l u m Program. In C h a p t e r s IV t h r o u g h VII the 3 3 - year h i s t o r y of the P r o g r a m w i l l be described. p r e s e n t s the s u m m a r y of the study, d a t i o n s for f u r t h e r action. conclusions, Chapter VIII and r e c o m m e n ­ CHAPTER II REVIEW OF SIGNIFICANT LITERATURE In reviewing the literature related to this topic, the following categories w e r e used: (1 ) studies dealing with the constitutional responsibilities and functions o f the several states in the field of education, (2 ) studies surveying the curriculum programs of selected state d e p a r t ­ ments of education, (3) studies of other types of state­ wide efforts to improve instruction, state departments of education. and (4) histories of The literature will be reviewed w h i c h relates directly to this study as well as literature wh i c h deals with selected aspects of state-wide c urric u l um development. While there have been no studies dealing in a c o m ­ prehensive way w i t h the Mich i g a n Cooperative Curriculu m Program, there are two works bearing on certain aspects of the Program. First, Koopman^ prepared a short case study of the first 15 years of the Michi g a n C o o p e rative Curri c u l u m P r o gram which appeared as a chapter in C a s w e l l 's Curric u l u m Improvement in Public School S y s t e m s . ^G. Robert Koopman, "The Michi g a n C u r r i c u l u m P r o g r a m — A Case History," in Curriculum Improvement in Public School S y s t e m s , ed. Hollis l "I Caswell and Associates (New York: Teachers College, Columbia University, 1950) . 11 12 Koopman began his case study by bringing attention to the fact that the several states in the Un i t e d States have the responsibility for public education and yet the actual operation of the schools has largely been delegated to local school districts. This phenomenon, regional cultural differences, and legislative controls, along wit h the amount of fiscal support, are cited as the causes for the va riety in the state school systems.^Koopman's descriptive highlights of the activities of the M ichigan C u r r i c u l u m Program serve as a status report as the "service aspect of the state educational agencies became more important, and control aspects dwindled in 2 importance." At the same time, the organization of the M i c h i g a n Curric u l u m Program broadened in scope and actively involved more p e r s o n s . Citizenship was identified by Koopman as . . . an over-arching objective of the Mich i g a n Cu r ­ ri culum Program [that] has been evidenced throughout the program through statements of purpose and value, but more importantly through the many projects designed to emphasize the.social aspects of i n s t r u c t i o n .3 1Ibid., p. 399, 2I b i d ., p. 402. 3I b i d ., pp. 405-406. 13 Stroud,^- in the second study related to this topic, selected an activity w h i c h was an integral part of one of the d e m o n s t r a t i o n - r e s e a r c h projects clo s e l y a s s o ciated w i t h the M i c h i g a n Cooperative C u r r i c u l u m Program. Stroud d e s ­ cribed in considerable detail the M i c h i g a n Au g u s t Work i n g Conferences for the duration of these works h o p s from 1940 to 1955. D eveloped and initiated by the M i c h i g a n Secon d a r y School Study, implications of these workshops w e r e exa m i n e d for their impact on c u r r i c u l u m de v e l o p m e n t in M i c h i g a n at the secondary level. The Au g u s t Working C o n f e r e n c e was viewed as an "approach to curriculum d e v e l o p m e n t w h e r e b y a re p r esentative population wo r k e d c o o p e r a t i v e l y and e f f e c ­ tively to make intelligent decisions w i t h the aid of pr o f e s 2 sional consultants." A survey of the w o r k s h o p concept was used to establish a framework for evaluating the M i c h i g a n Au g u s t W or k i n g Conferences as a vehicle for brin g i n g a b o u t curric u l um change and as a me t h o d for seeking solutions to problems of curric u l u m improvement. Participants c o n s i s ­ tently evaluated the conferences as . . . valuable in all areas: physical; environmental; leadership; consultant aid; an atmosphere w h e r e all w e r e accepted as potential leaders w i t h worthwhile Sarah Jane Stroud, "The Mich i g a n A u g u s t Workin g Confe r e n ce as a Me t h o d of Curriculum Development" (Ph.D. dissertation, Mich i g a n State University, 1966). ^ I b i d . , p. 26. 14 contributions to make; and, a place w h e r e new ideas were plentiful and shared.^ No evidence was discov e r e d for the disco n t i n u a n c e of the A u g u s t Wor k i n g Conferences except the statements of the last Di rector of the M i c h i g a n Study of S e c o n d a r y School Curriculum, who concluded that since m a n y schools were h o l d ­ ing pre-school workshops, the Depart m e n t of Public I n s t r u c ­ tion no longer needed to conduct state-wide workshops. Stroud concluded by suggesting that . . . as Mich i g a n steps back and looks at its own schools and their predicaments, it m a y prove of worth to look back into the his t o r y of its curric u l u m d e v e l ­ o pment prog r a m and to give specific atten t i o n to its A u g u s t Wor k i n g C o n f e r e n c e as again having value in solving current problems and p r e d i c a m e n t s .2 Whan"* studied the r e l a t ionship o f the M i c h i g a n Depart m e nt of Educa t i o n and selected local public school districts approximately three years after the termination of the M i c h i g a n C o o p e rative C u r r i c u l u m Program. The study was not d e s igned to compare past and present relationships and programs, but the findings do provide a mea s u r e of attitude on the part of both D e p a r t m e n t of E d u c a t i o n personnel and local school district personnel relatively close to the c u l ­ m i n a t i o n of the Program. 1 I b i d . , p. 152. 2 I b i d ., p. 165. 3 Jon M. Whan, "An Anal y s i s of the A s s o c i a t i o n Between the M i c h i g a n Department of Educa t i o n and Selected Public School D i stricts Located in Southeastern M i c h i g a n (Ph.D. dissertation, University of Michigan, 1972) . 15 The study was based on the rationale that . . . (1) the a s s o c iation between the Mich i g a n D e p a r t ­ m e n t of E d u c a t i o n and local public school distr i c t s has b ecome a m a j o r issue in the educational arena of the state, (2 ) substantial demands are being m a d e o n each o r g a n i z a t i o n to assure equal e d u c a tional op p o r t u n i t y for all children, and (3) the a s s o c iation w h i c h exists be tween the De p a r t m e n t of E d u c a t i o n and local schools could be a key factor to the solution of m a n y comp l e x educational prob l e m s in Michigan.^ The study focused on the e x a m i nation of the following three areas: . . . (1 ) the leadership r e s p o nsibilities of the M i c h i g a n D e p a r t m e n t of Education, (2) the degree o f i n t e r dependence (partnership bet w e e n the Departmen t and local school districts [sic], and (3) the new A c c o u n t a b i l i t y M o d e l of the M i c h i g a n D e p a rtment of E d u c a t i o n .2 Q u e s tionnaires w e r e sent to local distr i c t m a n a g e ­ ment p e r sonnel in five types of communities and also to ma n a g e m e n t and consultant personnel in the M i c h i g a n D e p a r t ­ ment of Education. In relation to the leadership role, W h a n found that . . . at the pre s e n t time the MDE is viewed as inh i b i t ­ ing change rather than stimulating change at the local level. E v e n though m a n y local distr i c t s are begin n i n g to look toward the MDE for leadership, they also a p p e a r to be a p p r e hensive about the M D E assuming too m u c h ^ re s p onsibility at the expense of the local districts. He also found that regardless of D e p a r t m e n t intentions. 1Ibid., p. 225. 3I b i d ., p. 235. ^Ibid. 16 "local d ist r i c t personnel do sense a state t a k e o v e r ^ He further o b s e r v e d "that the MDE will rec e i v e m o r e accep t a n c e and b ecome more effective if it places m o r e emphasis on assistance, service and c o o p e ration rather than regulation, m a n date and control." 2 A t t i t u d e s toward the D e p a r t m e n t of Education were found to be somewhat more positive from the more u r b an i z e d districts than from the smaller districts. As related to the p a r t n ership concept, "local d i s ­ tricts do accept the need for a strong p a r t n e r in the 3 department of education." However, the pre s e n t p a r t n e r s h i p is not v iewed in a positive manner. If there is a new p a r t n e r s h i p o f shared r e s p o nsibil i t y in M ichigan local dist r i c t p e r s onnel see it d o m i n a t e d by MDE control. The local d i s t r i c t personnel for the m o s t part do not sense a new partnership. N e i t h e r do they feel there is m o r e cooperation, but they do see their own responsibilities b e i n g eroded away by the M D E assuming too m u c h responsibilities. Furthermore, it is the general consensus that the MDE does not need m o r e power to function in an effective fashion as the s t a t e ­ wide educational leadership c e n t e r . 4 In addition, the p a r t n e r s h i p con c e p t is affected by the feeling of local district personnel that . . . they have v e r y little influence o n m a n y MDE p o l i cy determinations. As they see it, the p a r t n e r ­ ship in question m u s t include m o r e o p p o r t u n i t i e s for local dist r i c t input into state deci s i o n ma k i n g processes. 1I b i d . , p. 236. 2 Ibid. 3I b i d . , p. 242. 4lbid. 17 E v e n the M D E personnel feel the local districts should be g i v e n m o r e of a voice in d e t e r m i n i n g policies and guidelines and in the d e t e r m i n a t i o n of the role and r e s p onsibilities and role of the M D E itself [sic] .1 Local dist r i c t perso n n e l judge the Department of Ed u c a t i o n as possessing v e r y little leadership ability when related to as s i s t a n c e "in d e t e r mining local needs, local d e li v e r y systems, programs." [and] analyzing improving and evaluating local This is supported by their feeling "that local re s p onsibility should continue to be the principal mod e for devel o p i ng com m o n goals and performance objectives for the 3 local districts." R e c o mmendations by W h a n included the following: 1. 2. 3. In terms of leadership responsibilities, the MDE m u s t avoid engaging in areas w h i c h can more e f f e c ­ tively be d e a l t w i t h at the local level. The MDE w i l l receive more acceptance for its p o l i ­ cies and guidelines if it places m o r e emphasis o n assistance, service and cooperation rather than regulation, mandates and control. 4 MDE must do m o r e to encourage local initiative. Wea v e r 5 repo r t e d that a Fac u l t y Research Project sponsored by the Department of Conservation, Natural Resources, School of Univer s i t y of M i c h i g a n surveyed the state 1 I b i d . , p. 243. 2Ibid., p. 245. 2I b i d . , p. 247. 4Ibid., p. 250. 5 Ric h a r d L. Weaver, "The Role of State Committ e e s in D e v e l oping a C o n s e r v a t i o n Educa t i o n Program," School Science and M a t h e m a t i c s 59 (April 1959): 290-93. 1 18 education authorities to determine the role of state c o m ­ mittees in developing a C o n s e rvation Education Program. It was found that the "majority of state committees come into existence w h e n the Depart m e n t of Education needs a bulletin i prepared." The state superintendent usually appoints the members of the committees. A mem b e r of the depart m e n t staff is also generally appointed by the state superintenden t to work w i t h the committee, and the committees usu a l l y have an existence of two or three years duration. 2 In contras t to these temporary committees to prepare publications w e r e the somehwat more p e r m a n e n t committee arrangements functioning in 12 states establish ed prima r i l y to develop and guide state-wide programs in conservation education. Permanent committees w e r e found "to be of m u c h greater service to a 3 state w h e n they go beyond p r e p a ration of bulletins." Additi o n al activities wh i c h were undertaken b y these p e r ­ m anent committees included designing projects and programs, o r g a n i z i ng stage and regional conferences, cooperating w i t h colleges and universities to stimulate inservice education, preparing needed m a t e r i a l s , and coordinating the efforts of state department consultants w h o w o r k w i t h local schools and institutions of higher education. 1 Ibid., p. 293. 2Ibid. 3Ibid. In addition, these 19 p e r m a n e n t c o m m i t t e e s c o o p e r a t e d w i t h the e v a l u a t i o n of s t a t e - w i d e c o n s e r v a t i o n e d u c a t i o n p r o g r a m s and a c t i v i t i e s and they also a s s i s t e d p u b l i c schools and colleges and u n i v e r s i t i e s to e v a l u a t e their programs. Committees were c h a r a c t e r i z e d as h a v i n g a w i d e v a r i e t y of c o m m i t t e e m e m b e r ­ ship a n d "most f r e q u e n t l y set u p w i t h p r i m a r y e m p h a s i s c o n servation, mittee in a l t h o u g h m a y be tied in w i t h the gen e r a l c o m ­ structure as in M i c h i g a n . " ^ Hoehn p r e p a r e d in m a n u s c r i p t f o r m a short h i s t o r y of the M i c h i g a n D e p a r t m e n t of Education. The influen c e s of the M i c h i g a n D e p a r t m e n t of E d u c a t i o n in m e e t i n g state - w i d e e d u c a t i o n a l p r o g r a m s w e r e d e s c r i b e d from the term of the first State S u p e r i n t e n d e n t of P u b l i c Instruction, 1966. J o h n D. Pierce, t h r o u g h Six p e r s i s t e n t p r o b l e m a r e a s w e r e identi f i e d as h a v i n g d e m a n d e d the a t t e n t i o n of the M i c h i g a n D e p a r t m e n t of E d u c a ­ tion o v e r the y e a r s : (1) The poor q u a l i t y of teachers, (2) The m a n y small i n d e p e n d e n t schools, (3) F i n a n c i n g education, (4) E q u a l i z i n g e d u c a t i o n a l opp o r t u n i t y , (5) P r o v i d ­ ing s u p p l e m e n t a r y services and spe c i a l education, and (6 ) C u r r i c u l u m p r o b l e m s .3 ^Ibid. 2L i l b u r n Hoehn, "A Brief H i s t o r y of the M i c h i g a n D e p a r t m e n t of Educat i o n " (Bureau o f R e s e a r c h and E d u c a t i o n a l Planning, M i c h i g a n D e p a r t m e n t o f Educat i o n , O c t o b e r 4, 1966), pp. 1-52. (Typewritten.) This m a n u s c r i p t was p r e p a r e d at the d i r e c t i o n of the S u p e r i n t e n d e n t of Pu b l i c I n s t r u c t i o n for s u b m i s s i o n to the O f f i c e of C h i e f State School Officers. 3Ibid. 20 T he first 100 years of S t a t e D e p a r t m e n t o f E d u c a t i o n a c t i v i t y in the f i e l d of c u r r i c u l u m w e r e c h a r a c t e r i z e d b y c o urses of study m a n d a t e d b y the State S u p e r i n t e n d e n t of P ublic I n s t r u c t i o n and a p p r o v e d b y the legislature. In 1839 S u p e r i n t e n d e n t P i e r c e w a s d i r e c t e d b y the l e g i s l a t u r e to p r e p a r e a list of textb o o k s for use in the c o m m o n s c h o o l s of the state and to d e v e l o p a p l a n to insure an a d e q u a t e supply of the r e c o m m e n d e d books. r e q u i r e d to use the textbooks. School d i s t r i c t s w e r e n o t In 1858 S u p e r i n t e n d e n t G r e g o r y q u e s t i o n e d the d e s i r a b i l i t y of u n i f o r m t e x t books the state, throughout b e l i e v i n g that the p u r p o s e s of a c o u r s e of study should be d e t e r m i n e d w i t h the s e l e c t i o n of the t e x t b o o k s be b a s e d on the p u r p o s e s to be achieved. to In a t t e m p t i n g to e s t a b l i s h a course o f study for M i c h i g a n 's p r i m a r y schools, G r e g o r y felt that t h r o u g h a course of s t u d y there w o u l d develop a greater continuity to the curriculum, a t t e n d a n c e w o u l d be encouraged, and some u n i f o r m i t y w o u l d d e v e l o p in the length of the school y e a r .1 a state course of study. regular A s a d v o c a t e s of S u p e r i n t e n d e n t s C o c h r a n in 1881 and Goss in 188 3 b e l i e v e d that "the s t u d e n t should be a d j u s t e d to the c o u r s e of study r a t h e r than vice v e r s a . " igan l e g islature, in 1897, 2 The M i c h ­ a c t e d to r e q u i r e the p r e p a r a t i o n of a c o u rse of study for d i s t r i c t s c h o o l s by the S u p e r i n ­ te n d e n t of P u b l i c Instruction. 1I b i d . , p. 1 0 . 2 Ibid. S u p e r i n t e n d e n t H a m m o n d felt 21 that teachers should use the course o f study to help pupils d e velop proper study habits and "that grades should be adjusted to the pupil rather than the pupils to the g r a d e s ."1 Revisions of the e l e m entary course of study w e r e issued in 1910, 1911, and 1922 w i t h revisions o f the h i g h school course of study appearing in 1905 and 1923. The empha s i s of State Superintendents of P u b l i c I n s t r u c t i o n in c u r r i c ­ ulum m a t ters was the dev e l o p m e n t of courses of study through the mid-1930's. A t that time the emphasis d r a s t i c a l l y changed "to a c o o p e ra tive ven t u r e in c u r r i c u l u m develo p 2 ment. . . The Michigan Curriculum Program represented a n ew p h i l os o p h y based on c o o p e r a t i o n a n d local autonomy as the state education agency e n c o u r a g e d c u r r i c u l u m d e v e l o p m e n t in the local school district. 3 R iddle surveyed the chief state school office r s to d e t e rmine their leader s h i p role in c u r r i c u l u m and i n s t r u c ­ tional improvement. He analyzed . . . the degree to w h i c h leadership was provided by state departments of e d u c a t i o n in the areas i d e n t i ­ fied by the chief state school offi c e r s in 1952 as they related to statewide c u r r i c u l u m and instructi o n a l improvement: planning, research, advisory, coordination, p ublic relations, and in-service e d u c a t i o n .4 1 I b i d ., p. 1 1 . 2 I b i d . , p. 13. 3 Bruce E. Riddle, "An A n a l y s i s of State D e p a rt m e n t s of Education w i t h Respect to T h e i r E m e r g i n g L e a d e r s h i p F u n c ­ tion in E d u c a tional Improvement" (Ed.D. dissertation, U n i v e r ­ sity of Oklahoma, 1964). 4Ibid., p. 4. 22 One-fifth of the state de p a r t m e n t s of education d i d not have basic long-range plans and, f u r t h e r , 49 p e r c e n t of the responding state d e p a r t m e n t s of e d u c a t i o n did not have a public ation outlining l o n g - t e r m policies and objectives. * Riddle concluded that m a n y state departments of educati o n "were failing to d i s c h a r g e an important l e a d e r s h i p activity" 2 in their relationships w i t h state-wide c u r r i c u l u m or i n s t r u c ­ tional improvement groups. E v e n though 91 p e r c e n t of the state departments r e s p onded that they p a r t i c i p a t e d w i t h s p e ­ cific state-level subject m a t t e r committees in improving instruction, the number of state-wide committees was felt to be inadequate. c o m m i t t e e s — 30. M i c h i g a n reported the largest number of The next largest number of committees reported b y any state was 23. mittees; O n e state reported 12 c o m ­ and two states reported ten committees. states participating with committees, was two committees by four states. subject matter committees per state. Of the the fewest r e p o r t e d The average w a s 6.7 3 He further found that in 84 per c e n t of the states the cost and r e s p o n s i b i l i t y for the p r e p a r a t i o n and d i s t r i ­ b ution of curriculum m a t e r i a l s was e n t i r e l y assumed b y the 4 respective state education agency. Riddle cited curri c u l u m ^ I b i d . , pp. 2 Ibid., 33, p. 116. 2I b i d ., p . 83. ^ I b i d ., p. 85. 34. 23 d evelo p m ent as a critical weakness of state department s of education, ties. and called for an expan s i o n of research a c t i v i ­ Based o n the findings of his study, Riddle concluded that "many state departments of e d u c a t i o n were not adequately m e eting the challenge of providing qual i t y leadership in improving education in the s t a t e ."1 2 Goo d k i n selected for study two dimensions of the Illinois C u r r i c u l u m Program. The six stated objective s of the P r o g r a m were: 1. To encourage o n a statewide level continuing concern w i t h curric u l u m improvement in the public schools of Illinois. 2. To provide consultant help and m a t e r i a l s for local curric u l u m s t u d i e s . 3. To initiate in local school systems experimental projects desi g n e d to improve teaching and inst r u c ­ tional services. 4. To conduct workshops in o r d e r to bring school people and lay people together for w o r k on school p r o b l e m s . 5. To prepare and distribute curric u l u m publications. 6 . To assist other educational o r g a n izations and agencies without duplicating their e f f o r t s . 3 G o o dkin selected the objective relating to curriculum p u b ­ lications for study and further evaluated the operation of the Illinois C u r r i c u l u m Council. This is the m o s t comprehensive study dealing w i t h the p u b l i c a t ion activities of a state curric u l u m program. Data 1I b i d ., p . 118. 2 Thomas B. Goodkin, "A Study of the Impact of the Illinois Curric u l u m Pro g r a m U p o n Local School District Operations" (Ph.D. dissertation, N o r t h western University, 1965) . 3Ibid. , p. 6. 24 compiled from questionnaires which surveyed teachers, administrators, curric u l u m directors, and county s u p e r i n ­ tendents indicated that w h e n compared w i t h other c u r r i c u l u m ma t e rials available to teachers, the 18 publications o f the Illinois C u r r iculum P r o g r a m ranked relatively low as a resource available to teachers for class r o o m planning. Of the three categories of publications produced by the Illinois C u r r i c u l u m Program, administrative, secondary, and elementary, the elementary publications received the w i d e s t usage. The publications were judged to "be of high quality, worthwhile, and useful for the purpose they were d e s i g n e d ."1 However, because of a "lack of widesp r e a d utilization of the p u b l i c a ­ tion . . . the impact of the P r o g r a m upon local school district operations has been limited and at best spo t t y . ” 2 Prom a review of 33 meetings of the Illinois C u r ­ riculum Council bet w e e n 1948 and 1964, Goo d k i n identified five functions of the Council: "(1) advise, (2) initiate, 3 (3) coordinate, (4) disseminate, first two functions, for further study. and (5) inform." O n l y the advising and initiating, were selected A theoretical framework was devel o p e d to establish the relationship between the Illinois C u r r i c u l u m Council, the Illinois Cu r r i c u l u m Program, school districts w h i c h they serve. 1 I b i d ., p. 85. 2I b i d . , p. 86. ^ I b i d ., p. 6. and the local The Illinois C u r r i c u l u m 25 Council, the Illinois C u r r i c u l u m Program, local school d i s ­ trict p e r s o n n e l eng a g e d in c u r r i c u l u m dev e l o p m e n t , and the c l a s s r o o m t e a c h e r w e r e e a c h v i e w e d as h a v i n g a rel a t e d b u t d i f f e r e n t d e c i s i o n - m a k i n g pro c e s s w h e n v i e w e d as p a r t o f the c u r r i c u l u m process. The Illinois C u r r i c u l u m Council, in its s em i - a n n u a l meetings, was found to have a small o u t p u t w h e n r a t e d o n the two functions o f a d v i s i n g and i n i ­ t i ating since "only 14 specific items of e x t e r n a l l y - d i r e c t e d advice w ere r e c o r d e d in the m i n u t e s of the meetings."'1’ Further, it was r e c o m m e n d e d that . . . the Illinois C u r r i c u l u m C o u n c i l r e c o n s i d e r its r o l e and functions, w i t h a v i e w t o w a r d fin d i n g wa y s in w h i c h it can pro v i d e g r e a t e r a s s i s t a n c e and d i r e c ­ tion to the State for the i n t r o d u c t i o n and i m p l e m e n ­ t a t i on of the State p r o g r a m s o n the local l e v e l . 2 3 Alexander stud i e d the l e a d e r s h i p f u n c t i o n of state d e p a r t m e n t s of e d u c a t i o n as d e v e l o p e d by 1938-39. The e x p a n s i o n o f the staffs of the state d e p a r t m e n t s of e d u c a ­ tion b e t w e e n 1890 and 19 39 w a s a t t r i b u t e d to such factors as the a d v e n t o f c o m p u l s o r y a t t e n d a n c e laws, c hild welfare, c o n c e r n for e x p a n s i o n of s e c o n d a r y schools, federal aid to v o c a t i o n a l education, cation, c e n t r a l i z e d state t e a c h e r ce r t i f i 4 and interest in rural and a d u l t education. During 1I b i d . , p. 85. 2I b i d ., p. 89. ■a Alexander, State Lead e r s h i p . ^Ibid., pp. 19-21. 4 26 this same p e r i o d of expansion, A l e x a n d e r found that the "emphasis has b e e n s h i f t e d to state d e p a r t m e n t service r a ther t han r e g u l a t i o n .1,1 page 4 He d e v e l o p e d four c r i t e r i a (see ) to a p p l y a g a i n s t the p r o g r a m s of the state d e p a r t ­ m ents of e d u c a t i o n in Louisiana, Tennessee, and Virgi n i a . The p r o g r a m s in these states w e r e r e s p e c t i v e l y d e s i g n a t e d as "direct," "indirect," and "cooperative." W h i l e ea c h s tate d e p a r t m e n t of e d u c a t i o n had a state c u r r i c u l u m program, he found that . . . the c h a r a c t e r i s t i c s o f the c o o p e r a t i v e p r o g r a m w e r e m o s t c o n s i s t e n t w i t h the f u n c t i o n of state leadership. This p r o g r a m m o r e than any o t h e r inc l u d e d p r o c e d u r e s w h i c h r e s p e c t e d local f r e e d o m a n d s t i m u l a t e d l ocal effort, w h i c h i n v o l v e d the c o o p e r a t i o n o f v a r ­ ious local g r o u p s and took into c o n s i d e r a t i o n local p r o b l e m s .2 Thus in this e x p l o r a t o r y study "it w a s s u g g e s t e d that c e r t a i n t e c h n i q u es of l e a d e r s h i p w e r e found to be m o r e d e s i r a b l e than o t h ers." A l e x a n d e r p r o p o s e d longitudinal, in-depth s t u dies of the o p e r a t i o n of s p e c i f i c state c u r r i c u l u m programs. T he l i t e r a t u r e r e v i e w e d in this c h a p t e r e s t a b l i s h e s that there has b e e n no study of the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m in its entirety. In addition, the t i m e ­ liness of this s t u d y is s u p p o r t e d b y the i n c r e a s e d in t e r e s t in the a c t i v i t i e s and p r o g r a m s of the M i c h i g a n D e p a r t m e n t of E d u c a t i o n and the a t t i t u d e s of local school d i s t r i c t X Ibid., p. 22. 2I bid., p. 155. 3Ibid. 27 personnel toward the Department. The literature also establishes the need for a historical study of c u r r i c u l u m programs of the several state d e p a r tments of education. CHAPTER XII H I S T ORICAL ANTECEDENTS Overview Social, economic, political, and e d u c ational c o n d i ­ tions in M i c h i g a n during the m i d - 1930*s fostered the i n c e p ­ tion of the Mich i g a n C o o p e rative C u r r i c u l u m Program. High­ lights of ma j o r conditio ns p r e v ailing then are reviewed in this chapter. The formation of early advisory groups to the State D e p art m e n t of Public Instruction will be traced, partic u l a rly as they relate to the attempts to solve Michig a n ' s educational problems. Prevai l i n g Conditions It is not the intent here to examine and describe in d etail the general conditions in Michigan dur i n g the d e p r e s s i o n years of the 1 9 3 0 ’s. economic, political, However, the social, and educational conditions fermenting in M i c h i g a n d u r i n g this period became the basis for study and subsequent programs d e v e l o p e d for the improvement of education. Social and economic changes w e r e putting new demands on the schools to serve as agents for solving c u r ­ rent societal problems. A n d the legislature and Depart m e n t of P u b l i c Instruction were searching for ways of more 28 29 a dequa t e ly meet i n g their respective responsibilities for educa t i o n in the entire state. The D e p a rtment of Public Instruction and other e d u ­ c ational groups and associations brought the problems c o n ­ fronting education to the atten t i o n of the M i c h i g a n L e g i s ­ lature and the gene r a l public in an atte m p t to arouse a c o n c erned citizenry willing to seek solutions to these problems. It w o u l d be well to recount some of the ways these problems affected education in Michigan. The scope of the pro b l e m was stated in the NinetySecond Biennial Report of the Superintendent o f Public Instruction as follows; T he present emergency in Mich i g a n education is thre e ­ fold. It involves first a rigid e x a m i nation of pre sent procedures, practices, and o r g a n ization w i t h a v i e w to eliminating any u n n e c essary expenditure of public money. In the second place, it is concerned w i t h the provision of an adequate, stable, and secure form of state s u p ­ port to substitute for the present antiquated and b r o k e n local tax system. Finally, it has to do w i t h the r e c o nstruction of the curriculum and the r e s t o ratio n of m e t h o d s and conditions which will provide a quality of e d u c ation commensurate with the needs of the boys and girls of our s t a t e .1 The general economic crisis was causing specific p roblems for the s c h o o l s . State and local support for e d u ­ c ation had declined through a combination of circumstances w h i c h c o ntinued to reduce the income for schools for the school y ear 1934-35. Prop e r t y valuation had b e e n reduced Michigan, Department of Public Instruction, Ni n e t y Second R eport of the Superintendent of Public Instruction: For the Bienium 1931-33 (Lansing: Department of Public Instruction, 1934), p. 20. 30 over the preceding five years. P r o p e r t y tax delinquen c i e s w e r e increasing and the public utility tax paid in lieu of property tax had been reduced. There was a 39 percent decrease in property tax levied from 1930-31 to 1933-34 at a time w h e n property tax r e p r e sented 75 percent of school revenue. N o substantial replacement had b e e n secured for this reduction. Special legislation had been enacted but failed to produce the anticipated additional income. result of this drastic reduction of income, As a 75 per c e n t of the school districts anticipated a shortened school year or cu r t ailed p r o g r a m and some districts were unable to open at 2 all. A c c o r d i n g to State Superintendent Voelker, the serious financial difficulties of the schools in this period "threatened to b r e a k teacher morale, basic standards of instruction, to undermine the and in general to reduce the e ffect i v eness of Michigan's schools to a point far be l o w that 3 associ a t ed w i t h a sound m i n i m u m p r o g r a m . " Schools had been eliminating certain subjects and services from the begin n i n g of the depression. The Ninety- Second B iennial Report of the State Superintendent of Public ■^Michigan Educa t i o n A s s o c i a t i o n and State Depa r t m e n t of P ublic Instruction, Michigan's Public Schools (Lansing: M i c h i g a n Educ a t i o n A s s o c iation and State Department of Public Instruction, 1934), pp. 1-7. 2"The Case for Michigan's Schools, Presented by the C o m m i t t e e of Seventeen School Board Memb e r s Representing School B oards of the State of Michigan," M i c h i g a n Educ a t i o n Journal 11 (September 1933): 12. ^Michigan, Department of Public Instruction, NinetySecond R e p o r t , p. 16. 31 Instruction emphasized "that the curtailment o f the school curricular offerings has centered upon the humanizing s u b ­ jects."^ This had the ef f e c t of significantly limiting the social and cultural opportunities afforded pupils. ing supplies had Teach­ also b e e n reduced, w i t h pupils and p a r ­ ents asked to provide supplies that were previously supplied 2 by boards of education. The Bureau of Finance and Research of the Depar t m e n t of P ublic Instruction reported that the total spent for teachers' salaries had been reduced 4 5 percent between 1930-31 and 1933-34. Reduction in salaries represented about one-half of the total reduction in school expenditures. In a d d ition to greatly reduced salaries, approximately 3,500 teaching positions had been eliminated, w h i c h increased the over-supply of teachers. Classrooms were overcrow d e d 3 and teachers were forced to teach extended schedules. Expenditures for new school construction were greatly reduced. The 15 mill property tax limitation, along with the limitation of bonding to no more than five years, g e n ­ erally served to eliminate funds for construction of school facilities. The N i n e t y-Second Report of the Superintendent of Public Instruction also wa r n e d that "school inspectors ^ I b i d . , p. 19. 2Ibid. 3 Mi c h i g a n Educa t i o n A s s o c iation and State Depart m e n t of Public Instruction, Michig a n ' s Public S c h o o l s , p. 2. 32 r e p o r t an increase in the f r e q u e n c y of u n h e a l t h f u l and un s a f e h o u s i n g of scho ol children."'*' A n d to a d d to t h e s e p r o b l e m s M i c h i g a n had e x p e r i e n c e d a d o u b l i n g of the school p o p u l a t i o n in the p a s t two d e c a d e s , w i t h a c o n t i n u e d i n c r e a s e in e n r o l l m e n t e a c h y e a r b e t w e e n 1930-31 and 1934-35. C e r t a i n social c o n d i t i o n s w h i c h w e r e to have a m a j o r impact on the schools c u l m i n a t e d in the 1930's. A m o n g these w a s the fact that the p o p u l a t i o n in M i c h i g a n h a d d o u b l e d b e t w e e n 1900 and 1930. Since 1910 M i c h i g a n had e x p e r i e n c e d a g r o w t h r a t e m o r e than twice t h a t of the rest o f the U n i t e d States. T h e d e v e l o p m e n t and r a p i d e x p a n s i o n of the a u t o ­ m o t i v e industry w a s the m a j o r c a u s e of this growth, in c o n ­ trast to the d e v e l o p m e n t o f far m i n g and l u m b e r i n g w h i c h c a u s e d the g r o w t h in p o p u l a t i o n during the n i n e t e e n t h c e n ­ tury. By 1930 M i c h i g a n had c h a n g e d f r o m a p r i m a r i l y r u r a l p o p u l a t i o n to a p r e d o m i n a n t l y u r b a n population. g r o w t h w i t h i n the state had b e e n un e v e n The r a t e of just as the r a t e of g r o w t h among the sev e r a l states of the U n i t e d States h a d b e e n uneven. The c o u n t i e s in M i c h i g a n w i t h the h e a v i e s t c o n c e n ­ t r ation of i n d u s t r y g r e w a t the h i g h e s t rate, w h i l e some counties a c t u a l l y lost p o p u l a t i o n d u r i n g the p e r i o d b e t w e e n 1910 and 1 9 3 0 . 2 ^Michigan, D e p a r t m e n t o f P u b l i c Instruction, N i n e t y S e c o n d R e p o r t , p. 20. 2 J. F. Thaden, "The P e o p l e of M i c h i g a n , " Mich igan, D e p a r t m e n t of P u b l i c Instruction, M i c h i g a n T o d a y ; Its H u m a n and P h y s i c a l R e s o u r c e s as T h e y A f f e c t E d u c a t i o n , B u l l e t i n No. 307 (Lansing: D e p a r t m e n t o f P u b l i c Instruction, 1938), pp. 1 1 0 - 1 1 1 . 33 T h e sch o o l s w e r e e x p e r i e n c i n g a r a p i d rate of g r o w t h in enrollment. D u r i n g the d e c a d e 1920-1930 h i g h school e n r o l l m e n t in M i c h i g a n had r e c o r d e d a g a i n of n e a r l y 200 percent, the j u n i o r h i g h sch o o l s a g a i n o f n e a r l y 70 p e r cent, and the e l e m e n t a r y sch o o l s a g a i n of n e a r l y 40 percent. B e t w e e n 1900 a n d 1930 the n u m b e r o f s t u d e n t s a t t e n d i n g s chool h a d i n c r e a s e d n e a r l y 140 percent, which represented a gain g r e a t e r than the i n c r e a s e in p o p u l a t i o n d u r i n g this period. The economic depression was having a marked effect on M i c h igan. ture, "With its h i g h l y s p e c i a l i z e d in d u s t r i a l s t r u c ­ [Michigan] o t h e r s t a t e s . ”3' s u f f e r e d sooner and m o r e s e v e r e l y t h a n m o s t M i c h i g a n * s p e r c e n t a g e of u n e m p l o y m e n t b e t w e e n 1930 and 1933 w a s h i g h e r than any o t h e r state as a r e s u l t of this h i g h l y s p e c i a l i z e d indust r i a l structure. There had b e e n a d e c r e a s e in c h i l d labor since 1900, due to n e w l e g i s ­ l a t i o n and the r e q u i r e m e n t s of an o l d e r w o r k i n g force for i n d u s t r y w i t h the c o r r e s p o n d i n g later age of g a i n f u l e m p l o y ment. 2 T h e schools w e r e s u f f e r i n g from a s y s t e m of s chool d i s t r i c t s d e s i g n e d for a rural population. T h e r e w e r e far m o r e school d i s t r i c t s in the state than co u l d be a d m i n i s t e r e d "'’W i l l i a m H a b e r and Paul Stanchfield, " M i c h i g a n as an I n d u s t r i a l S t a t e , " M i c h igan, D e p a r t m e n t o f P u b l i c I n s t r u c ­ tion, M i c h i g a n T o d a y , p. 209. 2 M i c h i g a n E d u c a t i o n A s s o c iation, E d u c a t i n g M i c h i g a n * s C h i l d r e n , B u l l e t i n No. 25 (Lansing: Michigan Education A s s o c i a tion, 1933), p. 5. 34 efficiently. W i t h 6,709 school districts in Michigan, the unequal dis t r i b u t i o n of popula t i o n among the vari o u s d i s ­ tricts led to the following condition: "Eighty per cent of the school m e m b e r s h i p is in 1,800 school districts, and the r emaining 20% is d i s t r ibuted in 4,909 small local d i s t r i c t s ."1 Larger school districts w e r e be i n g advocated to reduce u n r e a s o n ably high per pupil costs in small districts and to enable the operation of larger high schools. June, As late as 1933, M i c h i g a n had 5,074 o n e - r o o m schools. The schools w e r e faced w i t h a p e r p lexing dilemma. E n r o l l m e n t was increasing, level, especially at the high school at the same time that finances w e r e b e i n g d r a s t i c a l l y reduced. The change from an agricultural to an industrial society was also placing new demands on the schools to teach skills needed for the pre s e n t job m a r k e t and social setting. The value of educa t i o n was being questioned, and schools were being called upon to produce a popula t i o n capable of solving the problems of society. Legal Provisions The C o n s t i t u t i o n of the state of M i c h i g a n 2 gave the S u p e r intendent of Public Instruction the responsibilit y of 1Eben R. M u m f o r d and Paul Thompson, "School D i s ­ trict Reorganization," M i c h i g a n E d u c ation A s s o c i a t i o n and State D e partment of Public Instruction, M i c h i g a n * s Public S c h o o l s , unpaged. ^Michigan, C o n s t itution (1908), art. 11, sec. 9. 35 general supervision of public educa t i o n in the state. The Superintendent of Public Instruction was an elected o f f icial in state government w i t h a two-year term. was e m p owered to appoint a deputy; The S u p e r i n t e n d e n t in addition, he could employ a staff and clerical employees subject to civil s e r ­ vice regulations. The D e p a r t m e n t o f Public Instruction was the name commonly used to refer to the Superintendent, deputy, and staff. his There was "no basis in the Con s t i t u t i o n nor in the statutes"'*' for that name. Among the specific duties of the Superi n t e n d e n t of Public Instruction was the r e q u i r e m e n t that "in primary, graded, rural agricultural and town s h i p districts the courses of study shall be prepared by the Superintendent of Public Instruction except when said districts are located w h o l l y or partially wi t h i n a city." 2 The legislative appropriations for the Depart m e n t of P ublic Instruction had been reduced since 1930, forcing a curtailment of staff and services to local school districts. C o o p e r a t i o n W i t h Federal Go v e r n m e n t The federal g o v e rnment created a number of special administrations during this period to solve problems of ^Michigan, Department of Pu b l i c Instruction, M i c h i g a n 1s System of Public E d u c a t i o n , Bulle t i n No. 4 07 (Lansing: Department of Public Instruction, 1944), p. 44. o Michigan, State Planning Committee, Re p o r t of the Sub-Committee on State G o v e r n m e n t , comps. Frances M. Royce and H'. C. Mengel (Lansing: State Planning Commission, 1936) , p . 11. 36 industrial recovery, tion. u n e m p l o y m e n t , and social r e h a b i l i t a ­ The D e p a r t m e n t of Public Instruction was "particu­ larly active in the a d m i n i s t r a t i o n o f activities in c o n n e c ­ tion w i th the Civil Works Administration, A dministration, tration."^ the Public Works and the Fed e r a l E m e r g e n c y Relief A d m i n i s ­ Du r i n g the year 1933-34 the Department of P ublic Instruction a d m i n istered a Federal Emerg e n c y Relief A d m i n ­ istration program, w h i c h employed needy unemployed teachers in small rural communities, education classes, illiteracy classes, vocational adult educa t i o n classes, vocational r e h a b ilitation services, and finally in nursery schools. 2 The school building p r o g r a m under the Civil Works A d m i n i s ­ tration, both n e w c o n s truction and remodeling, provided critic a lly ne e d e d facilities during this period in w h i c h 3 local school build i n g had b e e n so drastically reduced. The Federal E m e r g e n c y Relief Administration was p a r t i c u larly helpful in restoring adult education programs 4 which had b e e n reduced or elimin a t e d from local budgets. Early A d v i s o r y Groups S u p e r intendent V o e l k e r outl i n e d his educational ideals in a ten-point program in 1933. Of particular s i g ­ nificance w e r e the following statements: ■^Michigan, Department of Public Instruction, N i netySecond R e p o r t , p. 33. 2Ibid. 3Ibid. 4Ibid., p. 19. 37 Wher e v e r P o s s i b l e , let us have local auton o m y in school affairs. The functions of the state de p a r t m e n t of e ducation are too essential to be impeded by u n n e c e s ­ sary supervisions. The Curricula of our public schools should provide for a greater emphasis upon the training for cit i z e n s h i p and for c h a r a c t e r .1 These goals set the stage for the formation of the early advisory groups to the Department of Public Instruction and the citizenship education emphasis in the early demons t r a t i o n research projects. Two advisory groups appointed du r i n g the tenure of State S u p e r intendent Voe l k e r played important roles in the attempts to solve the problems facing M i c h i g a n education. The Committee of Seventeen School Board Members was appointed by the State Superintendent in the summer of 1933 to assist in developing "a sound financial program for public schools and to carry the pro g r a m to the people of 2 the state for their consideration and endorsement." One school b oard member was selected for the committee from each of the 17 congressional districts, with Dr. Eugene B. Elliott serving as secretary to the Committee. The f i n a n ­ cial crisis facing the public schools in M i c h i g a n was t h o r ­ oughly studied by this Committee. Following its study, the Committee of Seventeen planned and executed a campaign •^Paul F. Voelker, "Educational Program," M i c h i g a n Education Journal 10 (April 1933): 378. 2 Michigan, Department of Public Instruction, NinetySecond Report, p. 22. 38 to encourage the M i c h i g a n L e g i s l a t u r e to pass additional state aid for schools. For example, each county r e p r e s e n t a ­ tive called meetings of school officials and education supporters, open citizens' meeti n g s w e r e planned, programs a i r e d .1 and radio Partially in response to these efforts, a special session of the legislature m a d e some emergency provisions for the school years 1933-34 and 1934-35. Re c o g nizing that the problems con f r o n t i n g educ a t i o n required additional study and systematic planning be y o n d the recently enacted legislation, S u p e r i n t e n d e n t V o e l k e r created the M i c h i g a n Educational Planning C o m m i s s i o n in January, 1934. In establishing the Commission, S u p e rintendent V o e l k e r stated his belief that: The schools of M i c h i g a n belong to the people of the State. In solving vital pu b l i c problems, the people have not only the right b u t the obliga t i o n to dete r m i n e the quality, the amount, the cost, and the objectives of the public school program. As taxpayers, furthermore, they are entitled to p a r t i cipate in the m o l d i n g of p o l i ­ cies for the guiding of the schools as a social in s t i ­ tution. Without an o p p o r t u n i t y to exercise this right, groups of citizens frequently become antagonistic to public enterprises for which they feel they are be aring an unfair proportion of the taxload. Sharing in guidance of the program, however, gives them a part which demands cooperation and promotes u n d e r s t a n d i n g .2 ^David H. Henry, "Committee of Seventeen," Mich i g a n Education Journal 10 (September 1933): 22. 2 Michigan, Department of Public Instruction, The M i c higan Educational Planning C o m m i s s i o n (Lansing: Depart­ ment of Public Instruction, 11934]), p. 1. 39 The Commission, c o m p o s e d of 19 members, repre­ sented the o r g a n i z e d t a x p a y i n g g r o u p s in the state as w e l l as i n t e r e s t e d e d u c a t i o n a l groups. An a d d i t i o n a l 47 p e r s o n s w e r e d e s i g n a t e d as A s s o c i a t e s in Conference, e d u c a t i o nal leaders. with a larger representation of F o u r asp e c t s of this v o l u n t a r y C o m ­ m i s s i o n m a d e it s i g n i f i c a n t in e d u c a t i o n a l h i s t o r y in M i c h i ­ gan, since it: (1 ) cons i s t s of a cross sec t i o n of the i n t e r e s t g r o u p s of the state and is t h e r e f o r e truly r e p r e s e n t a t i v e o f p u b l i c sentiment; (2 ) is m a d e u p l a r g e l y of laymen w h o s e a t t i t u d e s are those of the g e n e r a l citizenry; (3) is r e p r e s e n t a t i v e of a u t h o r i t a t i v e leadership, i n t e l l i g e n c e and vision; (4) is u n i t e d in the d e t e r m i n ­ ation that the c h i l d r e n and the p e o p l e of M i c h i g a n shall have the m a x i m u m e d u c a t i o n a l o p p o r t u n i t i e s .2 In a d d i t i o n to b e i n g an a u t o n o m o u s C o m m i s s i o n c r e ated by the State S u p e r i n t e n d e n t of P u b l i c Instruction, the M i c h i g a n E d u c a t i o n a l P l a n n i n g C o m m i s s i o n was "designated a c o m m i t t e e on e d u c a t i o n to m a k e r e c o m m e n d a t i o n s to the State P l a n n i n g C o m m i s s i o n . " ^ T h u s the C o m m i s s i o n f u n c t i o n e d I n c l u d e d w e r e r e p r e s e n t a t i v e s f r o m the follow i n g organizations: S t a t e F e d e r a t i o n of Labor, State M a n u f a c ­ t u r e r s ’ Asso c i a t i o n , State Real E s t a t e A s s o c i a t i o n , B o a r d of Commerce, M i c h i g a n F a r m Bureau, Grange, Boards of Education, Fe d e r a t i o n of W o m e n ' s Clubs, A s s o c i a t i o n of U n i v e r s i t y Women, State C o n g r e s s of Par e n t s and Teachers, M i c h i g a n E d u c a t i o n A s s o c i a t i o n , State F e d e r a t i o n of Teachers' Clubs, and the M i c h i g a n C o u n c i l o n Education. o Michigan, D e p a r t m e n t of P u b l i c Instruction, N i n e t y Second R e p o r t , p. 23. 3 "Will M a k e R e c o m m e n d a t i o n s to State P l a n n i n g Body," M i c h i g a n E d u c a t i o n J o u r n a l 12 (February 1935): 239. 40 with a dual responsibility. The State Plan n i n g Commis s i o n was created b y legislative action, w i t h the State S u p e r i n ­ tendent of Public Instruction designated as chairman. Superintendent Voe l k e r highlighted the need for planning in his statement "that the present critical p eriod is not an emergency from w h i c h w e shall emerge in a laissez faire m a n n e r ." A n improvement in general economic c o n d i ­ tions is not a guarantee that the financial situation of the schools will improve. Seven subcommittees of the Commis s i o n w e r e formed to appraise educational problems: (2) Financing Public Education, zation, (1) Goals of Education, (3) A d m i nistrative O r g a n i ­ (4) Extent of Free Public Education, and Methods, (6 ) Teacher Personnel, tion on Education. and (5) C u r r i c u l u m (7) Public I n f o r m a ­ The first task of the Commission w a s to formulate a statement of goals for public education in Michigan and secondly to prepare "a general plan for m a k i n g these goals effective in the schools of the state." analyzing the cost of public education, 2 Before the Commission u n d e r ­ took the task of determining the purposes and kind of public education which should be provided for all citizens of the state. Thus, in June, 1934, the Mich i g a n Educational Planning Commission adopted The Goals of Public Education in M i c h i g a n : ^Michigan, Department of Public Instruction, M i c h i g a n Educational Planning C o m m i s s i o n , p. 1. 2 Michigan, Department of Public Instruction, NinetySecond Report, p. 27. 41 One. Two. Three. Four. Five. Six. Seven. Eight. Nine. To cultivate a deep re g a r d for d e m o c r a c y and a n intelligent a p p r eciation of d e m o c r a t i c i n s t i t u ­ tions . To deve l o p those qualities of character w h i c h are o f special significance in a democracy. To dev e l o p the w i l l i n g n e s s and the ability to cooperate ef f e c t i v e l y in a d e m o c r a t i c society. To de v e l o p the ability to use the m o s t effective and reliable methods in searching for truth as a basis for the d i s c o v e r y and solution of p r o b l e m s . To dev e l o p the effective use of the fundamental knowledge and skills required by all. To insure an abun d a n t social and individual life in accordance w i t h each individual's capacit y and ambition. To provide training in the specialized and p r o f e s ­ sional services wh i c h are requisite for society. To provide for the enrich m e n t of adult life. To plan for the continuous appraisal and r e a d j u s t ­ m e n t of the educational p r o g r a m to fit chan g i n g c o n d i t i o n s .1 The Goals were wi d e l y discu s s e d by various groups in the state. T h e y were o f f i c i a l l y adopted by the State B o a r d of E d u c a t i o n in September, 1934. 2 M a n y educational groups throughout the state endorsed the Goals. Keyworth stated that the . . . adoption of the Goals of Education is an o u t ­ standing event in the educational history of the State of Michigan. It m a r k s the begin n i n g of a m o v e m e n t that will enable the public schools to function in their true and real sense— namely, to preserve and to enhance democratic society in all its m a j o r a s p e c t s — social, political, economical, and e t h i c a l .3 M i c h i g a n Educational Planning Commission, The Goals of Public Education in M i c h i g a n (Lansing: Michigan Educa­ tional Planning Commission, [1934]), pp. 1-4. 2 Michigan, Depart m e n t of Public Instruction, N i n e t y Second R e p o r t , p. 27. 3 Maurice R. Keyworth, "Commission Studies Purposes of Public Schools in Michigan," M i c h i g a n Educa t i o n Journal 12 (September 1934): 13. 42 Each Goal was supported by an e x p l a natory p a r a g r a p h w h i c h included recommendations and s u p p l ementary questions desig n e d to encourage discussion and to ensure applica t i o n of the Goals at all levels of education. The significance and importance of the Goals as a guide for change was c l e a r l y o u t lined in the following statement by Keyworth and Heaton: The Goals of E d u c a t i o n are only of value as they stimulate improvement in the p r o g r a m of instruction. T h e y set an ideal w h i c h has b e e n d e t e r m i n e d in terms of the democratic society in w h i c h we live. In this co untry we have taken for granted that effective d e m o ­ cratic institutions constitute the b e s t means for insuring justice and liberty; for m a i n t a i n i n g the e q u a l ­ ity of political, social, and econ o m i c opportunities; for fostering growth and progress; and for furthering truth and honesty in pu b l i c life. Because w e so s i n ­ c erely feel that true democ r a c y is basic to the we l f a r e of the community and of the individual citizen, we v e r y p r o p erly think it our first goal in public educati o n to cultivate a deep regard for d e m o cracy and an i n t e l ­ ligent appreciation of democr a t i c i n s t i t u t i o n s . This p r i n cipal does not imply blind o b e d i e n c e or loyalty to the status quo, but rather an intelligent open-min d e d appreciation of the democr a t i c ideal.i Another publication of the Commission, Ex t e n t of 2 Free Public E d u c ation in M i c h i g a n , provided the scope of the application of The Goals of Public Educa t i o n in M i c h i g a n . State r e sponsibility for free public education from nu r s e r y education through higher education was advocated as e d u c a t i o n Maurice R. Keyw o r t h and Kenn e t h L. Heaton, "Inter­ preting the Goals of Public Educa t i o n in Michigan," M i c h i g a n Ed u c ation Journal 12 (October 1934): 90. 2 M i c h i g a n Educational Planning Commission, Ext e n t of Free Public Educa t i o n in M i c h i g a n (Lansing: Michigan Ed ucational Planning Commission, 1935). 43 was recognized as "a continuous process taking place throughout the life of the i n d i v i d u a l ."1 Implementing the Goals became a p r i o r i t y for the Commission. The Cu r r i c u l u m and Me t h o d subc o m m i t t e e of the M i c higan Educational Planning C o m m i s s i o n was cha r g e d w i t h the r e s p onsibility of "relating school practice to the goals." The second respon s i b i l i t y of the Commi t t e e on Curric u l um and Method, composed of 12 M i c h i g a n educators, was to recommend a p e r m a n e n t plan of o r g a n i z a t i o n whic h would e nlist the resources of the state in supp o r t of the 3 plans for the improvement of the p r o g r a m of instruction." Recognizing that the traditional school c u r r i c u l u m had b e e n 4 under indictment for "its emphasis on academic formalism," the Committee on C u r r i c u l u m and Met h o d sought to answer such questions as: Are the schools producing citizens intere s t e d in civic service? Are the schools sufficiently a s s i sting boys and girls to adapt themselves v o c a t i o n a l l y to the changing economic conditions? A r e pupils being prep a r e d for the proper use of the "new leisure" of the m o d e r n technological age? 1 I b i d . , p. 13. 2 John Page, "Social Changes and Mod e r n Met h o d s A r e Revising the Old Conceptions of Fundamental Knowledge," M i c h i g a n Educational Journal 13 (September 1935): 9. 3 K eyworth and Heaton, "Interpreting the Goals," p. 90. ^Michigan Department of Public Instruction, NinetySecond Report, p. 24. 44 What are the boys and girls learning about c o o p ­ erative living? A r e the schools adequately promoting pe r s o n a l i t y development? Ar e the schools contributing s i g n ificantly to character d e v e l o p m e n t ?1 Thus, the task of the C o m m ittee on C u r r i c u l u m and Meth o d became one of attempting to answer these quest i o n s and c o n ­ cerns in a way that w o u l d bu i l d public support and c o n f i ­ dence in the pu b l i c s c h o o l s . The Commi t t e e beli e v e d that the schools "must function more effectively in mee t i n g social 2 n e e d s ” if the public was to support the fiscal needs and curric u lum of the s c h o o l s . One no table effort to inform the teachers of M i c h i g a n about the Goals was the p r e p aration of a series of nine articles w h i c h appeared in the Michi g a n Education Journal b e tween February, 1935, and February, promi n e n t M i c h i g a n educators, 1936. Auth o r e d by each article explained the m e a n i n g and application of the Goal. The introductory article in the series was w r i t t e n by the chairman of the 3 Goals of E d u c a t i o n Commi t t e e of the Commission. Thro u g h ^"Ibid. ^ I b i d . , p. 25. 3 M a u r i c e R. Keyworth, "The Teacher's R e s p o nsib i l i t y for Goal One," Mich i g a n E d u c ation Jou r n a l 12 (February 1935). Other articles in the series included: Paul T. Rankin, "What the Teacher Can Do to Promote Growth in C h a r a c t e r , ” M i c higan Educa t i o n Journal 12 (March 1935); Stuart A. Courtis, "Training in Cooperation: A M a j o r A i m in Mo d e r n Education," M i c higan Educa t i o n Journal 12 (April 1935); Stuart A. Courtis, "Schools Should Teach and Practice Scientific Methods for the D i s c overy of Truths," M i c h i g a n Education Journal 12 (May 1935); J o h n Page, "Social Changes and M o d e r n Meth o d s Are Revising the O l d Co n c e p t i o n s of Fundamental Knowledge," i 45 efforts such as this the Goals of E d u c a t i o n gained in acceptance and became a viable vehicle for educational p l a n ­ ning in the state. The involvement of the Depart m e n t of Public In s t r u c ­ tion staff w i t h the Michi g a n Educational Planning C o m m i s s i o n led to the creation of the bureau of C u r r i c u l u m and Guidance within the Department. The activities of this bureau w e r e identified as: (1) cooperation w i t h the Planning Commission; (2 ) preparation and publication of materials, advi s o r y service, promotion of conferences and o t h e r efforts to bring immediate service to the schools; (3) experimental and research activities desi g n e d to solve, over a period of time, some of the m o s t p e r ­ plexing educational p r o b l e m s .1 Advisory committees were formed for character e d u c a ­ tion, safety education, guidance, and alcohol and narcotics. Four demonstration research projects were devel o p e d in c o o p ­ eration w i t h the Education and L a w Conference. Representa­ tives from the Univer s i t y of Michigan, Mich i g a n State Michigan E d u c ation Journal 13 (September 1935); Fred T. Mitchell, "The Next Step Is the A d j u s t i n g of Instructional Material to Individual Differences," Mich i g a n Education Journal 13 (October 1935); John L. Seaton, "The Place of Specialized Services in M o d e r n Society," M i c h i g a n Educ a t i o n Journal 13 (November 19 35); Ottilia M. Frisch, "The N e w Leisure Will Be a Menace Unless Society Adopts a Pro g r a m of Adult Education," Michi g a n Educa t i o n Journal 13 (January 1936); W ar r e n R. Good, "Goals of Educa t i o n Provide Cri t e r i a for Progressive Appraisal and Readjustment," M i c h i g a n E d u ­ cation Journal 13 (February 1936) . ■'"Michigan Department of Public Instruction, N i n e t y Second R e p o r t , p. 28. 46 College, W a y n e University, W. K. K e l l o g g Foundation, a n d the Battle C r e e k Sch o o l s a s s i s t e d in p l a n n i n g the p r o j e c t s . X Educational efforts in the state c e n t e r e d o n T h e Goals of P u b l i c E d u c a t i o n in M i c h i g a n . F o r example, C o m m i t t e e o n P h i l o s o p h y of S e c o n d a r y Ed u c a t i o n , of H i g h School Principals, the Department was c h a r g e d w i t h the r e s p o n s i ­ bi l i t y of focu s i n g . . . the a t t e n t i o n o f h i g h school p e o p l e t h r o u g h o u t the state u p o n si g n i f i c a n t s t a t e m e n t s such as "The Goals of P u b l i c E d u c a t i o n in M i c h i g a n , " "The Issues in S e c o n d a r y E d u c a t i o n " o u t l i n e d b y the c o m m i s s i o n of the N a t i o n a l D e p a r t m e n t of S e c o n d a r y S c h o o l P r i n ­ c i p a ls . . . , and the "Report of the C o m m i s s i o n o n S o c i a l E c o n o m i c Go a l s for A m e r i c a " of the N a t i o n a l Education Association.2 The C o m m i t t e e p l a n n e d a d e m o n s t r a t i o n t e a c h e r s ' m e e t i n g as one s e s s i o n of the annual m e e t i n g o f the D e p a r t m e n t of H i g h School P r i n c i p a l s to s t i m u l a t e local fac u l t y g r o u p s to s t u d y s i g n i f i c a n t s t a t e m e n t s such as those l i s t e d a b o v e and to find w a y s that these s t a t ements m i g h t h e l p in the s o l u t i o n of s p e c i f i c problems. T e a c h e r s w e r e inv i t e d to a t t e n d the d e m o n s t r a t i o n m e e t i n g w i t h the a d m i n i s t r a t o r s f r o m their s c h o o l s .3 Henry, w r i t i n g in the M i c h i g a n E d u c a t i o n J o u r n a l , stated that " a t t e n t i o n m u s t be g i v e n to tea c h e r p r o b l e m s XIbid., pp. 28-30. 2 Ed g a r G. Johnston, "Teachers to H e l p D e v e l o p N e w M e t h o d s of Instruction," M i c h i g a n E d u c a t i o n J o u r n a l 12 (November 1934): 152. 3Ibid. if 47 The Goals of Public Educa t i o n in Mich i g a n are to be r e a l ­ ized.”^ The r e l a tionship of the teacher to the problems of school finance, administrative reorganization, and c u r r i c ­ ulum changes m u s t be considered to ensure a competent, stable teaching force. Summary Thus, as the 1935-36 school year approached, attitude of "reconstruction" prevailed. an F r o m the depths of an economic depres s i o n and an educational crisis the public and educators alike were seeking w a y s to rebuild both society and the schools. There was a national trend in educational admin i s t r a t i o n which focused on cooperative, democratic procedures and developing a research base for meeting educational needs. In M i c h i g a n the d e v e l o p m e n t of The Goals of Educa t i o n in M i c h i g a n provided a basis for decisions and a backdrop for the implementation of a s t a t e ­ wide p r ogram of curriculum reconstruction. ^David D. Henry, "Teacher Problems in Michigan," M i c higan Education Journal 12 (October 1934): 88. CHAPTER IV MICHI G A N COOPERATIVE C U R R I C U L U M PROGRAM BEGINNING (FIRST DECADE: 1 9 3 5 - 3 6 — 1944-45) Overview The purpose of this chapter is to pre s e n t a h i s t o r i ­ cal descr iption of the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o ­ gram from its inception in 1935 by State S u p e r i n t e n d e n t of Public Instruction Eugene B. Ell i o t t through the first decade of its functioning as a statewide p r o g r a m to improve instruction in the schools of Michigan. Du r i n g this decade the P r ogram expanded from a single committee charged wi t h preparing a bulletin for the State D e p a r t m e n t of Public Instruction to a m u l t i - f a c e t e d activity w i t h several c o m m i t ­ tees and approximately 160 di r e c t participants. Emergence of an O r g a n i z a t i o n a l Structure Soon after he took office in 1935, State S u p e r i n t e n ­ dent of Public Instruction Elli o t t appoi n t e d two advis o r y groups to help determine the d i r e c t i o n of educa t i o n in Michigan. The M i c h i g a n C u r r i c u l u m Pro g r a m evo l v e d from the activities of these bodies and became an identifiable o r g a n ­ ization. As a successor to the M i c h i g a n E d u c a t i o n a l Planning Commission he organized the M i c h i g a n A d v i s o r y C o m m i s s i o n o n 48 49 Education compo s e d largely of lay r e p r e sentatives to " f u r ­ nish c o unsel on questions of public pol i c y in co n n e c t i o n w i t h p u blic e d u c a tion."^ The 45 m e m b e r s of the Co m m i s s i o n represented a p p r o x i m a t e l y 35 of the m a j o r interest groups in the state including business, ties, w o m e n ' s interests, labor, agriculture, u t i l i - and p r o f e ssional interests. 2 The C o m m i s s i o n pol l e d its m e m b e r s h i p and identified three p r o b l e m areas w h i c h dese r v e d their attention: 1. 2. 3. Permissive r e o r g a n i z a t i o n of school districts. Creation, by c o n s t itutional amendment, of an e nlarged State Board of E d u c a t i o n with provi s i o n for the a p p o i ntment rather than the election of the State S u p e r i n t e n d e n t of P u b l i c Instruction. Problems of school support w i t h special emphasis on the m a i n t e n a n c e of pub l i c educa t i o n in fifteenmill c i t i e s . 3 In creating the A d v i s o r y C o m m i s s i o n on Education, Superintendent Elliott c o n t inued the efforts of earlier advisory groups to en l i s t the assistance of noneducati o n a l leadership in the state to assist in the solution of p ublic education questions and to w o r k c o o p e ratively for the b e n e ­ fit of all citizens since educational problems are not limited to any p a r t i c u l a r group. At the initial m e e t i n g Michigan, D e p a r t m e n t of Public Instruction, N i netyThird R e p o r t of the S u p e r i n t e n d e n t of Public Instruction: For the B i e n n i u m 1933-35 ( L a n s i n g : Depart m e n t of Public Instruction, 1936), p. 19. 2 "The M i c h i g a n A d v i s o r y C o m m i s s i o n on E d u c a t i o n Selects Problems for Study and A p p o i n t s Committees," M i c h i g a n E d u c a t i o n Journal 13 (April 1936): 298. 3Ibid. 50 of the A d v i s o r y C o m m i s s i o n on Education, Professor A r t h u r B. M o e hlman of the U n i v e r s i t y of M i c h i g a n o u t l i n e d eight m a j o r problems of public educa t i o n in Michigan: 1. 2. 3. 4. 5. 6. 7. 8. A d e t e r m i n a t i o n of the range and extent of the services of the public schools essential for the safety and welf a r e of the people of the state. A r e o r g a n i z a t i o n of urban, suburban, and rural school districts accor d i n g to natural c o m m u n i t i e s . A r e o r g a n i z a t i o n of the State B o a r d of E d u c a t i o n and the D e p a r t m e n t of Pub l i c Instruction on a n o n ­ p olitical basis. R e c o n s t r u c t i o n of the c u r r i c u l u m to provide for b etter e d u c ation in terms of pres e n t cultural needs. A d o p t i o n of policies leading to better methods of s electing and training teachers. S at i s f a c t i o n of school plant needs. M ore adequate and equitable finance for public education. The d e v e l o p m e n t of a sound opi n i o n w i t h respect to e d u c a t i o n .1 The C o m m i s s i o n m a d e specific r e c o m m e n d a t i o n s reflecting the eight areas o u t l i n e d by Profe s s o r Moehlman. these recommend ations w e r e finalized, however, Before the C o m ­ m i s sion formulated the following six principles which define the function of e d u c ation in a democracy and d e t e r ­ mine the r e l a t ionship of g o v e r n m e n t to the educational program. 1. 2. The social and economic conditions of today require adjustments in school d i s t r i c t o r g a n ization in o r d e r that the needs of the people of M i c h i g a n will be b e t t e r served. A d j u stments in school o r g a n i z a t i o n should follow the general principles obse r v e d by the founders of o u r state, in w h i c h they e m p h a s i z e d the formation of school districts for n e i g h borhoods and communit i e s of people of like interests, exercising democra t i c 1Ibid. 51 3. 4. 5. 6. c ontrol o v e r the opera t i o n of their schools in c o o p e r a t i o n w i t h the State D e p a r t m e n t of Public Instruction. The e d u c a tional p r o b l e m in a given c o m m unity c o n ­ sists of the adoption of an improved educationa l p r o g r a m that w i l l satisfy the needs and desires of the citi z e n s and at the same time comply wit h the legal requirements of the state. It is the r e s p o n s i b i l i t y of the citizens of each local commu n i t y to determine h o w far the e d u c a ­ tional p r o g r a m shall go be y o n d the m a n d a t o r y r e q u i rements of the state. L ocal des i r e and ability to support should d e t e r ­ m i n e the chara c t e r of the enlarged educational p r o g r a m and the nature of the school organization. The local school district is justified in looking to the state for assistance in m a i n t a i n i n g the m a n d a t o r y p r o g r a m of education, and for c o o p e r a ­ tion in e s t a b lishing an enla r g e d or improved program. The second advisory g r o u p a p p o inted in the fall of 1935 by State S u p e r i n t e n d e n t Ell i o t t and wor k i n g c o n c u r ­ rently w i t h the M i c h i g a n A d v i s o r y C o m m i s s i o n on Educati o n was the C u r r i c u l u m Steering Committee. The C u r r i c u l u m Steering C o m m i t t e e diff e r e d m a r k e d l y from the M i c h i g a n A d v i s o r y C o m m i s s i o n in two noticeable aspects: the g r o u p and c o m p o sition of membership. size of The original appointments to the C u r r i c u l u m Steering C o m m ittee consi s t e d of six p r o f e s s i o n a l educators r e p r e senting the major p r o ­ fessional o r g a n izations and e d u c a tional institutions in the state w i t h Paul T. Ra n k i n serving as chairman. Mem b e r s of the D e p a r t m e n t of Public Instruction staff who m e t with the Steering Commi t t e e included the Superintendent of Public "^Michigan, Department of Public Instruction, NinetyThird Report, p. 20. 52 Instruction, the d e p u t y superintendent, s u p e r intendent, the a s s i s t a n t and the d i r e c t o r of the D i v i s i o n o f C u r - r i c u l u m Research. T h u s the C u r r i c u l u m S t e e r i n g C o m m i t t e e was a m u c h smal l e r g r o u p and consisted only of practicing e d u c a t o r s c o n c e r n e d lar g e l y w i t h i m p r o v i n g i n s t r u c t i o n a l p r a c t i c e s in the schools. In hi s o p e n i n g r e m a r k s to the C u r r i c u l u m S t e e r i n g C o m m i t t e e in January, 1936, State S u p e r i n t e n d e n t E l l i o t t stated t hat w i t h m o n e y a p p r o p r i a t e d b y the l e g i s l a t u r e a course of study w o u l d be d e v e l o p e d , p r i n c i p a l l y for r u r a l schools but the g r a d e d sch o o l s had as g r e a t a n e e d for the c o urse of study. R e c o g n i z i n g the task as an o p p o r t u n i t y to e n l i s t the h e l p and a d v i c e of e d u c a t o r s across the state, he s u g g e s t e d a " c u r r i c u l u m study for per h a p s a two or t h r e e - y e a r progr a m . " H e fur t h e r stated that "if the p r o ­ g r a m is to be s u c c e s s f u l and r e a l l y i n t e r e s t i n g to the i n d i v i d u als us i n g it, they m u s t have a p a r t in m a k i n g it so that w h e n it is f i n i s h e d it w i l l be u s e d . " 3 E a r l y in the 1P a u l T. Rankin, "Cu r r i c u l u m R e c o n s t r u c t i o n , " M i c h i g a n E d u c a t i o n J o u r n a l 13 (March 1936): 244. Appoint­ ments to the C u r r i c u l u m S t e e r i n g C o m m i t t e e incl u d e d the P r e s i d e n t o f the M i c h i g a n E d u c a t i o n A s s o c i a t i o n ; P r e s i d e n t of the D e p a r t m e n t of C o u n t y School C o m m i s s i o n e r s ; D e a n o f the S c h o o l of Educat i o n , U n i v e r s i t y o f M i c h i g a n ; C h a i r m a n of the M i c h i g a n C o u n c i l o n Education; a S u p e r i n t e n d e n t of Schools; D i r e c t o r of L a b o r a t o r y Schools, M i c h i g a n State N o r m a l College; and the S u p e r v i s i n g D i r e c t o r of C u r r i c u l u m and R e s e arch, D e t r o i t P u b l i c Schools, w h o served as chairman. 2 M i n u t e s of the C u r r i c u l u m S t e e r i n g Commit t e e , J a n u a r y 4, 1936. 3Ibid. 53 d e l i b e r a t i o n s the label of tary" " r u r a l ” w a s c h a n g e d to " e l e m e n ­ to e n c o u r a g e a w i d e r u s e of the p r o p o s e d public a t i o n . In a d d i t i o n to this s h o r t - r a n g e g o a l of p u b l i s h i n g a state course of study, the l o n g - r a n g e g o a l w a s that of a " t h o r ­ o u g h l y r e v i s e d and r e c o n s t r u c t e d c u r r i c u l u m " ^ for the schools of the state. By February, 1936, the C u r r i c u l u m Steering C o m m i t t e e h a d p r o g r e s s r e p o r t s in five p r o p o s e d areas for p o s s i b l e d e v e l o p m e n t of publ i c a t i o n s : (1) a b u l l e t i n to serve as an i n s t r u c t i o n a l g u i d e for e l e m e n t a r y schools, (2) a b u l l e t i n o n i n n o v a t i n g practices, letin o n r e s e a r c h and e x p e r i m e n t a l practices, for lay groups, and (3) a b u l ­ (4) a b u l l e t i n (5) a b u l l e t i n o n social and e c o n o m i c trends w i t h t h e i r e d u c a t i o n a l implications. In d i s c u s s i n g the l o n g - t i m e plan, 2 the i n t e r e s t of o t h e r g r o u p s w i s h i n g to p a r t i c i p a t e in the c u r r i c u l u m r e v i s i o n p r o g r a m was acknowledged. Four additional needs were p r e s e n t e d by C h a i r m a n R a n k i n for future c o m m i t t e e consideration: 1. 2. W h a t p r o v i s i o n can b e m a d e for u n i f y i n g effo r t s a l o n g c u r r i c u l u m lines b y v a r i o u s i n s t i t u t i o n s and o r g a n i z a t i o n s in s t a t e — i n c l u d i n g state depart m e n t , h i g h e r institutions, 25 state associations, c ities and c o u n t i e s ? To w h a t e x t e n t sh o u l d local c u r r i c u l u m p r o g r a m s in c o u n t i e s and cities be s t i m u l a t e d and e n c o u r a g e d ? S h o u l d m a j o r sub j e c t d i v i s i o n s o f the n e w cou r s e s Michigan, D e p a r t m e n t of P u b l i c Instruction, T h e M i c h i g a n P r o g r a m of C u r r i c u l u m R e v i s i o n — P r o g r e s s R e p o r t , B u l l e t i n 305 (Lansing: D e p a r t m e n t of P u b l i c Instruction, 1936), p. 2. 2 M i n u t e s of C u r r i c u l u m S t e e r i n g Committee, F e b r u a r y 1, 1936. 54 3. 4. be assigned to regions for intensive w o r k and development? W h a t provi s i o n should be made, if any for inservice training through study groups throughout the state in order that teachers m a y understan d current issues and trends in the curriculum? . . . To w h a t extent should plans be m a d e for a series of mim e o g r a p h e d bulletins to county school co m m i s ­ sioners and city superintendents dealing w i t h m a t ­ ters which w o u l d contribute to their training programs and to their administration? . . . 1 In keeping w i t h the goal of wide participation, the Curriculum Steering Commi t t e e called o n all educators in the state to assist w i t h specific projects. For example, the proposed bulletin on innovative practices in Michi g a n schools was based on m a t e r i a l collected during the summer of 1936 in state institutions of higher education wh i c h had teacher education programs. Teachers were asked to report 2 on newer practices w h i c h w e r e p r o v e n to be v a l u a b l e . In addition to this source of new practices, all interested teachers were encouraged to send reports of their practices to the preparation committee. A general call for anyone "who is trying something new that has promise, or knows o f 3 teachers who are at t e m p t i n g such" was made through the Department of Public Instruction page in the Michigan Education Journal* 1 Ibid. 2 Michigan, D e p a rtment of Public Instruction, M i c h i g a n Program of Curric u l u m R e v i s i o n , p. 2. Harvey Turner, "Proposed Bulletin on Innovating Practices in Mich i g a n Public Schools," Mich i g a n Education Journal 13 (May 1936): 334. 55 The C u r r i c u l u m S t e e r i n g Commi t t e e served a uni q u e function in the M i c h i g a n C u r r i c u l u m Program. Or i g i n a l l y referred to in D e p a r t m e n t of Public Instruction releases as the State Cent r a l Committee, the designation C u r r i c u l u m Steering Commi t t e e soon came into general usage.^ The growth o f the scope of the M i c h i g a n C u r r i c u l u m P r o g r a m w i t h its s ystem of subcommittees soon changed the function of the Curriculum Steering C o m m i t t e e from the single u n i t in the Program to the planning and coordinating group for the entire Program. M e m b e r s h i p in the C u r r i c u l u m Steering Committe e during this decade va r i e d from the original mee t i n g of nine persons to a committee of 20 persons (see Table 1). Table 1 . — C u r r i c u l u m Steering Committee membership. Total Membership 1935 -36 1936 -37 1937 -38 1938 -39 1939 -40 1940 -41 1941 -42 1942 -43 1943 -44 1944 -45 10 12 15 14 15 20 20 11 14 13 As stated earlier the committee was composed of educators from across the state and representatives of the State D e p a r t ­ ment of Public Instruction. The expansion of the C u r r i c u l u m Steering Commi t t e e in 194 0-41 was done to increase the ^Minutes of the C u r r i c u l u m Steering Committee, February 1, 1936. 56 representation of state-wide e d u c ational agencies. This expansion gave the committee . . . representatives from the three m a j o r p u b l i c institutions of hi g h e r education, the four teachers colleges, the D e p a r t m e n t of Public Instruction, the M i c h i g a n E d u c a t i o n Association, school administrators, the two m a j o r foundations doing e d u c a tional work, the professional associat ions w h i c h d e a l d i r e c t l y w i t h e l e ­ m e n t a r y and secondary teachers, the d i r e c t o r s of the se c o ndary and teacher education studies, and an e l e m e n ­ tary and a secondary t e a c h e r . 1 However, by the end of the decade the C u r r i c u l u m Steerin g C ommittee had been red u c e d to 13 members. T he general plan of committee o p e r a t i o n was to h o l d mo nthly m e et i n g s du r i n g the school year. The C o m m i t t e e w a s chaired by promi n e n t educators with four d i f f e r e n t c h a i r m e n serving d uring this decade. Two of them r e p r e s e n t e d the public schools and two of them r e p r e sented teachers colleges. The C u r r i c u l u m Steering Committee, mittees in the M i c h i g a n C u r r i c u l u m Program, like all c o m ­ was a p p o i n t e d annually by the State Superintendent of Pub l i c Instruction. Eugene B. Ell i o t t held the office of S u p e r i n t e n d e n t of P u b l i c Instruction during this entire decade of the M i c h i g a n C u r ­ riculum P r o g r a m . The name of the central committee of the M i c h i g a n C u r r i c u l u m Pro g r a m was changed from C u r r i c u l u m S t e e r i n g Co m m ittee to C u r r i c u l u m Planning C o m m i t t e e in 1943-44. adopting the change "it was thought In . . . that the w o r d ^Charles B. Park, "The Michigan Curriculum Program," Michigan Education Journal 18 (May 1941): 590. 57 'planning' m i g h t be t t e r empha s i z e that n o g r o u p of experts was trying to steer the curricula, but rather that a gr o u p of co-workers was seeking to encou r a g e local schools to do their own developing."'1' The C u r r i c u l u m Planning C o m m i t t e e acted to suggest areas of emph a s i s and h i g h l i g h t e d state and local p r o blems w h i c h m i g h t be co n s i d e r e d by local schools in curriculum development. The change in name was m a d e "to prevent p oss i b l e m i s i n t e r p r e t a t i o n of the c o m m i ttee's func2 tion and p u r p o s e ." B eginning from that o r i g i n a l charge to recom m e n d "a 3 course of study adapt a b l e to pres e n t educational needs," the C u r r i c u l u m S t e e r i n g C o m m i t t e e soon b e c a m e an advi s o r y and coordinating commi t t e e for the entire program. In January, 1937, the C u r r i c u l u m S t e e r i n g Commi t t e e requested "that the State S u p e r i n t e n d e n t re-de f i n e the duties of the committee. . . . C l a r i f i c a t i o n was needed to d e t e r ­ mine w h e t h e r the C o m m i t t e e should con c e r n itself with all of the c u r r i culum activities of the State D e p a r t m e n t of Public ■^Michigan, D e p a r t m e n t of Public Instruction, M i c h i g a n C urriculum Planning Committee: An n u a l Rep o r t 1 9 4 3 - 1 9 4 4 , Bulletin No. 333 (Lansing: D e p a r t m e n t of Public Instruction, 1945), p. 7. o "Local Control of C u r r i c u l u m Favored," M i c h i g a n E ducation Journal 21 (March 1944): 340. 3 E u g e n e B. Elliott, "Department Provides M a n y S e r ­ vices to Teaching P r o f e s s i o n — Has Respons i b i l i t i e s of A d m i n ­ istering State Laws and Provi d i n g Leadership," M i c h i g a n Education Journal 13 (November 1935): 126. ^Minutes of the C u r r i c u l u m Steering Committee, January 23, 1937. 58 Instruction or just those activities p r e s e n t l y being sp o n ­ sored b y the C u r r i c u l u m Steering Committee. Superintendent Elliott responded: As o rigin a l l y constituted, the C u r r i c u l u m Steering C o m m i t t e e was to serve as the general p l a n n i n g committee for the state c u r r i c u l u m program. Heretofore, it has a p p a r ently deemed it advis a b l e to con c e n t r a t e on the problems of elementary and secondary education, p r e ­ sumably bec a u s e it recogn i z e d that i m p r ovement in this area was basic to a general r e c o n s t i t u t i o n of the entire program. I have never conceived of its scope as being na r r o wly limited. I hope that the Steering Committ e e has c onsta n t l y envis a g e d the problems that are pecu l i a r to special education, vocati o n a l education, teacher training, certification, higher educa t i o n and adult education, and that, in the future it w i l l give an increasing amount of attention to prob l e m s that fall wi t h i n these o t h e r a r e a s . 1 Thus the scope of the C u r r i c u l u m Steering Committee was b r o a dened "to include everything in the state progr a m that concerns curriculum/ w h e t h e r recently inaugurated o r of o long standing." A n d the C o m m ittee assumed an advisory role in c u r r i c ulum w i t h the Division of H i g h School Relations, Division of V o c a t i o n a l Education, the Special Educa t i o n and curriculum aspects of higher education as they concern the 3 Department of Public Instruction. A d d r e s s i n g the C u r r i c u l u m Plan n i n g Committee near the end of this decade. State S u p e r intendent Ell i o t t again ^Letter from Eug e n e B. Elliott, Superintendent of Public Instruction, to Paul T. Rankin, Chairman, January 25, 1937. 2 Minutes of C u r r i c u l u m Steering Committee, M a r c h 6, 1937. 3Ibid. 59 outlined the responsibilities of the Committee. He reiterated that . . . the function of this group was to recommend to him (1) adoption of policies in curric u l u m development, (2) m ethods of publicizing adopted policies, (3) i n v e s ­ tigation of issues and needs for further study and expansion into new fields, (4) correlation of the efforts of all committees wor k i n g in the same area, and (5) s t i m ­ ulation of all groups, lay and professional, to think seriously in terms of curriculum planning.-*Committees were established to facilitate the w o r k of the C u rriculum Steering Committee. Six subcommittees were created in the first year of operation by the Curr i c u l u m Steering Committee. The first committees established were production committees created to prepare the manuscripts for the five bulletins approved for development by the C u r r i c u ­ lum Steering Committee in January, 1936. The sixth s u b c o m ­ mittee was established to explore the needs of secondary education in Michigan. These groups functioned as expanded subcommittees of the Curriculum Steering Committee w i t h the chairman reporting periodic progress to the Curriculum Steering Committee. Four of the subcommittee chairmen were members of the C u r r i c u l u m Steering Committee and in each case members of the Curriculum Steering Committee and State Department of Public Instruction served on the committee. All six subcommittees were task oriented and ad hoc in nature since they were discharged upon the completion of ^Michigan, Department of Public Instruction, Curric­ ulum Planning Committee: Annual Report 194 3-44, p. 8. 60 their assignment. A n d all s i x s u b c o m m i t t e e s h a d c o m p l e t e d their w o r k w i t h i n the first two y e a r s of the program. The S econdary S chool E x p l o r a t o r y C o m m i t t e e m a d e r e c o m m e n d a t i o n s to the C u r r i c u l u m S t e e r i n g C o m m i t t e e w h i c h led to the e s t a b ­ lishment of o t h e r c o m m i t t e e s in the M i c h i g a n C u r r i c u l u m Program. As the r e s p o n s i b i l i t i e s a n d a c t i v i t i e s of the M i c h i ­ gan C u r r i c u l u m P r o g r a m e x p a n d e d a c o m m i t t e e s t r u c t u r e d e v e l ­ oped and the n u m b e r of p e r s o n s d i r e c t l y i n v o l v e d in the p r o ­ gram expanded. F r o m the i nitial m e e t i n g of nine p e r s o n s serving as a single committee, the M i c h i g a n C u r r i c u l u m P r o ­ gram had g r o w n in o n e d e c a d e to inc l u d e the C u r r i c u l u m Planning C o m m i t t e e and nine o t h e r c o m m i t t e e s w i t h a total m e m b e r s h i p of 156 p e r s o n s . P e r m a n e n t c o m m i t t e e s b e g a n to e m e r g e d u r i n g the second y e a r of the Program. sionally g i v e n n e w tasks A d hoc c o m m i t t e e s w e r e o c c a ­ to a c c o m p l i s h and at o t h e r times a group w a s a p p o i n t e d to d e a l w i t h a n e w l y i d e n t i f i e d c o n c e r n of the C u r r i c u l u m S t e e r i n g Committee. By 1 9 4 0 — 41 there w e r e 11 c o m m i t t e e s o p e r a t i n g in the Program. A total o f 31 c o m ­ m i ttees are i d e n t i f i a b l e as h a v i n g b e e n p a r t of the M i c h i g a n Co o p e r a t i v e C u r r i c u l u m P r o g r a m during this d e c a d e . O n l y the C u r r i c u l u m S t e e r i n g C o m m i t t e e had a t e n u r e for all ten y e a r s of this p e r i o d (see T a b l e 2). tenure of e i g h t or m o r e years, O n l y three c o m m i t t e e s had a representing, respectively, the p l a n n i n g f u n c t i o n of the M i c h i g a n C u r r i c u l u m Program, 61 Elementary Education and Directing Committee of the M i c h i g a n Study of the Secondary School Curriculum. tees had a tenure of less than four years. Nineteen commit­ This group of committees represents the early publication committees and concerns w h i c h emerged as the program developed. Table 2.— Duration of committee appointments. L ength of Committee Appointment Nu m b e r of C ommittees 10 years 1 9 years 2 a years 2 7 years 0 6 years 1 5 years 1 4 years 5 3 years 3 2 years 8 1 year 8 Total Committees 31 Recognizing the diverse nature of the state and the difficulty of maintaining communications about curric u l u m developments, a system of regionalization was proposed early in the C u r r ic u l u m Steering Committee deliberations. Follow­ ing consideration of establishing regions based o n college 62 areas, foundations, M i c h i g a n Educa t i o n A s s o c i a t i o n regions, and natural community groupings, the C u r r i c u l u m Steering Committee proposed a regional committee o r g a n i z a t i o n c e n ­ tered about the colleges and r e c o m mended "that the State Superintendent shall m e e t the College Presid e n t s in c o n f e r ­ ence for the purpose of informing them and selling them o n the idea of the Regional Plan of O r g a n i z a t i o n for C u r r i c u l u m Development1 In develo p i n g the con c e p t of re g i o n a l i z a t i o n the C u r r i c u l u m Steering Commi t t e e proposed a dire c t o r for each r e gion nominated by the college presi d e n t and appointed by the State Super i n t e n d e n t of Public .Instruction. college president, extension director, The and regio n a l d i r e c t o r would serve as an executiv e b o a r d for e a c h region w h i c h would appoint a larger adv isory committee with r e p r e s e n t a t i o n from such groups as county school commissioners, tendents of schools, superin­ elemen t a r y and secondary principals, supervisors, and e l e m entary and secondary teachers. This committee w o u l d act as a steering committee for the study of curriculum programs 2 in each of the r e g i o n s . During 1937-38 the concept of r e g i onalization was refined w i t h the following proposal to assure a more equit a b l e ge o g r a p h i c distribution of effort: ^Minutes of the C u r r i c u l u m Stee r i n g Committee, June 6, 1936. 2Ibid. 63 1. 2. 3. A regional o r g a n i z a t i o n in the U p p e r Penin s u l a s p o n ­ sored jointly b y the C u r r i c u l u m Stee r i n g Committee, No rt h e r n State Teachers College, and field workers. This regional o r g a n i z a t i o n is to be s u p p l emented b y programs in M i c h i g a n Educa t i o n A s s o c i a t i o n distr i c t s w h e n such programs are a c c e p t a b l e and d e s i r a b l e in the eyes of the leader s h i p g r o u p of the local d i s ­ trict o r g a n i z a t i o n s . A regional o r g a n i z a t i o n in the n o r t h e r n part of the L ower Penin s u l a spons o r e d by the C u r r i c u l u m S t e e r ­ ing Committee, Cen t r a l State Teachers College, and field w o r k e r s . This o r g a n i z a t i o n is to be s u p p l e ­ m ented by c o o p e r a t i v e activities of M i c h i g a n E d u ­ cation A s s o c i a t i o n districts. No regional o r g a n i z a t i o n seemed n e c e s s a r y for the southern p a r t of the L o w e r Peninsula, but activities are to channel through teac h e r - e d u c a t i n g institutions and M i c h i g a n E d u c a t i o n A s s o c i a t i o n d i s t r i c t s . 1 One of the first m a j o r m o d i f i c a t i o n s in structure of the M i c h i g a n Curriculum P r o g r a m came in the fall of 1938 with the creation of a C u r r i c u l u m C o n s ultant Group. This group of nearly 80 peo p l e w a s to serve in a consul t i n g capacity to the M i c h i g a n C u r r i c u l u m Program. The m e m b e r s h i p of the C u r r i c u l u m C o n s u l t a n t Group consi s t e d of the mem b e r s of the State Board of Education, tives, and individual members, institutional r e p r e s e n t a ­ all of w h o m were appoi n t e d by the State S u p e r i n t e n d e n t of Public Instruction. Th e s e e d u ­ cators were advised of five ways that they could assist the Michigan C urric u l u m Program: 1. A dvise the m e m b e r s of the C u r r i c u l u m Steering C o m ­ m i t t e e b y letter or by confer e n c e concerning the a ppropriateness of the purposes and a c t i vities of the pro g r a m and the extent to w h i c h needs are be i n g met. Michigan, D e p a r t m e n t of Pu b l i c Instruction, The M i c higan C u r r i c u l u m Program: Third Re p o r t of P r o g r e s s , Bulletin No. 311 (Lansing: De p a r t m e n t of Public I n s t r u c ­ tion, 1939), p. 12. 64 2. 3. 4. 5. Serve as speakers and d i s c u s s i o n leaders at local, district, regional and state conferences and at m eetings of lay groups. P romote cu r r i c u l u m studies and c u r r i c u l u m c o n f e r ­ ences and serve as consultants to school districts. A dv i s e the D e p a r t m e n t of Public Instruction in w r i t ­ ing concerning the effectiveness of its publican tions. . . . Serve on advisory or pr o d u c t i o n committees o f the c u r r i c u l u m p r o g r a m and prepare articles for e d u c a ­ tional journals.^ The first state-wide mee t i n g of the C u r r i c u l u m Consultant Group in November, 1938, opened w i t h Chairma n David D. Henry, Wayne University, defi n i n g "the function of the C u r r i c u l u m C o n s u l t a n t G r o u p as being o n e of an enlar g e d committee to serve as a group of consultants working in con2 junction w i t h the C u r r i c u l u m Steering Committee. . . . " In discussing "The Scope of the M i c h i g a n C u r r i c u l u m Program," Paul R ankin presented for c o n s i deration "the pro b l e m of the most helpful w a y s the D e p a r t m e n t of Public Instruction and auxiliary groups and agencies m a y help in establishing a curriculum study in a local area." State Superintenden t Elliott a ddressed the g r o u p on "Revising Depart m e n t P o l i ­ cies in the Direction of Cooperative Administration" emphasized that "whatever the program, le a d e r s h i p.1,4 and it m u s t be one of The p r o g r a m concluded w i t h a panel appraising Letter from G. Rob e r t Koopman, A s s i s t a n t S u p e r i n ­ tendent, D e p a rtment of Public Instruction, Lansing, Michigan, to C u r r i c ulum Consultants, Novem b e r 15, 1938. 2 M in u t e s of the C u r r i c u l u m C o n s u l t a n t Group, November 5, 1938. 3Ibid. 4Ibid 65 the activities, materials, Curriculum Program. and progress of the M i c h i g a n T w o key questions served to stimulate discussion: 1. 2. Is the community center approach a sound one? W h a t role should the State D e p a r t m e n t of Public Instruction a s s u m e ? 1 The C u r r i c u l u m Steering Committee recognized the need to reorganize the C u r r i c u l u m C o n s ultant G r o u p in order to secure more active part i c i p a t i o n from the m e m b e r s . Division of the group into more active units and the possi2 bility of holding regional meetings was proposed. The mid-y e a r m e e t i n g of the C u r r i c u l u m C o n s u l t a n t Group b egan w i t h an O p e n M e e t i n g of the C u r r i c u l u m Steering Committee. Included on the agenda was a discussion of the first draft of the Instructional Po l i c y of the M i c h i g a n Curriculum Pro g r a m w i t h the following questions for c o n s i d ­ eration: 1. 2. 3. 4. 5. 6. W h at is education for? H o w shall the decisions be m a d e as to w h a t e x p e r i ­ ences should be provided for students? W h a t types of experiences and w h a t o r g a n ization of these experiences bring about the most effective learning? What is the role of the teacher in a proper inst r u c ­ tional program? H o w can parents as individuals help to improve instruction? 3 How can community agencies help to improve instruction? 1 Ibid. 2 M in u t e s of the C u r r i c u l u m Steering Committee, April 19, 1939. 3 A ge n d a for the C u r r i c u l u m Consul t a n t Conference, January 21, 1939. 66 The afternoon session was a joint m e e t i n g w i t h the M i c h i g a n Advisory C ommis s i o n on Education. F o l l o w i n g a progress report on the M i c h i g a n C u r r i c u l u m Program, the entire g r o u p discussed ways individual laymen and lay agencies of the community m i g h t contri b u t e to the M i c h i g a n C u r r i c u l u m Program.^ The final 1938-39 m e e t i n g of the C u r r i c u l u m C o n s u l ­ tant Group, held in May, 1939, was a joint m e e t i n g of the Curriculum C o n s ultant Group, the C u r r i c u l u m Stee r i n g C o m m i t ­ tee, and the eight major committees of the M i c h i g a n C u r r i c ­ ulum Program. C o n s u l t a n t s w e r e a s s i g n e d to m e e t w i t h the committees as part of the program. A l s o on the p r o g r a m w a s a description of the m o s t recent appra i s a l efforts of the Curriculum Steering Committee. State S u p e r i n t e n d e n t E l l i o t t outlined "Some Next Steps for the M i c h i g a n C u r r i c u l u m P r o ­ gram," stressing w i d e s p r e a d p a r t i c i p a t i o n in the p r o g r a m and ways of securing greater teacher p a r t i c i p a t i o n in the program. 2 The C u r r i c u l u m C o n s u l t a n t G r o u p r e p r e s e n t e d a m a j o r attempt to involve a w i d e r e p r e s e n t a t i o n o f M i c h i g a n e d u c a ­ tors in the activities of the State D e p a r t m e n t of Public Instruction. Mee t i n g over a three-year period, the m e m b e r ­ ship in the Group ranged from 79 p a r t i c i p a n t s in 1938-39 to 93 participants in 1940-41. 1 Ibid. 2 M i nutes of the C u r r i c u l u m C o n s u l t a n t Group, May 13, 1939. 67 Products Devel o p e d by the P r o g r a m In addition to being an advisory body to the State Superintendent of Public Instruction, the Mich i g a n C u r r i c u ­ lum Program was a p r o d uct-oriented group. publications were prepared, conferences w e r e conducted, policy statements were developed, projects were sponsored, During this decade demonstration-research educational groups and institutions of higher education were encouraged to provide additional inservice education for teachers to help them make the c u r ­ riculum relevant to the l e a r n e r s . A significant number of publications w e r e issued by the State Department of Public Instruction as a function of the Michigan C u r r i c u l u m Program. As stated earlier, the original charge to the C u r r i c u l u m Steering Commi t t e e was to prepare a course of study for rural schools. The course of study was out of print and had not been revised for eight years. Out of the discussions at the first meet i n g of the Curriculum Steering Committee, while work i n g from an out l i n e prepared in advance by memb e r s of the State Department of Public Instruction, came the proposal and approval for the first five publications: (1) a bulle t i n to serve as an instructional guide for e l e m e n t a r y schools, on innovating practices, experimental practices, (2) a bullet i n (3) a bull e t i n on research and (4) a bull e t i n for lay groups, (5) a b u l letin on social and economic trends. and All of these bulletins were conceived as immediate needs and p a r t of the 68 p r e l i m i n a r y w o r k toward a c o m p l e t e r e v i s i o n of the state curriculum.1 T he fi r s t m a j o r p u b l i c a t i o n of the M i c h i g a n C u r r i c ­ ulum P r o g r a m w a s the I n s t r u c t i o n a l G u i d e for E l e m e n t a r y 2 Schools. The f i r s t p r i n t i n g of 15,000 copies w a s e x h a u s t e d within five months, and a second p r i n t i n g o f 15,000 co p i e s was o r d e r e d . This course of study of e l e m e n t a r y schools r e p r e ­ sented a r ad i c a l d e p a r t u r e f r o m the types o f c o u r s e s o f s t u d y previo u s l y iss u e d by the State D e p a r t m e n t o f P u b l i c tion for u s e by teachers. Instruc­ Ins t e a d of b e i n g a r i g i d p r e s c r i p ­ tion of c o n t e n t and method, the I n s t r u c t i o n a l G u i d e for E l e m e n t a r y Schools w a s a s t a t e m e n t o f e d u c a t i o n a l o b j e c t i v e s with s u g g e s t e d a c t i v i t i e s for a c h i e v i n g these obj e c t i v e s . This a p p r o a c h incre a s e d the need for c l a s s r o o m t e a c h e r s to be r e s o u r c e f u l a n d to be m o r e a d e q u a t e l y p r e p a r e d to t e a c h since "the t e a c h e r has the r e s p o n s i b i l i t y o f a d a p t i n g the state c o u r se of study to the e d u c a t i o n a l needs of the c h i l 3 dren for w h o s e t r a i n i n g she is r e s p o n s i b l e . " This bulletin M i n u t e s o f the C u r r i c u l u m S t e e r i n g Committee, J a nuary 4, 1936. 2 Michigan, D e p a r t m e n t of P u b l i c Instruction, I n s t r u c ­ tional G u i d e for E l e m e n t a r y S c h o o l s , B u l l e t i n No. 301 (Lansing: D e p a r t m e n t of P u b l i c Instruction, 1936) . 3 "Course of S t u d y and B u l l e t i n s f r o m State D e p a r t ­ m e n t P r o v i d e C u r r i c u l u m F l e x i b i l i t y So T h a t T e a c h e r s M a y M e e t I n d i v i d u a l Needs," M i c h i g a n E d u c a t i o n J o u r n a l 14 (October 1936): 94. 69 reflected the five m a j o r areas of emphasis w h i c h w e r e to characterize the c u r r i c u l u m m a t e rials p u b l i s h e d by the State Department of Public Instruction: 1. 2. 3. 4. 5. F U N C TIONAL LEARNING. Real life e x p e r iences rather than artificial textbook situations are emphasized. It is expected that learnings w i l l be r e l a t e d to natural rather than artificial or improv i s e d s i t u ­ ations . CHILD G R O W T H . Obj ect i v e s and activi t i e s are p r e ­ sumably placed according to the c h i l d 's ability to grow and p o w e r to achieve# and give o p p o r t u n i t y for child purposing, planning, executing, and evaluating. INTEGRATION OF SUBJECT MATTER. There is an obvio u s tendency to integrate subject m a t t e r into large units of instruction and according to natural p s y ­ chological p a t t e r n s . N A T U R A L SCHOOL ATMOSPHERE. The trend in the c u r r i c ­ u l um m a t e r i a l s is to de p a r t from u n n a t u r a l school environment. D E V E L OPMENT OF CREA T I V E ABILITY. The a c t i vities and objectives tend to stress the d e v e l o p m e n t of the individual as a wor t h y member of his g r o u p and to a s s i s t him in the acquisition of attitudes, habits, knowledges, and skills that will accele r a t e his a d just m e n t and increase his capacity to achieve.i T h u s , any curriculum mater i a l s prep a r e d by the State D e p a r t ­ ment of Public Instruction w e r e to be adapted to local needs. Recognizing that change was o c c u rring at an increasingly rapid rate, each c u r r i c u l u m bulletin was to be viewed as a tentative bulletin w i t h the teacher responsible for continuously evaluating c u r r i c u l u m material. 2 The C u r r i c u l u m Steering Committee r e c o g n i z e d that many teachers and administrators in M i c h i g a n w e r e not p r e ­ pared to a c cept this new role. Therefore, they sought ways to stimulate inservice and preservice educa t i o n wh i c h w o u l d 1Ibid. 2Ibid. 70 increase the c o m p etency of teachers and other educators in the area of c u r r iculum development. The second type of publication issued was a series of short m i m e o g r a p h e d bulletings referred to as the I n s t r u c ­ tional Services Series. Dea l i n g w i t h single topics, the bulletins were gener a l l y desig n e d to assist in local c u r ­ riculum d e v e l opment and could be published more rapidly in order to respond to immediate needs identified as the M i c h i ­ gan C u r r i c u l u m Pro g r a m developed. "Developing and Recording Units of C u r r i c u l u m Planning" and "Functional Evaluation of the Curriculum"**' were the first two publications this series. issued in These more informal publications continued to be prepared throughout this decade. published, One of the last titles 2 Wartime Ac t i o n for Michi g a n S c h o o l s , illustrates the way these publications had been used to respond to the societal conditions and changing times. In an attempt to provide the broa d e s t possible s e r ­ vice with limited funds for publications, the Department of Public Instruction during 1937-39 concentrated on the p u b ­ lication of m i m e o g r a p h e d bulletins in the Instructional ^"Michigan, Depart m e n t of Public Instruction, "Devel­ oping and Recording Units of C u r r i c u l u m Planning," Bulleti n 3001 (Lansing: Department of Public Instruction, 1937). (Mimeographed.); Michigan, Depart m e n t of Public Instruction, "Functional Evalua t i o n of the Curriculum," Bulle t i n 3002A (Lansing: D epart m e n t of Public Instruction, 1937). (Mimeo­ graphed .) 2 Michigan, Department of Public Instruction, Wartime Action for Michigan Schools, Bulletin 3050 (Lansing: Depart­ ment of Public Instruction, 1944). 71 Services Series. Twenty - o n e bulletins in this series w e r e published during this period. This series was viewed as "one of the m o s t effective me a n s of assisting schools in imp r o v ­ ing their programs."^ The m a i n principles used in d e t e r ­ mining the content and nature of these bulletins w e r e : a. b. the bulletins should be publi s h e d in those areas in which there is a felt need, and the bulletins should be of practical value to teachers and a d m i n i s t r a t o r s . 2 These bulletins w e r e prepared by a variety of groups st i m u ­ lated by the activities of the M i c h i g a n C u r r i c u l u m P r o g r a m s . Some of the m a n u scripts were prepared by . . . committees composed of m e m b e r s o f the faculties of the teacher educating institutions and teachers who have, both individually and in groups, been wor k i n g upon problems in their own schools and classrooms and in workshops during the summer have pla n n e d the m a t e r i a l s , evaluated objectively the practicality of the m a t e r i a l and theories, and o r g a n i z e d the bulletins. A staff me m b e r of the Office of Instruction and Educational Planning [Department of Public Instruction] is assigned to do research and give leadership to each effort of this k i n d . 2 In addition, as an indication of the inservice education value it was observed that "the growth in interest and ability of those who px-epare bulletins is almost as valuable 4 as the p r oduct itself." Responding to a request that a n anthology of poems published by the State Department of Public Instruction in ^Michigan, Department of Public Instruction, NinetyFifth Report, p. 45. 2Ibid. 3Ibid. 4Ibid. 72 1927 be reprinted, the C u r r i c u l u m S t e e r i n g C o m m i t t e e m a d e an im p o rtant d e t e r m i n a t i o n in the p u b l i c a t i o n s area. Thu s the t h i r d y e a r of the M i c h i g a n C u r r i c u l u m Program, the C u r ­ ri culum S t e e r i n g C o m m i t t e e "recommend[ed] in that p u b l i c a t i o n funds of the D e p a r t m e n t of P u b l i c I n s t r u c t i o n b e n o t u s e d for the p u b l i c a t i o n o f m a t e r i a l s t h a t are a v a i l a b l e fr o m commer c i a l sources, such as textb o o k s and a n t h o l o g i e s o f i literature." A n e x a m i n a t i o n of the p u b l i c a t i o n s d u r i n g this d e c a d e i n d i cates that this r e c o m m e n d a t i o n w a s fol l o w e d by the State D e p a r t m e n t of P u b l i c instruction. O p e r a t i n g o n a lim i t e d b u d g e t m a d e p u b l i c a t i o n o f all the p r o p o s e d b u l l e t i n s impossible. estab l i s h p r i o r ities, In an a t t e m p t to the m e m b e r s o f the C u r r i c u l u m S t e e r ­ ing C o m m i t t e e r e s p o n d e d to a q u e s t i o n n a i r e in a n a t t e m p t to e s t a b l i s h the "rela t i v e i m p o r t a n c e and urg e n c y of v a r i o u s p u b l i c a t i ons p r o p o s e d for p r e p a r a t i o n by the D e p a r t m e n t . " 2 Ranking f i r s t in b o t h u r g e n c y and i m p o r t a n c e w a s a "Manual of C u r r i c u l u m C o n s t r u c t i o n . " R a n k i n g se c o n d in i m p o r t a n c e was " P a r t i c i p a t i o n of L a y m e n in I n s t r u c t i o n a l and r a n k i n g third w a s Groups." Impr o v e m e n t , " "How to O r g a n i z e and C o n d u c t Stu d y W h e n r a n k e d for urgency, "Youth o f S e c o n d a r y School Age" and " A n n o t a t e d B i b l i o g r a p h y of C u r r i c u l u m P u b ­ lications, C l a s s i f i e d " w e r e tied for second place. ■^Minutes of the C u r r i c u l u m S t e e r i n g Committee, Se p t e m b e r 17, 1937. 2 Minutes of the Curriculum Steering Committee, November 10, 1937. i 73 The early years of the Pro g r a m w e r e proli f i c years for publications. In poin t i n g to the accomplishments of the M i c h i g a n C u r r i c u l u m Program, State Superi n t e n d e n t Elliott noted that 55 publications had been issued by "the State Departmen t of Public Instruction in the areas of c u r ­ riculum, vocational programs, certification, school a d m i n ­ istration and secondary e d u c ation along w i t h mime o g r a p h e d studies and monogr a p h s w h i c h are addressed to the teaching profession. P ublications w e r e published w i t h funds from the budget of the State D e p a r t m e n t of Public Instruction and distributed without charge. The C u r r i c u l u m Steering C o m m i t ­ tee recommende d specific initial d i s t r i b u t i o n for m a n y p u b ­ lications depending on the purpose of the document. In a few limited cases other agencies underwrote the cost of specific publications. O n e of the original concerns of the Curric u l u m Steering Committee was lay p a r t i cipation in studying e d u c a ­ tional problems. O n M a r c h 2, 1936, C h a i r m a n Rankin for- warded a tentative draft for the proposed lay bulletin. This document reflected the position of the Curric u l u m Steering Committee that they could help civic-minded adults Services in School Administration," M i c h i g a n Education Journal 15 (September 1937): 21. 2 Letter from Paul T. Rankin to Lee M. Thurston, Deputy Superintendent of Public Instruction, Ma r c h 2, 1936. 74 and p u b l i c-spirited o r g a n i z a t i o n s study public education through the use of a bulletin. Lay participants assisted the State Depart m e n t of Public Instruction through the M i c h i g a n A d v i s o r y Commiss i o n on Education. In certain instances matt e r s w e r e referred to the C o m m i s s i o n by the C u r r i c u l u m Steering Committee. example, For the p r e l i minary report on the lay groups bullet i n was referred to the M i c h i g a n A d v i s o r y C o m m i s s i o n on E d u c a ­ tion for review and e n d o r s e m e n t . 1. While a m a j o r goal was lay p a r t i cipation in e d u c a ­ tion at the local level, there was limited lay participa t i o n in the M i c h i g a n C u r r i c u l u m Pro g r a m committees during this decade. All of the m e m b e r s of the C u r r i c u l u m Planning C o m ­ mittee were professional educators. appointed in 1944-45, to their roster: only five had lay participants assigned Guidance, Aviation Education, Of the nine committees Intercultural Understanding, He a l t h Education, and Safety. One of the r ecommendations of the joint C u r r i c u l u m Planning Com m i t t e e and subcommittee conferen ce held in June, 1945, suggested that efforts be m a d e to "expand the base of committee m e m ­ bership to include younger people and representatives of 2 various lay groups." ^Letter from Lee M. Thurston, Deputy Superintend e n t of Public Instruction, to members of the C u r r i c u l u m Steering Committee, A u g u s t 13, 1936. 2 Michigan, Department of Public Instruction, A n n u a l Report of the C u r r i c u l u m Planning Committee: 1 9 4 4 - 4 5 , B u l l e ­ tin 340 (Lansing: Depart ment of Public Instruction, 1946), p. 10. 75 Be ginning in August, 1937, efforts were d i r e c t e d towards d e velo p i n g "the basic p o i n t of v i e w for the c u r r i c ­ ulum p r o g r a m ."1 A l l m e m b e r s of the C u r r i c u l u m Steering Committee were asked to submit dr a f t s of such statements at the n e x t m o n t h l y meeting. Five m e m b e r s responded with statements w h i c h raised such quest i o n s as "(1) W h a t should the basic point of v i e w a c c o mplish? arrived at? and (2) H o w should it be 2 (3) W h a t should be its nature?" In s u b m i t ­ ting the statements to a s u b c o mmittee for drafting a d o c u ­ ment concerning the b a s i c po i n t of view, . . . the Steering C o m m i t t e e o f f e r e d the following comments: 1. The s t a t ement should be conf i n e d to matters p e r t a i n ­ ing to procedures. 2. The statement should be formul a t e d on the notion that the D e p a r tment's function is that of leadership and not d o mina t i o n of the local school district. 3. The report is to o m i t c o n s i d e r a t i o n of values as far as possible, leaving them for later group study. 4. It m a y be desir a b l e to set up a preamble of general assumptions. 5. The statement should be confi n e d to questions of administration, leader s h i p and the like, omitting c o n ­ sideration of educational-'.philosophies.3 The subcommittee's draft was m o d i f i e d slightly and adopted in November, 1937. This statement, entit l e d "Principles Governing A d m i n i s t r a t i v e P r o c e d u r e for the State C u r r i c u l u m Program," speaks d i r e c t l y to the issue of local control in ^"Minutes of the C u r r i c u l u m Steering Committee, August 16-17, 1937. 2 Minutes of the C u r r i c u l u m Steering Committee, October 19, 1937. 3Ibid. 76 curriculum mat t e r s and "the ext e n t to w h i c h the state c o u l d wisely d elegate c u r r i c u l u m c o n t r o l s .” 1 T h e full text o f the Principles was reprod u c e d in The M i c h i g a n C u r r i c u l u m Program: Third Report of P r o g r e s s ; the Princi p l e s w e r e d i v i d e d into the following h e a d i n g s : I. Legal and C o n s t i t u t i o n a l Basis for C u r r i c u l u m D e v e l o p m e n t in M i c h i g a n I n t e r pretatio n of State R e s p o n s i b i l i t y F u n c t i o n of the State in C u r r i c u l u m D e v e l o p m e n t Scope of the C u r r i c u l u m Pro g r a m A d m i n i s t r a t i v e M e t h o d s to Be U s e d in the State Program.2 II. III. IV. V. To further assist in clarif y i n g the questions c o n c e r n ­ ing the role of the State D e p a r t m e n t of Public Instruction, two key statements on r e l a t i o n s h i p s w i t h local districts were shared w i t h the C u r r i c u l u m Steering C o m m i t t e e in December, 1937: "Department Po l i c y F u n d a mental to R e l a t i o n ­ ships w i t h Local Schools," and "Inclusive Concepts B a s i c to General and Vocati o n a l Education." Both statements re a f f i r m e d the concepts d e v e l o p e d in the "Principles G o v e r n i n g A d m i n i s 3 trative Procedure for the State C u r r i c u l u m Program." ^Michigan, Depart m e n t of Pu b l i c Instruction, M i c h i g a n Curric u l um Program: T h i r d R e p o r t , p. 5. 2 Ibid., pp. 21-22. The full text also a p p e a r e d in "Statement of Principles G o v e r n i n g A d m i n i s t r a t i v e Proce d u r e s for the State C u r r i c u l u m Program, as A p p r o v e d by the C u r r i c u ­ lum Steering Committee," M i c h i g a n E d u c a t i o n Jou r n a l 15 (February 1938): 294-295. ^Minutes of the C u r r i c u l u m Steering Committee, December 14, 1937. 4 77 D e v e l o p m e n t of a basic instructional po l i c y b e g a n in the fall of 1938. for review. A d r a f t was submitted in November, 1938, L a t e r the C u r r i c u l u m Steering Commi t t e e app r o v e d six questions as a basis for organizing the instructional policy: 1. 2. 3. 4. 5. 6. W h a t is e d u c a t i o n for? How shall the decisions be made as to w h a t e x p e r i ­ ences should be p rovi d e d for students? W h a t types of experiences and w h a t o r g a n i z a t i o n of these e x p e r i e n c e s bring about the m o s t effective learning? W h a t is the role of the teacher in a proper i n s t r u c ­ tional program? H o w can par e n t s as individuals h e l p to improve instruction? H o w can c o m m u n i t y agencies help to improve i n s t r u c ­ tion?^ Two mem b e r s of the C u r r i c u l u m Steering Committee, Rankin and Koopman, "were asked to accept the responsibi l i t y 2 of p r e p aring a state m e n t of these policies. . . All members of the C u r r i c u l u m Steering Committee w e r e assigned to w r i t e on one of the above questions. The first d r a f t of the Instructional Po l i c y was part of the agenda of the C u r ­ riculum S t ee r i n g C o m m i t t e e at the C u r r i c u l u m Co n s u l t a n t Group m e e t i n g in January, 1939. Thus the d r a f t received maximum e x po s u r e be f o r e M i c h i g a n educators as it was bei n g proposed. L a t e r that year, Basic Instructional Pol i c y for ^Minutes of the C u r r i c u l u m Steering Committee, December 22, 1938. 2Ibid. 78 the M i c h i g a n C u r r i c u l u m 1 w a s released. T h e bull e t i n began: The p u r p o s e of the M i c h i g a n p r o g r a m of instructional improvement is that of hel p i n g all those w h o a r e c o n ­ cerned w i t h educa t i o n to r e v i e w the task of the school today and to plan the experiences and activities th r o u g h w h i c h desirable purposes of public educa t i o n m a y be r ealized m o r e completely. The state c u r r i c u l u m p r o g r a m proposes to indicate d e s i r a b l e trends and emphases in the planning of the c u r r i c u l u m for local units by these units rather than to dev e l o p specific state courses of study for use in all schools. The following statement presents the p o i n t of v i e w of the p r o g r a m w i t h respect to the purposes, procedures, and org a n i z a t i o n of in s t r u c ­ tion .2 The state m e n t was w i d e l y c i r c u l a t e d as a m i m e o g r a p h e d bulletin and suggestions w e r e solicited for i m p r o v e m e n t s . 3 The bulle tin w a s reiss u e d in printed form in 1941 w i t h the addition of a final section on suggested uses of the st a t e ­ ment. This w a s the final formal statement issued about the Michigan C u r r i c u l u m P r o g r a m in the decade. During this decade five annual reports were issued. Reports were p u b l i s h e d for each of the first three years of the M i c h i g a n C u r r i c u l u m Pro g r a m and again for the last two years in the decade. T h e s e reports served as important vehicles for explaining the P r o g r a m to the citizens of the state. Michigan, De p a r t m e n t of Public Instruction, ’’Basic Instructional Policy," Bull e t i n No. 3012 (Lansing: Depart­ ment of Public Instruction, 19 39). (Mimeographed.) ^ I b i d . , p. 1 . ^Michigan, D e p a rtment of Public Instruction, Basic Instructional Policy for the M i c h i g a n Curric u l u m Program, Bulletin No. 314 (Lansing: Department of Public Instruction, 1941). 79 The first report, T h e M i c h i g a n P r o g r a m of C u r r i c u l u m Revision--Rrogress R e p o r t ,^ for the 1935-36 school year w a s a concise four-page statement o u t l i n i n g the o r g a n i z a t i o n and general plan for the curriculum r e c o n struction for the state. Brief descriptions of the activities of the C u r r i c u l u m Steering C o m m ittee concluded the report. The annual 2 report for 1936-37 g r e w to a 12-page b u l l e t i n w h i c h reviewed completed projects of the C u r r i c u l u m Steering Committee and outlined both the projects currently unde r w a y and those proposed for the following year. A listing of the M i c h i g a n Program of Cu r r i c u l u m Revision Staff and Commi t t e e m e m b e r ­ ship included 23 staff mem b e r s of the State D e p a r t m e n t of Public Instruction and 46 m e m b e r s of the five committees, giving an indication of the total commit m e n t of the Depart3 ment of Public Instruction. The report concluded w i t h a list of curriculum bulle tins dealing with the M i c h i g a n P r o ­ gram of Curric u l u m Revision and the vocational educatio n a l bulletins published in 1936-37. ^Michigan, Depart m e n t o f Public Instruction, Mi c h i g a n Program of C u r r iculum R e v i s i o n — Progress R e p o r t . 2 Michigan, D e p a r t m e n t of Public Instruction, M i c h i g a n Program of C u r r i c u l u m Revision; Second R e p o r t . 3 Ibid. The members of the State D e p a r t m e n t of Public Instruction included the Superintendent of Public Instruction, Deputy Superintendent, Regional Supervisor (Marquette), the seven members of the Divi s i o n o f Instruction, and the 13 me mbers of the Divi s i o n of V o c a t i o n a l Education. 80 The third annual report (1937-38) continued to reflect the growth of the Mich i g a n C u r r i c u l u m Prog r a m b y being published as a 29-page bulletin.^" For the first time a chart was utilized to illustrate the relationshi p of the State Superintendent of Public Instruction, ulum Steering Committee, the C u r r i c ­ and eight subcommittees, indicating the development of a more p e r m anent organizational structure of the program. The w o r k of the C u r r i c u l u m Consultant Group was outlined as an extension of the Curriculum Steering Committee. The report concluded b y giving in full the f o l l o w ­ ing Department of Public Instruction policies: "Inclusive Concepts Basic to General and Vocati o n a l Education," "Prin­ ciples Governing A d m i n istrative Procedure for the State Curriculum P r o g r a m , " and "Policy Dealing w i t h Curric u l u m Activities of Professional Interest Groups." 2 After a lapse of five years, annual reports were again 3 published for 1943-44 and 1944-4 5. Both annual reports reflect the growth and d e v e lopment of the Michigan C u r r i c u l u m ^Michigan, Department of Public Instruction, M i c h i g a n Curriculum Program: Third R e p o r t . This bulletin also appeared as Chapter II, "The Status and Needs o f Education in Michigan," in Michigan, Department o f Public Instruction, Ninety-Fourth Report of the Superintendent of Pu b l i c I n s t r u c ­ tion: For the Bienn i u m 1937-38 (Lansing: Department of Public Instruction, 1938). 2 Ibid., pp. 19-26. 3 Michigan, Department of Public Instruction, Cu r r i c u l u m Planning Committee: Annual Report .1943-44; M i c h i g a n , Department of Public Instruction, Curric u l u m Planning Committee: A n n u a l Report 1 9 4 4 - 1 9 4 5 . 81 Program. B a c h r e p o r t b e g i n s w i t h an a n a l y s i s of the m a j o r issues in c u r r i c u l u m d e v e l o p m e n t w h i c h a r e c o n c e r n s of the M i c h i g a n C u r r i c u l u m Program. T h e h i g h l i g h t s of the a n n u a l activities of the C u r r i c u l u m P l a n n i n g C o m m i t t e e are o u t l i n e d in some detail. Rep o r t s resume o f the progress, committee. for e a c h s u b c o m m i t t e e p r o v i d e a activities, and p l a n s for e a c h s u b ­ The 194 3-4 4 annual r e p o r t c o n c l u d e s w i t h a d i s ­ cussion of the r o l e of the S t a t e D e p a r t m e n t of P u b l i c I n struction in c u r r i c u l u m d e v e l o p m e n t and m a k e s s p e c i f i c suggestions for " a c t i v i t i e s w h i c h the D e p a r t m e n t m a y w e l l sponsor or p e r f o r m in the i m m e d i a t e future." 1 T h e 1944-45 annual r e p o r t c o n c l u d e s w i t h a l i s t of r e c o m m e n d a t i o n s relating to the s t r u c t u r e and r e s p o n s i b i l i t i e s o f the v a r i o u s committees of the M i c h i g a n C u r r i c u l u m Program. Since e v a l u a t i o n w a s v i e w e d as an i n t e g r a l p r o c e s s of c u r r i c u l u m d e v e l o p m e n t at the local level, it was n a t u r a l that the C u r r i c u l u m S t e e r i n g C o m m i t t e e should c o n s i d e r evalua t i on Program. an i m p o r t a n t p a r t of the M i c h i g a n C u r r i c u l u m The first a t t e m p t at e v a l u a t i o n took the f o r m of a l etter f r o m D e p u t y S u p e r i n t e n d e n t T h u r s t o n "to the p r e s i ­ dents of the m a j o r t r a i n i n g i n s t i t u t i o n s of M i c h i g a n a s k i n g them to send m e t h e i r ju d g e m e n t s and c r i t i c i s m s a b o u t o u r 2 w o r k in c u r r i culum." ^■Michigan, D e p a r t m e n t of P u b l i c Instruction, C u r r i c u l u m P l a n n i n g Committee: A n n u a l R e p o r t 1 9 4 3 - 1 9 4 4 , p. 17. 2 M e m o r a n d u m f r o m Lee M. Thurston, D e p u t y S u p e r i n t e n d e n t of P u b l i c Instruction, to E u g e n e B. Elliott, S u p e r i n t e n d e n t of P ublic Instruction, J u n e 16, 1937. 82 During the 1937-38 year a q u e s t i o n n a i r e w a s sent to 700 county commissioners, supervisors, and selected individuals. was d e s igned to to date, school superintendents, grade T h e questionnai r e (1) appraise the M i c h i g a n C u r r i c u l u m Pr o g r a m (2 ) solicit suggestions o n the prop o s e d next steps in the M i chi g a n C u r r i c u l u m Program, and (3) p r o v i d e an opportunity for general suggestions for the state curri c u l u m program. The impact o f the M i c h i g a n C u r r i c u l u m P r o g r a m w a s evident as from 301 replies, were reported, 202 m a j o r c u r r i c u l u m changes 154 local faculty groups had p a r t i c i p a t e d in organized professional study, and 234 plans for future cur- riculum activity were r e p o r t e d .1 Three m a j o r conclusions were d r a w n from this survey: 1. 2. 3. There is rather general agree m e n t w i t h the funda­ m ental concept on w h i c h the M i c h i g a n c u r r i c u l u m p ro g r a m [sic] is based. D i s a g r e e m e n t s and m o d i f i ­ cations w e r e few in number compa r e d w i t h the total number of r e s p o n s e s . The publications sponsored by the committee have had wide dis t r i b u t i o n and have b e e n helpful in m o s t crises. There is rather general approval of the c u r r i c u l u m conferences wh i c h have been held. M a n y express e d a desire for regional conferences and for other small group c o n f e r e n c e s .2 Respondents expressed a desire for additional h e l p in curric ulum w o r k and m a d e the following suggestions for areas of emphasis: Michigan, Depart m e n t of Pu b l i c Instruction, "A Partial A ppra i s a l of the M i c h i g a n C u r r i c u l u m P r o g r a m , ” Bulletin No. 3007 (Lansing: D e p a r t m e n t o f Public Ins t r u c ­ tion, 1938), p. 1. (Mimeographed.) 2Ibid. 83 1. M aterials to assist administrators in planning, initiating, and carrying on c o o p e rative c u r r i c u l u m studies. M o r e adequate provisions for the c o l l ection of i nformation about w h a t schools are doing and the wide d i s s e m i n a t i o n of this information. A s s i s t a n c e in improving the instructional prog r a m a nd promoting teacher growth in the one and two teacher s c h o o l s . Improved and expanded v i s i t a t i o n services by field workers. More lay p a r t i cipation and lay c o o p e r a t i o n through a m o r e effective public relations program. 2. 3. 4. 5. Recognizing "that continuous appraisal and criticism of the p r o g r a m is essential to careful p r o g r e s s ,"1 the C u r ­ riculum C onsul t a n t Group in May, 1939, was asked to assi s t "in o b t a i n i n g a realistic picture of w h a t the teachers of Michigan think of the pro g r a m and how teachers m a y be gi v e n 2 more effective help. . . Each me m b e r of the Cu r r i c u l u m Consultant G r o u p was asked to interview three classroom teachers using a uniform interview guide. The interview solicited information on the teacher*s knowledge and a g r e e ­ ment or d i s a g reement w i t h the M i c h i g a n C u r r i c u l u m Program, awareness of the publications of the p r o g r a m and their h e l p ­ fulness, years, changes in classroom procedures in the last three changes in basic philos o p h y regarding purposes of education, and the extent of building involvement of the 3 teacher in curric u l u m revision. ^Letter No. 2 from Department of Pu b l i c Instruct i o n to C u r r i c u l u m Consultants, M a y 1, 1939. 2Ibid. 3Ibid. 84 A t the same time the State D e p a r t m e n t of Public Instruction initiated a Sel f - S u r v e y of Instructional Progress and Annual Report to the S u p e r i n t e n d e n t of Public Instruction which was designed to o b t a i n significant information r e g a r d ­ ing curriculum studies, p r o g r a m changes, teacher p a r t i c i p a ­ tion, and professional growth. A n additional attempt to evaluate the M i c h i g a n C u r ­ riculum P r ogram took the form of an "Appraisal-Planning Day for the State C u r r i c u l u m Program" held in June, 1939. State Superintendent Elli o t t invited educational leaders to assist the Curric ulum Steering Commi t t e e and the D e p a r t m e n t of Public Instruction in apprai s i n g the progress of the Pro g r a m and to c o n sider the future direc t i o n of the Program. A total of about 50 participants took part in the following program: 10:00 a.m. The Program as a Whole Eu g e n e B. Elliott, presiding Objectives and A c t i v i t i e s of the C u r r i c u l u m P r o g r a m Paul T. Rankin, Chairman, C u r r i c u l u m Steering Committee Services of the Division of Instruction G. Robert Koopman, A s s i s t a n t S u p e r intendent of Public Instruction Services of the Divis i o n of V o c a t i o n a l E d u c a t i o n F. W. Dalton, A s s i s t a n t Superintendent of Trad e and Industrial E d u c a t i o n Op en D i s c ussion Led by M. A. Kopka, Hamtramck 12:15 Lu ncheon Dean J. B. Edmonson, S u p e r i n t e n d e n t of Schools, presiding Progress of the M i c h i g a n Study of the Secondary School C u r r i c u l u m J. Cecil Parker, Director 85 O pen D i s c u s s i o n L ed by S. M. Brownell, G r o s s e Poi n t e S u p e r i n t e n d e n t of Schools, Appraisal Findings— Partial Report J o h n R. Emens, D e p u t y S u p e r i n t e n d e n t o f P u b l i c Instruction Open Discussion Led b y H o w a r d Y. M c C l u s k y , , U n i v e r s i t y of M i c h i g a n A n o t h e r form of e v a l u a t i o n took p l a c e in June, 194 5, as the C u r r i c u l u m P l a n n i n g C o m m i t t e e a n d r e p r e s e n t a t i v e s of all the s u b c o m m i t t e e s h e l d a t w o - d a y p l a n n i n g c o n f e r e n c e . Deputy S u p e r i n t e n d e n t T h u r s t o n o u t l i n e d the p u r p o s e s of the conference to the part i c i p a n t s : for the p a s t year, " (1) The r e v i e w o f the w o r k (2) D i s c u s s i o n of trends planning and their i m p l i c a t i o n s d e v e l o p m e n t of s p e c i f i c plans in c u r r i c u l u m for n e x t year, and for the n e x t year." 2 {3) T h e One part of the p r o g r a m was a p a n e l d i s c u s s i o n on " H o w can w e g e t action in schools as a r e s u l t of o u r c u r r i c u l u m planni n g ? " Panel m e m b e r s m a d e the f o l l o w i n g r e c o m m e n d a t i o n s as they di s c ussed the t o p i c : 1. 2. 3. 4. 5. M o r e p e r s o n s in the state s h o u l d be invo l v e d in committee a c t i v i t y . A n inten s i v e e f f o r t s h o u l d be m a d e to inv o l v e m o r e p e r s o n s from the n o r t h e r n p a r t o f the state. O u r m i s t a k e s are as i m p o r t a n t as o u r a c h i e v e m e n t s and should w a r r a n t c a r e f u l analysis. State b u l l e t i n s can m a k e a d i f f e r e n c e if they are read and u s e d . V i s u a l aids can be useful. H o w a b o u t m o v i e s and film strips? A g e n d a for the A p p r a i s a l - P l a n n i n g D a y for the S t a t e C u r r i c u l u m Program, J u n e 11, 1938. 2 Michigan, Department of Public Instruction, Annual Report of the Curriculum Planning Committee: 1944-45, p. 8. 86 6. The technique is to ask teachers for help, get them interested in defining the probelm, and avoid "telling them how." 7. It m i g h t be possible to involve others of schools in experimental projects similar to the H o l t e x p e r i ­ m e n t conducted by the Elemen t a r y Committee. 8 . The first requisite for sound cu r r i c u l u m planning activity is to dev e l o p teachers w h o are secure in their jobs, adequately paid, interested in children, and supported by confident administrators. 9. The data from the self-survey and other sources should be used to discover how far local c u r r i c u l u m p lanning has come in Michigan. 10. C u r r i c u l u m planning w o u l d be advanced naturally if the number of mate r i a l units could be reduced. 11. T e achers need to be reached directly rather than through administrators. 12. A list of the bulletins should be published in the M i chi g a n Educa t i o n Journal [sic]. 13. A n effort should be made to reach and serve the p r e ­ school c o n f e r e n c e s . 14. Committees which m i g h t be added to the state planning structure are as follows: conservation education, the creative arts, democr a t i c living, and human r e l a ­ tions . 15. A Committee on Implementation was proposed to serve for one year in implementing the planning activities in our state . Later in the conference four discussion groups w e r e formed to suggest w h a t the m a i n purpose of curriculum p l a n ­ ning should be in Mich i g a n during the next year. Co m p i l a t i o n of the deliberations produced . . . the following statement of aim: "To stimulate local community planning by implementing all the resources we n o w have and all those that will be f o r t h ­ coming, probably limiting our emphases to a few wellchosen s p e c i f i c s ."2 1 Ibid., pp. 8-9. 2 Ibid., p. 9. Panel members included Wilfred Clapp, E sther Belcher, Mrs. Lucie A n n McCall, George Gilbert, and Edmund Thorne w i t h Earl C. Kelley serving as chairman. i 87 Areas of C o n c e r n and Activities of the Program In addi t i o n to the initial concerns of the C u r r i c u l u m Steering Committee cited earlier in this chapter, secondary education soon became a prio r i t y for the Committee. A rep­ resentative of the Department of Public Instruction suggested a bulletin similar to the instructional guide b e i n g plan n e d for elementary schools. Since m o n e y for p u b l i cations had already been exhausted and because of the feeling that the current needs of the secondary school needed to be i d e n t i ­ fied, the C u r r i c u l u m Steering Commi t t e e r e c o m mended "that an exploratory committee be appoi n t e d by the S u p e r i n t e n d e n t to study the needs of the secondary schools and to report to the Steering C o m m i t t e e ."1 . . . It was further suggested that various subject-matter disciplines m i g h t m e e t w i t h the e x p l o r ­ atory committee to secure their advice before final r e c o m ­ mendations are submitted to the C u r r i c u l u m Steering Committee. A Secondary School E x p l o ratory Committee of nine mem b e r s was organized in June, 1936, and h a d completed its w o r k and w a s discharged in September of that same year. The committee recommended six topics in secondary education for future publications: 1. 2. 3. The Youth of Secondary School Age Issues in C u r r i c u l u m D e v e lopment at the Secondar y School Level Practices of Superior Teachers at the Secon d a r y L e v e l ^Minutes of the C u r r i c u l u m Steering Committee, March 7, 1936. 88 4. 5. 6. Implications of Existing Research for Teaching in the Secondary School R esearch as a Means of Solving Class r o o m Problems _ Techniques of Group Study and Cooperative Thinking A further recommendation was m a d e by the Ex p l o r a t o r y Committee that a long-range study of the secondary school curriculum be conducted in M i c h i g a n w i t h an emphasis "on ways of adapting the curriculum to the needs of pupils of secon2 dary school age." The specific proposal of the study was drafted by representative college personnel, high school principals, The major p r o ­ and superintendents of schools. visions for the study included: 1. 2. 3. 4. 5. The encouragement of secondary schools generally to study ways of improving their curricular offerings w i t h i n the limits of present college entrance requirements. The selection, for more intensive and controlled study, of a representative group of public s e c o n ­ dary schools. The agreement on the part of the colleges to free graduates of those schools between 1939 and 194 7 from present course and unit requirements and to substitute other satisfactory bases of selection. The agreement on the part of Michigan secondary schools to accept at full value credits offered by students w h o transfer from the schools involved in the study. Provision for assistance to the cooperating secondary schools in the discovery of pupil needs, the p l a n ­ n ing of the general school curriculum to m e e t these needs, and the guidance of pupils among the c u r r i c ­ ular offerings. Michigan, Department of Public Instruction, "Curriculum Projects of the Departmen t of Public Instruction" (Lansing: Department of Public Instruction, 1936), p. 10. (Mimeographed.) 2 Paul T. Rankin, "Experimental Study to Discover and Evaluate Modifications in Secondary School Program," Mic h i g a n Education Journal 14 (January 1937): 223. 89 6. 7. P rovi s i o n for evalua t i o n of the m o d i f i c a t i o n s m a d e in the curricular and other a c t i vities of the c o o p ­ erating secondary schools. P r o v ision for o r g a n i z a t i o n a n d s u p e r vision of the study through a D i r e c t i n g Committee, an A d v i s o r y Council, and a staff to carry o u t policies and to give assistance to the c o o p e r a t i n g schools.! The propo s e d study diff e r e d f r o m the- secondary studies c urrently being c o n d u c t e d in California, Pennsylvania, and the E ight- Y e a r Study since the p a r t i c i p a t i n g schools will be "representative o f public s e c o n d a r y schools g e n e r a l l y in size, abil i t y of pupils, teacher ratio, training of teachers, pupil- etc." and in its "emphasis o n e v a l u a t i o n o f the m o s t promi s i n g leads for the secondary school c u r r i c ­ u l u m ."2 F ollowing review and approval by several groups a n d 3 agencies in the state, secondary schools w e r e contacted to ascertain their desire to participate. Upon approval of the project by the State Board of Education, the C u r r i c u l u m Steering C o m m i t t e e m e t to c o n ­ sider the c o m p osition of the Directing Commi t t e e and the Advisory Committee. To main t a i n communications, the c h a i r ­ m an of the C u r r i c u l u m Steering Committee was a p p o inted as a 1 Ibid. 2Ibid. 3 These groups included: State Depart m e n t of P u b l i c Instruction; C u r r i c u l u m Steering Committee; D e p a r t m e n t of High School Principals and the Conference of City Superintendents of the M i c h i g a n E d u c a t i o n Association; and M i c h i g a n A s s o c i a t i o n of N o r t h Central Colleges. 90 member of the D i r e cting Commi t t e e and the entire C u r r i c u l u m Steering C ommi t t e e wo u l d serve on the A d v i s o r y C o m m i t t e e .1 Fi na n c e d jointly by the D e p a r t m e n t o f Pu b l i c I n s t r u c ­ tion and the General Educa t i o n Board, the M i c h i g a n Study of the Secondary School C u r r i c u l u m be c a m e the first r e s e a r c h project of the M i c h i g a n C u r r i c u l u m Program. The C u r r i c u l u m Steering Commi t t e e heard rep o r t s o f the S e c o ndary School Study at its regu l a r m e e t i n g s . As the Study progressed the C u r r i c u l u m Stee r i n g C o m m i t t e e recognized the need for "a w r i t t e n statement of relationships'* 2 to clarify the positions of the C u r r i c u l u m S t e e r i n g C o m m i t ­ tee and the Direc t i n g C o m m ittee of the Secondary School Study. j A memorandum from the S u p e r intendent of Public In s t r u c t i o n outlined the administrative control for the Study and c l a r i ­ fied the relationship of the C u r r i c u l u m Steering C o m m i t t e e and the D i rec t i n g Committee: The C u r r i c u l u m Steering Commi t t e e is a body a p p o i n t e d by the S u p e r intendent of Public Instruction to plan and advise h i m on all matters of policy and p r o c e d u r e in connec tion with the curriculum. R e c o m m e n d a t i o n s for change of fundamental policy, w h e r e v e r they originate, should therefore be reviewed by the C u r r i c u l u m S t e e r i n g Committee. The Directing C o m m ittee should m a k e a r r a n g e ­ ments for periodic reports to the C u r r i c u l u m S t e e r i n g C ommittee on the progress of studies w h i c h are li k e l y ^ to have a bearing on the c u r r i c u l u m policy of the state. ^•Minutes of the C u r r i c u l u m Stee r i n g Committee, December 4, 1936. ^Minutes of the C u r r i c u l u m Stee r i n g Committee, June 8 , 1937. M e m o r a n d u m from the S u p e r i n t e n d e n t of Pu b l i c I n s t r u c ­ tion to the Members of the Direc t i n g C o m m i t t e e of the Se c o n d a r y School C u r r i c u l u m and the Mem b e r s of the C u r r i c u l u m Stee r i n g Committee [1937]. 91 ■In developing plans for the second year of the Michigan C u r r i c u l u m Program, the sentiment of the C u r r i c u l u m Steering Committee was "that State and Regional C u r r i c u l u m Conferences were highly desirable and that in each case they should be organized about the c o l l e g e s . T h e state c o n ­ ference was conceived as a leadership training session "where those who are to be leaders may receive training and instruction for their position." were suggested: 2 Two types of sessions (1 ) an opening session for all participants where general plans of the curriculum pro g r a m m a y be d i s ­ cussed and the curric u l u m publications presented, and (2 ) small discussion groups planned by individuals with similar interests or positions. Addresses by individuals with national reputations in the field of curric u l u m might be included in the general sessions. The C u r r i c u l u m Steering Committee further recommended that the State C u r r i c u l u m C o n ­ ference be by invitation to about 50 individuals from c o l ­ leges, chairmen of the county commissioners' group and the s u p e r i n t e n d e n t s 1 group making it "essentially a working and 3 planning conference." During January and February, 1936, four curriculum conferences were sponsored by the State Department of Public Instruction and the Curric u l u m Steering Committee in ^Minutes of the Curric u l u m Steering Committee, June 6 , 1936. 2Ibid. 3Ibid. 92 cooperation with the following institutions of hi g h e r e d u ­ cation: M i c h i g a n State College, versity, Detroit; E a s t Lansing; M i c h i g a n State No r m a l College, Ypsilanti; and W e s t e r n State Teac h e r s College, mated that at these four conferences hundred teachers, Wayne U n i ­ administrators, Kalamazoo. It was e s t i ­ "more than thirteen and supervisors were p r e ­ sent to hear speeches by leading educators from M i c h i g a n and Ohio and to participate in group s e s s i o n s ."1 The progress and plans of the M i c h i g a n C u r r i c u l u m P r o g r a m w e r e prese n t e d in addresses to general sessions of each confer e n c e by Lee M. Thurston and Paul T. Rankin. The conferences were judged by the C u r r i c u l u m S t e e r ­ ing C o m m ittee to be of great value and the state teachers colleges, M i c h i g a n State College, and the U n i v e r s i t y of Michigan were asked to consider sponsoring a regional c o n ­ ference d uring the 1937-38 school year. A plea w a s made to include more c l a s s r o o m teachers in subsequent conferences and the M ich i g a n Study of the Secondary School C u r r i c u l u m was suggested as a possible topic for both the general pro2 gram and discus s i o n groups. A further attempt to facilitate communications among curriculum wor k e r s in the state resulted in the proposal to lrrM i c h igan's C u r r i c u l u m Problems Studied at C o n ­ ferences," M i c h i g a n E d u c a t i o n Journal 14 (March 1937): 319. 2 L etter from Lee M. Thurston, Deputy Super i n t e n d e n t of P ublic Instruction, to Web s t e r H. Pearce, President, Northern State Teac h e r s College, Marquette, Michigan, June 10, 1937. 93 issue a m o nt h l y curric u l u m newsletter. Deal i n g w i t h c u r r i c ­ ulum issues, :the newsletter wo u l d con t a i n articles on c u r r i c ­ ulum problems, developments, book reviews, bibliographies, items of interest o n current and reports of school practices in the state, and be sent to b e t w e e n 2,000 and 5,000 persons concerned w i t h developing curricula throug h o u t the state.'1' For budgetary and other reasons the proposed news-., letter failed to appear for several years and then had a life of only one year. During the 1943-1944 year the C u r r i c u l u m Planning Committee prepared and released six issues of a newsletter, "Curriculum Notes," each issue, consisting of two mimeographed pages. The first issue clearly states the p u r ­ pose of the newsletter by indicating that it "is being sent to superintendents and commissioners and others in positions of educational leadership in M i c h i g a n in order to present s u g ­ gestions regarding improvements in instruction that the C u r - riculum P l anning C o m m ittee believe m a y be helpful." 2 The newsletter further expressed the viewpoint: 1. 2. that the curriculum cannot remain static but m u s t be continuously re-adjusted to the changes that take place in society; that m a j o r changes are occurring n o w and will c o n ­ tinue to o c c u r after the war more rapidly than at any time previo u s l y and therefore increased attention M e m o r a n d u m from Lee M. Thurston, Deputy S u p e r i n ­ tendent of Public Instruction, to Eugene B. Elliott, S u p e r i n ­ tendent of Public Instruction, June 16, 1937. 2 Michigan, Department of Public Instruction, "Current Curriculum Development: A C o m p i l a t i o n of C u r r i c u l u m Notes," Bulletin No. 3048 (Lansing: Department of Public Instruction, 1944), p. 4. (Mimeographed.) 94 3. m u s t be g i v e n to the p r o b l e m of c o n t i n u o u s c u r r i c ­ u l u m revision; and that the m a j o r r e s p o n s i b i l i t y for c u r r i c u l u m c h a n g e in sch o o l s in o u r A m e r i c a n s o c i e t y w i t h its t r a d i ­ t ion o f local a u t o n o m y in e d u c a t i o n m u s t lie w i t h , local school boards, a d m i n i s t r a t o r s , and teachers. The C u r r i c u l u m P l a n n i n g C o m m i t t e e c o n t i n u e d b y m a k i n g two proposals to local school d i s t r i c t s . faculty c o m m i t t e e s First, reporting that in m a n y M i c h i g a n c o m m u n i t i e s h a d b e e n successful in i m p l e m e n t i n g the a b o v e v i e w p o i n t as they planned n e w d e v e l o p m e n t s in the local i n s t r u c t i o n a l p r o g r a m and s t u d i e d e x t r a - c u r r i c u l a r a n d c o m m u n i t y problems, planning c o m m i t t e e s w e r e p r o p o s e d for all schools. local A n d the C u r r i c u l u m P l a n n i n g C o m m i t t e e p l a n n e d "to e s t a b l i s h and m a i n 2 tain c o m m u n i c a t i o n w i t h local school p l a n n i n g c o m m i t t e e s ." Second, the C u r r i c u l u m P l a n n i n g C o m m i t t e e s u g g e s t e d an emphasis o n e v a l u a t i o n by p r o p o s i n g that "in k e e p i n g w i t h the p r i n ciple of local r e s p o n s i b i l i t y , each school p l a n n i n g c o m ­ mittee should e x a m i n e and e v a l u a t e the school p r o g r a m in the light of c h a n g i n g needs, consider proposals for m o d i f i c a t i o n , and aid in b r i n g i n g a b o u t those m o d i f i c a t i o n s w h i c h s e e m 3 wise." F u t u r e issues of " C u r r i c u l u m No t e s " w e r e p l a n n e d w hich w o u l d anal y z e a d e s i r a b l e emphasis in the c u r r ic u l u m . Twelve areas w e r e i d e n t i f i e d as p r e s s i n g concerns: age, c o n s e rvation, c o n s u m e r education, d e m o c r a t i c citizenship, 1Ibid. h o m e and f a m i l y life, i n t e r - c u l t u r a l relations, youth a b o u t to be employed, 2Ibid. post-war international 2Ibid. "the air needs of . 95 reconstruction, the movies, c l e a r t h i n k i n g — h o w to g e t the truth, radio and n e w s p a p e r . T h e n e x t f i v e issue s o f "C u r r i c u l um Notes" d e a l t w i t h the topics: A i r Age, C o n s u m e r E d u c a t i o n in Wartime, Home a n d F a m i l y Living, ence C o u r s e s and Work Experi­ in M i c h i g a n S c h o o l s , and E d u c a t i o n for D e m o ­ cratic C i tizenship. L o c a l school p l a n n i n g c o m m i t t e e s w e r e e n c o u r a g e d to use e a c h issue to study the area of e m p h a s i s b y d e t e r m i n i n g the r e l a t i v e im p o r t a n c e o f the area p r e s e n t e d and to d e t e r ­ mine if the local school is n o w m a k i n g a d e q u a t e p r o g r e s s in dealing w i t h the a r e a discussed. If the local c u r r i c u l u m pl a n n i n g c o m m i t t e e w a s d i s s a t i s f i e d w i t h the p r e s e n t d e g r e e of a d j u s t m e n t in the s p e c i f i c area, the local c o m m i t t e e w a s challe n g e d to d e v e l o p a p l a n to m e e t the needs o f that school. Inv o l v e m e n t and a c t i v e p a r t i c i p a t i o n o f p e r s o n n e l from the D e p a r t m e n t of P u b l i c I n s t r u c t i o n was an i m p o r t a n t e l ement in the M i c h i g a n C u r r i c u l u m Program. second y e a r of the Program, 1936-37, D u r i n g the the C u r r i c u l u m S t e e r i n g Co m m i t t e e w a s c o m p o s e d of four m e m b e r s o f the s t a f f of the D e p a r t m e n t of P u b l i c I n s t r u c t i o n and e i g h t a d d i t i o n a l M i c h i g a n educators, all a d m i n i s t r a t o r s or s u p e r v i s o r s P a u l T . R a n k i n co n t inued as chairman. representatives Elliott: D e p a r t m e n t of P u b l i c I n s t r u c t i o n included, in a d d i t i o n to S u p e r i n t e n d e n t the D e p u t y S u p e r i n t e n d e n t of P u b l i c Instruction, the Assistant Superintendent of Public Instruction, and the ^Ibid., p. 5. 96 Director of C u r r i c u l u m and Research. Deputy Superintendent Lee M. T h ur s t o n served both as secretary to the C u r r i c u l u m Steering C o m m ittee and as the staff m e m b e r w h o w a s assi g n e d the g e neral r e s p o n s i b i l i t y w i t h i n the D e p a r t m e n t of Public Instruction for g u i d i n g the ’’plans leading to the ev a l u a t i o n and i m p r o vement of the c u r r i c u l u m for M i c h i g a n public schools. The use of volun t e e r groups to as s i s t in c u r r i c u l u m development was in part n e c e s s i t a t e d by the limited number of staff members in the Divi s i o n of I n s t r uction of the State Department of Public Instruction. Du r i n g 1936-37 there w a s a total o f seven persons in that D i v i s i o n including the 2 Director of the S e c o ndary School Study. C o m m i tments of the staff to assist w i t h research projects in Mt. Pleasant, Grand Rapids, and time to devote to E a s t Lansing left o n l y a lim i t e d amount of the general cu r r i c u l u m p r o g r a m in the state. State S u p e r i n t e n d e n t E l l i o t t d e s c r i b e d the m a g n i t u d e of the p r o b l e m of p r o v i d i n g leadership in c u r r i c u l u m d e v e l o p ­ ment by an u n d e r staff ed D e p a r t m e n t of Pub l i c Instruction. ■'■Memorandum from Lee M. Thurston, D e p u t y S u p e r i n ­ tendent of Public Instruction, to Eu g e n e B. Elliott, S u p e r i n ­ tendent of Public Instruction, June 16, 1937. 2 Michigan, D e p a r t m e n t of Public Instruction, The M ichigan Pro g r a m of C u r r i c u l u m Revision: Sec o n d Report of P r o g r e s s , Bull e t i n No. 305A (Lansing: D e p a r t m e n t of Public Instruction, 1937), p. 9. 97 M o r e than 5,000 teachers in M i c h i g a n are teaching in p r i m a r y school d i s t r i c t s n o t e m p l o y i n g s u p e r i n ­ tendents or m a i n t a i n i n g a d m i n i s t r a t i v e or su p e r v i s o r y staff. The p r o b l e m of h o w b e s t to e x e r c i s e state leadership in i m p r oving instruction in these schools is not an easy one. S i g n i ficant and c o n t i n u i n g i m p r o v e m e n t w i l l not come in schools m e r e l y from the issua n c e of n e w state outlines or regulations r e g a r d i n g such m a t t e r s as grade p l a c e m e n t of a r i t h m e t i c skills, time a l l o t m e n t for reading, or c h a n g e d w o r d lists for spelling. The impro vement w i l l come as teac h e r s g r o w professionally, as they learn to u n d e r s t a n d chil d r e n better, as they unders tand c o m m u nitie s better, and as they unders t a n d better the real p u r p o s e of education.^The number of school distr i c t s also p r o v i d e d p r o b ­ lems for provi d i n g leadership services to the local school district. In 1939-40 there w e r e 745 p u b l i c school districts operating secon d a r y schools in the state, an additional 5,157 school d i s t ricts o p e r a t i n g o n l y e l e m e n t a r y schools, and 502 school d i s t r i c t s w h i c h had clo s e d their schools and paid tuition for their students to attend e l e m e n t a r y grades 2 in other districts. The c o o p e rative a p p r o a c h to solving educational problems is evi d e n t in the M i c h i g a n C u r r i c u l u m P r o g r a m throughout this decade. The o r i g i n a l a p p o i n t m e n t s to the C u r r i c u l u m Stee r i n g C o m m i t t e e included r e p r e s e n t a t i v e s of the superi ntendents of schools and co u n t y commissioners, well as r e p r e sentatives of hi g h e r education. as The P r o g r a m Michigan, D e p a r t m e n t of Pu b l i c Instruction, Nin e t y Fifth R eport of the S u p e r i n t e n d e n t of Pu b l i c Instruction; For the B i e n n i u m 1937-1939 (Lansing: D e p a r t m e n t o f Public Instruction, 1940), p. 52. 2Ibid., pp. 51-52. 98 was d e p e n d e n t o n v o l u n t e e r h e l p from its inception. Chair­ m an R a n k i n ca l l e d a t t e n t i o n to the c o o r d i n a t i o n functio n of the C u r r i c u l u m S t e e r i n g C o m m i t t e e w h e n he p r o p o s e d that the Committee c o n s i d e r the f o l l o w i n g question: W h a t provis i o n s c a n be m a d e for u n i f y i n g efforts al o n g c u r r i c u l u m lines b y v a r i o u s institutions and o r g a n i z a ­ tions in [the] s t a t e — inclu d i n g state department, h i g h e r institutions, 25 state associations, cities and c o u n ­ ties?1 C o m m i t t e e s e s t a b l i s h e d to pre p a r e p u b l i cations also illustrate the w i d e p a r t i c i p a t i o n in the program. example, For the c o m m i t t e e e s t a b l i s h e d for the p r e p a r a t i o n of M i c h i g a n T o d a y , "a c o m p r e h e n s i v e study of Michig a n ' s geo2 graphical, historical, a n d g o v e r n m e n t a l life," w a s cha i r e d 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 of Pub l i c Instruction and Director of V o c a t i o n a l Education. Committee members included seven r e p r e s e n t a t i v e s from M i c h i g a n institutions of h i g h e r education, of economics, a p r o f e s s o r of geography, a p r o f e s s o r o f forestry, fessors of sociology, a profes s o r two associate p r o ­ a d i r e c t o r of the Bu r e a u of Government, and the a s s i s t a n t d i r e c t o r of the B u r e a u of Co o p e r a t i o n w i t h Educat i o n al Institutions; two re p r e s e n t a t i v e s from the M i c h i ­ gan D e p a r t m e n t of Conservation, a rese a r c h geologist, and ^"Minutes of the C u r r i c u l u m S t e e r i n g Committee, February 1, 1936. 2 "Department B u l l e t i n Prov i d e s Source M a t e r i a l for Cu r r i c u l u m B a s e d on L i f e in M i c h i g a n Today," M i c h i g a n Ed u c ation Jou r n a l 15 (March 1938): 356. 99 the Chief of the E d u c ation Division; and the dire c t o r of the National Youth Administration. The leader s h i p of the M i c h i g a n E d u c a t i o n A s s o c i a t i o n was active in the prog r a m early in its development. The Executive Secretary of the M i c h i g a n E d u c a t i o n A s s o c i a t i o n became a me m b e r of the C u r r i c u l u m Steering C o m m i t t e e in 1936. The m e e tings of the M i c h i g a n E d u c a t i o n A s s o c i a t i o n were utilized as vehicles Program. In June, for e x p l aining the M i c h i g a n C u r r i c u l u m 1937, C h a i r m a n Rankin reported . . . that letters offe r i n g suggestions w e r e sent to 8 regional chairmen, 40 odd divi s i o n chairmen, a n d . a b o u t 400 section chair m e n from the P r o g r a m Planning C o m m i s ­ sion of the M i c h i g a n E d u c a t i o n Association, drawing at t e ntion among o t h e r things to the cu r r i c u l u m p u b l i c a ­ tions of the D e p a r t m e n t .^ The C u r r i c u l u m Steering Commi t t e e sought to e s t a b ­ lish the basis for c o o p eration among professional groups within the state and also to provide some direction for their activities. Following d e l i b erations over a m a n u s c r i p t p r o ­ duced by music educators and presented to the C o m m i t t e e for approval prior to publication, the following po l i c y s t a t e ­ ment was developed: The C u r r i c u l u m Steering Commi t t e e r e c o g nizing the importance of special p r o f e ssional groups proposes the following pol i c y statements as a basis for coo r d i n a t i o n and cooperation: I. R ecommendations to all such groups P rofessional o r g a n izations m i g h t well engage their m e m b e rships in studies of the implications for ^"Minutes of the C u r r i c u l u m Steering Committee, June 8, 1937. II. teaching in their particular fields of dev e l o p m e n t s in the f o l l owing areas: a. child na t u r e and child needs. b. c o n t e m p o r a r y social and economic trends c. superior teaching practices d. r e s e a r c h and e x p e r i m e n t a t i o n e. general e d u c ation and the unified c u r r i c u l u m P o lic i e s g o v e r n i n g the d e v e l o p m e n t of c u r r i c u l u m materials a. P r o f e s s i o n a l groups interested in reco m m e n d i n g m a t e r i a l s for inclusion in courses of study should be e n c o u r a g e d to d e v e l o p such m a t e rials in close c o o p e r a t i o n w i t h the State D e p a rtment and in a ccord a n c e w i t h the instructional po l i c y basic to the state c u r r i c u l u m program. b. For purposes of general i n t e gration it is d e s i r ­ able that the C u r r i c u l u m Stee r i n g C o m m i t t e e be i nformed of the progress of studies and that a r eq u e s t be m a d e for the assign m e n t of a r e p r e ­ s entative to advise w i t h committees re s p o n s i b l e for such studies. c. All p r o s p e c t i v e cu r r i c u l u m bulletins should be s ubmi t t e d to the C u r r i c u l u m Steering C o m m i t t e e for appr o v a l be f o r e publication. d. All c u r r i c u l u m bulletins that affect m o r e than one subject field should be revi e w e d in t e n t a ­ tive form by representatives of all special groups c o n c e r n e d .1 O ne of the ma j o r activities of the M i c h i g a n C u r r i c ­ ulum P r o g r a m was the e n c o u r a g e m e n t of d e m o n s t r a t i o n - r e s e a r c h projects. This was a c c o m plished in two ways: first, the State D e p a rt m e n t of Public Instruction assumed the s p o n s o r ­ ship or c o - s p o n s o r s h i p of rese a r c h projects and secondly, local school distr i c t s w e r e encouraged to establish rese a r c h projects of their own. T he u s e of d e m o n s t r a t i o n - r e s e a r c h projects had b e e n e stablished p r i o r to the inception of the M i c h i g a n C u r r i c ­ ulum Program. As one means of reali z i n g The Goals of ^-Michigan, Department of Public Instruction, Michigan Curriculum Program: Third Report, pp. 25-26. 101 Education adopted in June, Planning Commission, 1934, by the Michigan Educat i o n a l the State D e p a r t m e n t of Public I n s t r u c ­ tion cooperated w i t h the Education and L a w Conference^" in a series of demo n s t r a t i o n - r e s e a r c h projects. The four p r o ­ jects sponsored in Michigan w e r e direc t e d by a five-member 2 board. Mich i g a n State College, U n i v e r s i t y of Michigan, and W. K. Kellogg Foundation each provided a half-time posi t i o n to the projects. Educational consultants from o t h e r states were provided throughout the d e m o n s t r a t i o n - r e s e a r c h projects. Funds for the projects were provided by the Rac k h a m F o u n d a ­ tion and the General Educa t i o n Board. The M i c h i g a n projects w e r e devel o p e d out of . . . the feeling that educational practice tends to lag b ehind the knowledge already acquired by leading educators, the first interest is in demonstration rather than research. The hope is to have, at v a r ­ ious points throughout the state, centers (or "spear­ heads") in which faculty groups will appraise prese n t p ractice in a particular educational unit and will, in terms of our best knowledge of w h a t education should be in that unit, evolve such changes as are necessar y Sponsored by U.S. Senators Royal S. Copeland, Arthur H. V a n d e n b u r g , and Louis Murphy in cooperation with the A m e r i c a n Council on Education, the Education and Law Conference was established o r i g inally to prevent crime and delinquency. 2 Paul F. Voel k e r and others, "A Program of D e m o n ­ stration and Research," Educational Record 16 (April 1935): 209-210. The board was composed of Dr. Kenneth L. Heaton, director of the Bureau of C u r r i c u l u m and Guidance, Depar t m e n t of Public Instruction; Dr. E. L. Austin, head of the D e p a r t ­ ment of Education, Mich i g a n State College; Dr. W i l l a r d C. Olson, Director of Research in Child Development, Univer s i t y of Michigan; Dr. C. E. Spain, Executive Vice-President, Wayne University; and Dr. Roy F. Street, Director of Men t a l Hygiene, A n n J. Kellogg School, Battle Creek, Michigan. 102 to make it an effective demonstration. . . . W h e n present knowledge m u s t be supplemented by the findings of n e w research, such will be sponsored or an effort be m a de to find someone who will sponsor it.*A t the Burton School in Grand Rapids a project was initiated for developing a schedule of beha v i o r records for use in both the elementary and secondary school. Central State Teachers College, Mt. Pleasant was the location of a project to evaluate the present undergraduate teacher p r e p ­ aration and to construct a new program of instruction based on current knowledge and needs. Palmer School, Wayne University, Merri l l - and the Detroit Public Schools jointly spon­ sored another project in the preparation of teachers. "research aspects of the state-wide program" of a project at the University of Michigan. 2 The were the foci The personnel of the State Department of Public Instruction were m o s t active and heavily involved in the Grand Rapids and Mt. Pleasant projects. Thus w h e n the Michigan Study of the Secondary School Curriculum was proposed by the Curriculum Steering Committee the concept of demonstration research had already been accepted by the State Department of Public Instruction. total of five research projects, A including the M i c h i g a n Study of the Secondary School Curriculum, can be identified as being initiated during this decade of the Michi g a n Curri c u l u m 1Ibid., p. 211. 2Ibid., p. 212. 103 Program. All of the projects rece i v e d funds from outsi d e sources. Mee t i n g w i t h the C u r r i c u l u m Plann i n g C o m m i t t e e in September, 1944, D e p u t y S u p e r i n t e n d e n t Thurs t o n "called attention to the emerging plan for c o o r d i n a t i n g social, economic, and recreational services in e x p e r imental c o m m u n i ­ ties as a means of d i s c o v e r i n g h o w schools and other agencies can cooperate to dev e l o p a better type of c o m m unity l i f e . " ’*' He conceived the C u r r i c u l u m Steering C o m m i t t e e "to be a 2 general p olicy-making group" in this emer g i n g development. The M i c h i g a n Pu b l i c Educa t i o n Study Commission, appointed by Governor M u r r y D. V a n W a g o n e r and conti n u e d by Governor Harry F. Kelly, reaffirmed T h e Goals o f Educa t i o n 3 in M i c h i g a n in its report in 1944. In part three of the Report, "The Recommendations," the following statement is made as a preface to the recommendations in the area of instruction: "Elementary and secondary instruction m u s t be considered as a continuous and u n b r o k e n process e x t e ndin g from pre-primary years through the fourteenth y e a r of secondary 4 education. . . ." "^Michigan, D e p a r t m e n t of Public Instruction, An n u a l Report of the Cu r r i c u l u m Planning Committee: 1944-45 (Lansing: Department of Public Instruction, 1945), p. 7. 2Ibid. 3M i c h i g a n Public Educa t i o n Study Commission, The Improvement of Public Education in M i c h i g a n (Lansing: Michigan Public Educa t i o n Study Commission, 1944) . 4Ibid., p. 267. 104 The first of seven r e c o m m e n d a t i o n s in the area of instruction suggests l e g i s lative action b y adop t i n g specific goals of education: . . . In o r d e r to pres e r v e and improve o u r d e m o c r a t i c civilization, and to pro v i d e e d u c a t i o n a l advantage s for all, in a c c o r d a n c e w i t h the f u n d a mental A m e r i c a n p r i n c iple of equa l i t y of opportunity, the following nine goals at the a p p r o p r i a t e levels of the public school s y s t em— elementary, secondary, and a d v a n c e d — should be m a d e an integral p a r t of M i c h i g a n school legislation: 1. 2. 3. 4. 5. 6. 7. 8. 9. To culti v a t e a d e e p re g a r d for d e m o c r a c y and an i n t e l ligent a p p r e c i a t i o n of d e m o c r a t i c i n s t i t u ­ tions . To d e v e l o p those q u a l i t i e s of c h a r a c t e r w h i c h are o f special s i g n ificance in a democracy. To d e v e l o p the w i l l i n g n e s s and the abil i t y to c o o p ­ erate e f f e c t i v e l y in a d e m o c r a t i c society. To dev e l o p the abi l i t y to use the m o s t effecti v e and reli a b l e m e t h o d s in searc h i n g for truth as a basis for the d i s c o v e r y and solu t i o n of problems. To d e v e l o p the e f f e ctive use of the fundamental k n o w ledge and skills r e q u i r e d b y all. To insure an abu n d a n t social a n d individual life in a ccord a n c e w i t h each i n d i v idual's capa c i t y and ambition. To prov i d e training in the s p e c i a l i z e d and p r o f e s ­ sional services w h i c h are requi s i t e for society. To p r o v i d e for the e n r i c h m e n t of a d u l t life. To plan for the co n t i n u o u s appra i s a l and r e a d j u s t ­ m e n t of the e d u c a t i o n a l p r o g r a m to fit changin g c o n d i t i o n s .* Thus the goal state m e n t w h i c h w a s the b a s i s for the ge n e s i s of the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m was rea f f i r m e d at the end of the decade. Ibid., pp. 267-268. Th e s e nine goals are ide n t i ­ cal to The Goals o f E d u c a t i o n in M i c h i g a n ado p t e d by the Michigan E d u c a t i o n a l P l a n n i n g C o m m i s s i o n in 1934; the 1944 Commission fails to c r e d i t or cite the o r i g i n a l source of the Goals either in its report o r recommendations. 105 An a l y s i s and Summary In the first cha p t e r six quest i o n s w e r e p r o p o s e d which r elate to the o r g a n i z a t i o n and o p e r a t i o n o f the M i c h ­ igan C o o p e r a t i v e C u r r i c u l u m Program. T h e s e quest i o n s wi l l provide the basis for revie w i n g each time pe r i o d of this study. Topically, philosophy, these quest i o n s deal w i t h the u n d e r l y i n g activities, participants, structure and organization, communications, . and purposes of the M i c h i g a n Cooperative C u r r i c u l u m Program. U nderlying P h i l o s o p h y The P r o g r a m supported the concept of local control. The l e a d e r ship role of the State D e p a r t m e n t o f Public Instruction in the area of c u r r i c u l u m d e v e l o p m e n t emerged as n o n c o n t r o l l i n g and nondirecting. D e p a r t m e n t leadersh i p encouraged and assi s t e d local school districts to study their own needs and plan a p p r o priate programs. E d u c a t i o n was vi e w e d as a ma j o r social process w i t h the teacher m a k i n g m a j o r d e c i s i o n s about learning. Activities The m a j o r p u b l i cations of the M i c h i g a n C u r r i c u l u m Program w e r e w r i t t e n by P r o g r a m p a r t icipants and reflect e d the p olicy of local control. in nature, Rather than being directiv e the p u b l i c a t i o n s sought to stimulate local s o l u ­ tions to c u r r i c u l u m p r o b l e m s . 106 D e m o n s t r a t i o n - r e s e a r c h proje c t s be c a m e a part of the M i c h i g a n C u r r i c u l u m P r o g r a m and p r o v i d e d an o p p o r t u n i t y for d irect c o o p e r a t i o n b e t w e e n the State D e p a r t m e n t of E d u ­ cation and local school districts. C o n s i s t e n t w i t h its b e l i e f in r e s e a r c h as one facet of curric u lum development, the C u r r i c u l u m Steering Commi t t e e evaluated the o p e r a t i o n of the M i c h i g a n C u r r i c u l u m Pro g r a m to ascertain its acceptance and impact a t the local level. Participants The P r o g r a m e n c o u r a g e d w i d e p a r t i c i p a t i o n by i n d i v i d ­ uals from across the state. M e m b e r s of commit t e e s repres e n t e d institutions of higher education, districts, state agencies, lay individuals. county and local school p r o f e ssional educa t i o n groups, and The P r o g r a m b e g a n o n l y w i t h profession a l educators but soon became a m o r e r e p r e s e n t a t i v e group as the scope of the Pro g r a m expanded. P a r t i c i p a n t s w e r e appoin t e d to the committees of the M i c h i g a n C u r r i c u l u m P r o g r a m by the State S u p e r intendent of Public Instruction. i C o m munication V a rious techniques of c o m m u n i c a t i o n w e r e employed during this decade. The bulle t i n s of the State D e p a rtme n t of P ublic Instruction w e r e a m a j o r source of information about the Program. A r t i c l e s appea r e d in pro f e s s i o n a l j o u r ­ nals w h i c h further d i s c u s s e d the P r o g r a m and annual reports ' recorded the a c c o m plishments of the Program. 107 The P r o g r a m p r o m o t e d and sponsored b o t h regional a n d state-wide conferences dealing w i t h specific concerns o f the Michiga.n C u r r i c u l u m Program. C o l l e g e s throughout the state were encouraged to dev e l o p courses to h e l p teachers deal more effect ively w i t h the concept of local c u r r i c u l u m d e v e l ­ opment. The participants themselves served as an important communication link w i t h o t h e r institutions and local school districts. The C u r r i c u l u m C o n s u l t a n t G r o u p w a s a m a j o r attempt to d e v e l o p this informal c o m m u n i c a t i o n s system. Structure and O r g a n i z a t i o n The Pro g r a m began as a single committee charged w i t h a specific task. As the scope of the Pro g r a m expanded so did the committee structure a s s o c i a t e d w i t h the activities of the program. By the end of the decade an identifiable structure of committees had developed. Committees were created by the State S u p e r intendent of Public Instruction in response to changing conditions and n e e d s . Mem b e r s of the staff of the Depart m e n t of Public Instruction served as secretaries to the committees and the chairmen were appoi n t e d by the State S u p e r intendent from among the other participants. As the Pro g r a m expan d e d the C u r r i c u l u m Steering C o m ­ mittee took on a new role of c o o r d ination and served as the planning group for the entire Program. 108 Purposes The o r i g i n a l p u r p o s e w a s to p r o d u c e a state c o u r s e of study for the rural sch o o l s of the state. The Program soon b e c a m e a m u l t i - f a c e t e d a c t i v i t y i n v o l v i n g m a n y people. Thus the scope of the p r o g r a m was e x p a n d e d to inc l u d e the entire s c h ool c u r r i c u l u m a n d all the a c t i v i t i e s of the State D e p a r t m e n t of P u b l i c I n s t r u c t i o n u n d e r t a k e n to i m p r o v e the i n s t r u c t i o n a l p r o g r a m s in the schools of the state. M e m b e r s h i p on the c o m m i t t e e s p r o v i d e d an i n s e r v i c e e d u c ation for the p a r t i c i p a n t s as the c o m m i t t e e s sought ways to d i s c h a r g e their r e s p o n s i b i l i t i e s . T he P r o g r a m e n c o u r a g e d lay p a r t i c i p a t i o n in the s t u d y of e d u c a t i o n a l p r o b l e m s at b o t h the local and state levels. T h e M i c h i g a n C u r r i c u l u m Program, ulum S t e e r i n g Committee, a d v i s e d the St a t e S u p e r i n t e n d e n t of Public I n s t r u c t i o n a b o u t p o l i c i e s new a r e a s of concern, of the Program, t h r o u g h the C u r r i c ­ topics in c u r r i c u l u m d e v e l o p m e n t , for f u r t h e r study, organization and w a y s to s t i m u l a t e c o o p e r a t i v e e f f o r t s in c u r r i c u l u m p l a n n i n g a c r o s s the s t a t e . The first d e c a d e of the M i c h i g a n C u r r i c u l u m P r o g r a m was a p e r i o d of d e v e l o p m e n t and g r o w t h for this s t a t e - w i d e p r ogram of c u r r i c u l u m i m p r o v e m e n t . V i a b i l i t y of the P r o g r a m is d e m o n s t r a t e d by its a b i l i t y to r e s p o n d to the e d u c a t i o n a l needs of a state r e c o v e r i n g f r o m the d e p r e s s i o n y e a r s and then r e s p o n d i n g to the d e m a n d s of a nation at w a r . CHAPTER V MICHIGAN COOPERATIVE CURRICULUM PROGRAM CONTINUED GROWTH (SECOND DECADE: 1 9 4 5 - 4 6 — 1954-55) Overview T he second d e c a d e of the M i c h i g a n C o o p e r a t i v e C u r r i c ­ ulum P r o g r a m b e g a n as the state and c o u n t r y e n t e r e d the p o s t ­ war e r a . purposes. It was a time -of r e e x a m i n a t i o n of p r i o r i t i e s a n d T h e G o a l s of E d u c a t i o n w h i c h p r o v i d e d a basis for the f i r s t d e c a d e of the P r o g r a m h a d b e e n r e a f f i r m e d as a p p r o p ­ riate for guid i n g d e c i s i o n m a k i n g as e d u c a t i o n a l p r o b l e m s were s t u d i e d in the p o s t w a r period. Organizational Structure The o r g a n i z a t i o n a l struc t u r e w h i c h h a d e v o l v e d at the end of the first d e c a d e b a s i c a l l y c o n t i n u e d t h r o u g h o u t the second d e cade of the Program. It w a s not, however, allowed to r e m a i n u n r e s p o n s i v e to n e w c o n d i t i o n s and challenges . The C u r r i c u l u m P l a n n i n g C o m m i t t e e r e m a i n e d the cen t r a l c o o r ­ di n a t i n g g r o u p w i t h a set of s u b c o m m i t t e e s w i t h spec i f i c functions and charges. C o m m i t t e e struc t u r e r e m a i n e d fl u i d d u r i n g this decade. C o m m i t t e e s w e r e formed to m e e t e m e r g i n g conc e r n s and to m a k e the P r o g r a m m o r e efficient. For example, number of m a j o r c h a n g e s w e r e m a d e in c o m m i t t e e 109 a 110 structure for 1947-48: (1) the C o m m i t t e e on N u t r i t i o n and the Schools was comb i n e d w i t h the Health Committee; Subcommittee on Home and F a m i l y Living, m ittee to the Homema k i n g Division, (2) the and A d v i s o r y C o m ­ and the Special C o m m i t ­ tee on the Project in Home and Fa m i l y Life E d u c a t i o n wer e combined to create the C o m m i t t e e o n Home and Fa m i l y Life Education; (3) a Commi t t e e on School Libraries w a s appointed; (4) a C o m m i t t e e on Industrial A r t s E d u c a t i o n w a s appointed; and (5) the State A d v i s o r y C o m m i t t e e on Special E d u c a t i o n requested to be included in the commi t t e e structure of the Michigan C u r r i c u l u m P r o g r a m .1 The Curriculum Planning Committee made further suggestions for changes structure in June, 1948. in c o m m i t t e e The C o m m i t t e e r e c o m m e n d e d that the request of "the A v i a t i o n Commi t t e e that their c o m m i t t e e be d i scontinued for next year be accepted." 2 The C u r r x c u l u m P lanning C ommittee further r e c o m mended that the C o m m i t t e e on E d u c a t i on for C i t i z e n s h i p and the Committee on Intercultural U n d e r s t a n d i n g be combined; that the C o n s e r v a t i o n Educa t i o n Committee and the C o m m i t t e e on Cam p i n g and O u t d o o r E d u c a t i o n be combined; and that ha v i n g compl e t e d its a s s i g n ­ ment the C reative Educa t i o n C o m m ittee be d i s c h a r g e d and the M inutes of the C u r r i c u l u m Plan n i n g Committee, S eptember 16, 1947. 2 Minutes of the Curriculum Planning Committee, June 16, 1948. Ill functions of the C r e a t i v e E d u c a t i o n C o m m i t t e e be assume d by the C o mmit t e e s o n E l e m e n t a r y and S e c o n d a r y E d u c a t i o n .1 The number of committees a p p o i n t e d to be part o f the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m e a c h y e a r m o r e than d o u b l e d du r i n g this decade. In 1945-46 a total of 11 committees w e r e appoi n t e d and by 1954-55 the num b e r had grown to 23 committees (see T a b l e 3). Table 3.— Nu m b e r of committees appointed. 1945 -46 1946 -47 1947 -48 1948 -49 1949 -50 1950 -51 1951 -52 1952 -53 1953 -54 1954 -55 11 14 20 17 19 20 20 20 20 23 Total Carmittees T he total number of participants in the P r o g r a m also i n c r eased du r i n g this de c a d e as the number of c o m m i t ­ tees in the Pro g r a m increased. A n n u a l a p p o i n t m e n t s to the various c o mmit t e e s ne a r l y dou b l e d d u r i n g this decade. In 1945-46 there w e r e 225 c o m m ittee m e m b e r s and by 1954-55 the n u m b e r had grown to 442 c o m m i t t e e m e m b e r s (see Table 4). T he State S u p e r i n t e n d e n t of P u b l i c Instruction a p p o i n t e d a committee of staff m e m b e r s at the end of the 1949-50 to make re c o m m e n d a t i o n s about the M i c h i g a n C u r r i c u l u m 1Ibid. 112 Table 4 . — A p p o i ntments to c o m m i t t e e s . Total Participants Program. 1945 -46 1946 -47 1947 -48 1948 -49 1949 -50 1950 -51 1951 -52 1952 -53 1953 -54 1954 -55 225 205 308 248 295 332 364 360 365 442 The following general r e c o m mendations were proposed: 1. 2. 3. 4. 5. 6. 7. No staff me m b e r should be secre t a r y of m o r e than one c u r r iculum committee. F o llowing the vote of the s t a f f , the vocati o n a l c o m ­ mi ttees dealing primarily w i t h instruction w i l l be c o nsid e r e d curric u l u m c o m m i t t e e s . We will ask the three education heads in institutions of graduate status to loan us a person for the c u r r i c ­ ulum pro g r a m and we will rotate r e p r e s e n t a t i o n for the Lower Peninsula colleges of education. Northern will have representation on the UPCPC. The proposed structure is recognized to be a c o m ­ promise and the appointment letters to committee m e mbers for next year should m e n t i o n the fact that there will be a m o r e thorough r e s t r u c t u r i n g w i t h the implication that any c o m m i t t e e 'm i g h t be dis c o n t i n u e d at the end of the year. The regional work is to be given high p r i o r i t y b y all staff members next year. The Curric u l u m Planning Commi t t e e should concern itself primarily w i t h disco v e r y of educational needs involving the curriculum, the laying out of plans for mee t i n g those needs and advising the S u p e r i n ­ tendent of Public Instruction upon m a t t e r s d e a l i n g w i t h those problems. All committees o p e r a t e in a peer relationship and are advi s o r y to the S u p e r i n ­ tendent of Public Instruction. The secretaries of the committees should be call e d together by the secretary of the C u r r i c u l u m P l a n n i n g ^ C o mmi t t e e whenever problems of mu t u a l interest arise. Records of the Depart m e n t of Public Instruction, M e m o r a n d u m from Bob Koopman to Lee Thurston, June 29, 1950, Record Group 65-23, M i c h i g a n Historical Commission Archives, Lansing, Michigan. 113 The Staff Committ ee also made a number of r e c o m m e n ­ dations about committee structure and c o m p o s i t i o n for the 1950-51 year. The m e m o r a n d u m clea r l y points out a p r o b l e m w i t h committees functioning in the D e p a r t m e n t of Public I n s t r u c ­ tion. W h i l e 19 committees w e r e part o f the M i c h i g a n C u r r i c ­ ulum P r o g r a m during 1949-50, there were an additional 11 committees functioning w i t h i n the Department. The propo s e d structure brings all committees under the M i c h i g a n C u r r i c u l u m Program e xcept the Committee o n College A g r e e m e n t and the Advisory C ommi t t e e o n Teac h e r E d u c a t i o n and Certification. Also p r o p o sed were a number of consolidations so that the total n umber of committees for 1950-51 only rea c h e d 20, which m a d e this a year of m a j o r change in the committee structure. Recommendations relating to commi t t e e s t r u c ­ ture w h i c h were implemented for the 1950-51 years included: combining the Elementary, Secondary, and A d u l t Education Committees into a single Commi t t e e on the Instructional P r o ­ gram of the Commu n i t y School; combining the Commi t t e e on Audio-Visual Education and the School Library Commi t t e e into a single committee; combining the Commi t t e e on School Lu n c h and the C o mmi t t e e on Health Education; and the Community School Service P r o g r a m Commi t t e e was considered a c u r r i c u l u m committee. The vocational education committees bec a m e p a r t of the M i c h i g a n C u r r i c u l u m Program: Industrial Education; Committee on Trade and Committee on Agri c u l t u r a l Education; 114 and C o m m ittee on Business Education. A n d finally a Commit- tee on P r actical N u r s e E d u c a t i o n was added. A ll participants w e r e specifically given one- y e a r assignments on committees in 1950-51 in a n t i c ipation of further additional changes in committee structure. In p r e ­ paring the me m b e r s h i p for the 1950-51 M i c h i g a n C u r r i c u l u m Program, secretaries of the committees w e r e g i v e n the f o l ­ lowing instructions: The secretaries, after c o n s ultation w i t h staff membe r s responsible for the fields in wh i c h the committees work, should at once recommend, by memo to Mr. Koopman, three lists of people, namely, committee memb e r s to be retained, d r opped and added. Mr. Koopman will check these for overlapping and notify the secretaries in case there is any overlapping and w o r k out some agreement between s e c ­ retaries. In selecting membership, rotation, g e o g r a p h ­ ical representation, teacher representation, r e p r e s e n ­ tation of superintendents, representation of s p e c i a l ­ ists, representation of teacher education, and above ^ all, special ability to contribute w i l l be considered. State Superintendent Taylor m e t w i t h the C u r r i c u l u m Planning Committee and the secretaries of all c u r r i c u l u m committees in July, 1953, in a m e e t i n g "called in order to give continuity to the wo rk of the Mich i g a n Cu r r i c u l u m Program."^ A m o n g the items discussed by State Superinte n d e n t Taylor was the proposal for the "development and pub l i c a t i o n 1 Ibid. 2 Records of the D epart m e n t of Public Instruction, Me m o r a n d u m from Bob Koopman to Leon Waskin, Secretary, C o m ­ mittee on Educa t i o n for Citizenship, July 5, 1950, Record Group 65-23, M i c h i g a n Historical Commission Archives, Lansing, Michigan. 3 Minutes of the Curriculum Planning Committee, July 22-23, 1953. 115 of a statement clarifying the objectives of the c u r r i c u l u m program. . . . Subsequent discus s i o n confi r m e d that neither educators nor laymen clearly unders t o o d the o b j e c ­ tives of the M i c h i g a n C u r r i c u l u m Program. The following July a proposed brochure was reviewed b y the C u r r i c u l u m Planning Committee. State S u p e r intendent T a y l o r indicated that "he was encouraged and challenged b y the manuscript." 2 P ublished as Better Educa t i o n for Mich i g a n C h i l d r e n 3 and Y o u t h , this brochure was sent to all superintendent s of schools in the state. In his introductory letter titled "To Citizens of Michigan," State Superintendent Taylor stated: Only a cooperative effort involving citizens, local school systems, institutions of higher education, and state authorities can serve to keep educa t i o n up to date. The Michigan C u r r i c u l u m P r o g r a m was cre a t e d b y the Department of Public Instruction for this purpose. It is hoped that this brochure will provide a clear statement of the purposes of education and the w a y in which those interested in improving instruction m a y cooperate to m a i n t a i n high-grade instruction and a d e ­ quate program services in Michi g a n schools.^ The brochure continued with an e x p l a nation of h o w the M i c h i ­ gan C u r r i c u l u m Program contributed to achieving the aims of ^Ibid. 2 Minutes of the Curric u l u m Planning Committee, July 27, 1954. ^Michigan, Department of Public Instruction, Better Education for Michigan Children and Youth (Lansing: Department of Public Instruction, [1954]). ^Ibid., p. 1. I 116 education in Michigan. Also stressed w a s the w a y the State Department of Public Instruction staff w o r k e d through and with these committees m a d e up of teachers, administrators, and laymen to further the following objectives: 1. 2. 3. 4. 5. 6. To help formulate and implement an educational program to m e e t the requirements of a d e m o c r a t i c society. To aid teachers in continuous p r o f e ssional growth. To assist in the c o o r dination of the m a n y state agencies engaged in the education of teachers. To conduct research in areas of special need. To evaluate new practices and assist in the spread of good practices from one school system to another. To stimulate leadership through conferences, w o r k ­ shops, speeches, committees, and p u b l i c a t i o n s .1 Prior to the p u b l i cation of this statement, the Curriculum Planning Committee had appointed a draf t i n g c o m ­ mittee to prepare a statement of philosophy and a statement of needs which could be presented to the A d v i s o r y C o m m i t t e e 2 on Teacher Education and Certification. In April, 1950, a preliminary report was developed wh i c h identified the o b j e c ­ tives and role of the C u r r i c u l u m Planning Committee, the methods' to be employed in achieving the goals of the program, and reiterated the shortage of teachers and suggested the establishment of a five-year experimental pro g r a m in teacher education. Cooperative efforts continued in the area of teacher education. This report was again d i s c u s s e d and ^Ibid., pp. 3-4. 2 Minutes of the C u r r i c u l u m Planning Committee, February 2, 1950. 3 Minutes of the Curriculum Planning Committee, April 5, 1950. 117 revised by the C u r r i c u l u m Plan n i n g C o m m i t t e e in June, with the statement o n teacher e d u c ation being omitted. 1952, The report gives the following statement as the object i v e s of the C u r r i c u l u m Plan n i n g Committee: The M i c h i g a n C u r r i c u l u m Plan n i n g Committee, r e p r e s e n ­ tative in its personnel of m o s t of the public e d u c a ­ tional interests of the state, is r e s p onsible for s timul ating c u r r i c u l u m d e v e l opment at b o t h state and local levels, and is advi s o r y to the S u p e r intendent of Public I n s t r uction in this and related capacities. It p a r t i c ularly has advisory r e s p o n s i b i l i t y for: A. C o o p erative p l a n n i n g for c u r r i c u l u m e x p e r i m e n ­ tation on the state level. B. The initiation of c u r r i c u l u m study change. C. The execu t i o n of c u r r i c u l u m d e v e l o p m e n t with respect to: 1. A s s i s t a n c e for the State D e p a r t m e n t of Public Instruction 2. A s s i s t a n c e for teacher educa t i n g institutions D. A s s i s t a n c e in solving of prob l e m s w i t h respe c t to experimental p r o g r a m s . E. Stimulating evaluation 1. By the local school 2. By the state on a c o n s u l t a t i v e basis F. The collection and d i s s e m i n a t i o n of information regarding unique curricular p r o g r a m s .^ Suggested met h o d s to be employed by the C u r r i c u l u m Planning C ommi t t e e in implementing these o b j e ctives w e r e also included in the r e p o r t : A. The C u r r i c u l u m Plan n i n g Committee and the State D e p a r t m e n t of Public Instruction should cooperat e toward the attainment of the above ends by: 1. Promoting a basic ph i l o s o p h y of educa t i o n w h i c h accepts democ r a c y as the w a y of life and i n t e r ­ pre t i n g this philos o p h y in terms of the school curriculum. This will be achieved by: a. C o o p e rative plan n i n g and execution w i t h school administrators, faculties, students and c o m ­ munities M i n u t e s of the Curriculum Planning Committee, June 16, 1952. 118 b. B. C. D. M e e t i n g the b a s i c inter e s t s and needs of c hildren through functional exp e r i e n c e s 2. Utili z i n g c o o p e rative p r o c esses and the f i n d ­ ings of rese a r c h in c h i l d g r o w t h and development. T o accomp l i s h these ends the C u r r i c u l u m P l a n n i n g C o m m i t t e e should promote: 1. An increase in the staff of the State D e p a r t m e n t of Public I n s t r uction to w o r k o n c u r r i c u l u m de v e l o p m e n t and i n s t r uctional problems on a long-time basis w i t h schools in d e v e l o p i n g d e s i r ­ able changes as indicated above. The D e p a r t m e n t p ersonnel should be r e s p o n s i b l e for st i m u l a t i n g and hel p i n g to initiate and orga n i z e progr a m s at the local level. 2. M o n e y avail a b l e for p u b l i c a t i o n of bulletins, filmstrips, etc. 3. A n increase in the staffs of colleges to wor k w i t h public schools o n c o n t i n u i n g bases, to be used on the advice of D e p a r t m e n t consultants. The activities of such coll e g e personnel should be an expres s i o n of the service c o n c e p t d e s i g n e d for c u r r i c u l u m i m p r o vement and the solution of instructional problems and should n o t result in any increase of the o l d type extension classes. 4. The d i s s e m i n a t i o n of information c o n c e r n i n g the m e m b e r s h i p and function of the C u r r i c u l u m P l a n ­ ning Commi t t e e and its a v a i l a b i l i t y to act o n a consultative basis u p o n request. A n increase in the d i s s e m i n a t i o n of information regarding research findings and exp e r i m e n t a l pr o j e c t s c arried on in the state or elsewhere, p a r t i c u l a r l y w i t h respect to c u r r i c u l u m and instructional p r o ­ cesses . As a means of bringing about c u r r i c u l u m change the in-service education of teachers should represe n t the combined efforts of the State D e p a r t m e n t of P ublic Instruction and the several colleges o p e r a t i n g in the teacher e d u c ation field. In mee t i n g w i t h the C u r r i c u l u m Planning Committ e e at the time the above state m e n t was revised, State S u p e r i n ­ tendent T hur s t o n indicated that he felt the C u r r i c u l u m P l a n ­ ning C o m m i t t e e "should be advisory to the S u p e r i n t e n d e n t of Public Instruction and should feel free to take any d i r e c t i o n 1Ibid. i 119 that they felt would accomplish over-all curriculum improve­ ment."^ He also believed that the Curriculum Planning C o m ­ mittee should be a "smaller committee with a more devoted i n t e r e s t .1,2 Recommendations regarding the role of the Curriculum Planning Committee were made on several occasions during this decade. In a discussion of the function of the C u r r i c ­ ulum Planning Committee and the various curriculum committees, Earl Kelley "stated that he felt the Curriculum Planning Committee should be the m a i n effort of the Department of Public Instruction in stimulating local curriculum improve3 ment in the state." He urged that the Curriculum Planning Committee "make use of all the devices it can think of to stimulate people to work toward the improvement of curriculum 4 and in reporting to the Superintendent." Further discussion suggested that committee members should not view their job as a clearing house but "they should see themselves as creative, adventuresome people who do not care where they work, who will help other committees whenever they can, and who will involve just as many people in the State of Michigan 5 as they possibly can." . . . 1 Ibid. 2I b i d . 3 Minutes of the C urriculum Planning Committee, June 16, 1952. 4Ibid. 5Ibid. 120 F r o m a d i s c u s s i o n group at a m e e t i n g of the C u r r i c ­ ulum P l a n n i n g Commi t t e e and C h a i r m e n and Secretaries came three s u ggestions for complete autonomy: The C u r r i c u l u m P lan n i n g C o m m i t t e e is an a r r a n g e ­ m e n t w h e r e b y there is no d i c t a t i o n from above. The C u r r i c u l u m P lan n i n g C o m m i t t e e is free to do all it can and should do all it can to promote c u r r i c ­ ul u m i m p r o v e m e n t in Michigan. The C u r r i c u l u m P lan n i n g Commi t t e e has complete f r e e d o m — it can do as it deems w i s e . 3No s t a t ement issued b y the C u r r i c u l u m Plann i n g Commi t t e e or the State D e p a r t m e n t of Public I n s t r uction has ever granted this freedom to any c o m m ittee of the M i c h i g a n C u r r i c u l u m Program. During one year of this decade a diffe r e n t meth o d of selecting mem b e r s of the C u r r i c u l u m P l a n n i n g Committee was tried. For the 1949-50 year the m e m b e r s h i p of the C u r ­ riculum Planning C o m m i t t e e w a s c o n s t ituted by giving dual assignments to the chai r m e n of the various curric u l u m c o m ­ mittees. C o m m i t t e e chai r m e n also served as mem b e r s of the C u r r i c u l u m Plann i n g Committee. W h i l e this increased reports of commi t tee activities to the C u r r i c u l u m Planning Committee, it did create an attendance problem beca u s e of the amount of time d e v o t e d to commi t t e e meetings. As an alternative to a direct tie-in w i t h the C u r r i c u l u m Planning Committee, it was p r o p o s e d that semi-annual meetings w i t h all committee c h a i r m e n ^"Minutes of the Curriculum Planning Committee, October 26-27, 1952. 121 and secretaries to effect the neces s a r y liaison. It was noted that the C u r r i c u l u m Planning C o m m i t t e e . . . should be m u c h m o r e of a force in M i c h i g a n e d u ­ cation than it is and suggested that this m i g h t be done by asking the three graduate deans, the four state teachers colleges on a rotation basis, and possibly the s u p e r intendent of the Det r o i t schools to free a staff person from a p a r t of his w o r k load to become a m e m b e r of the CPC and to work on the M i c h i g a n C u r r i c ­ u l u m Program. The assignment of committee chairmen to the C u r r i c u l u m Planning C ommi t t e e was dis c o n t i n u e d after 1949-50 and was not a t t e mpted again during this decade of the M i c h i g a n Cooperative C u r r i c u l u m Program. During this decade the m e m b e r s h i p of the C u r r i c u l u m Planning C ommittee ranged from 12 members to 20 members. The m a x i m u m me m b e r s h i p came during 1949-50 when committee ' chairmen composed the Committee (see Table 5). Table 5.— C u r r i c u l u m Planning Committee membership. Total Membership 1945 -46 1946 -47 1947 -48 1948 -49 1949 -50 1950 -51 1951 -52 1952 -53 1953 -54 1954 -55 16 16 13 12 20 16 17 15 12 14 Evaluation of the M i c h i g a n C u r r i c u l u m Prog r a m c o n ­ tinued to be a concern throug h o u t this decade. One of the ^"Minutes of the Curriculum Planning Committee, May 4, 1950. 122 new techniques introduced during the period was a two-day conference of committee chairmen and secretaries and the Curriculum Planning Committee with the theme "How effective is the M i c hi g a n C u r r i c u l u m P r o g r a m and what should be done to improve it?"'*' as the focus for evaluation. Three subthemes were identified for further deliberation: a. b. c. Is this an effective ma n n e r for the State S u p e r i n ­ tendent to discharge his respo n s i b i l i t y of i n s t r u c ­ tional leadership in the state? To what extent does the existence of this prog r a m improve the quality of teaching in the classroom? Is our citizenship emphasis appropriate and e f f e c ­ tive? 2 From this evaluation mee t i n g 12 recommendations for strengthening the M i c h i g a n Curric u l u m Prog r a m w e r e developed for submission to the State Superintendent of Public I n s t r u c ­ tion. These recommendations called for greater coordina t i o n among the Mich i g a n Commis s i o n on Educational Policy, Curriculum Planning Committee, the the Advisory Committee on Teacher E d ucation and Certification, .and the Committee on the Secondary School-College Agreement; for public education; increased lay support a reexamination of the instructional policy with a supplemental statement added describing the Mi c higan C urric u l u m Program; an increase in consultant s e r ­ vices from the State Department of Public Instruction; and increased participation from all regions of the state in the 3 Michigan C u r r i c u l u m Program. ^Minutes of the Curric u l u m Planning Committee, May 16-17, 1951. 2I b i d . 3I b i d . 123 The next meeting of the C u r r i c u l u m Planning C o m m i t ­ tee and chairmen and secretaries of committees was a two-day conference in October, 1952, w i t h the following theme: "The Strategy of the Mich i g a n C u r r i c u l u m P r o g r a m for 1952-53." The conference w a s organized around the following topics: 1. 2. 3. 4. F ollow-up of spring and fall e v a l uation and plan n i n g meetings The citizenship education accent Our ma j o r activities Recording major activities as planned by each c u r ­ riculum committee in order that all committees w i l l get the general picture of activities. . . .^ In July, 1953, the C u r r i c u l u m Planning Commi t t e e held a two-day mee t i n g w i t h the secretaries of c u r r iculum c o m m i t ­ tees in an attempt to "give gre a t e r contin u i t y to the w o r k of 2 the M i c higan Curriculum Program t" State Superintendent Taylor m e t with the group and referred several for consideration. issues to them In addition to the need for a clarif y i n g statement on the objectives of the c u r r iculum program, emphasized the current teacher shortage, teacher education, he the need to improve the need for follow-up of new teachers, the utilization of News of the W e e k by the c u r r i c u l u m c o m ­ mittees, and the need to make use of the recent questionnaire, "How Would You An s w e r T h i s ?1’3 ^Minutes of the C u r r i c u l u m Planning Committee, October 26-27, 1952. 2 Minutes of the Curriculum Planning Committee, July 22-23, 1953. 3Ibid. 124 The decade ended w i t h the a p p o i n t m e n t of an Int e r i m Committee for C u r r i c u l u m R e v i e w and R e c o m m e n d a t i o n s as a subcommittee of the C u r r i c u l u m P l a n n i n g Committee. Thi s Committee r e c o m mended an o r g a n i z a t i o n a l s t r u c t u r e for the curriculum committees and cha n g e s in f u n c t i o n for several committees. The most s i g n i f i c a n t of the p r o p o s a l s was the proposed d e v e l o p m e n t of a Cou n c i l o n A d v a n c e m e n t of S e c o n ­ dary E d u c a t i o n w h i c h w o u l d be c o m p o s e d of m e m b e r s h i p fr o m various o r g a n i z a t i o n s dea l i n g w i t h s e c o n d a r y e d u c a t i o n in M i c higan and the e s t a b l i s h m e n t of the Up p e r P e n i n s u l a E d u ­ cational Planning Council to take on an e x p a n d e d role of the Upper P e n i nsula C u r r i c u l u m Plan n i n g Committee. In addition# the C o m m i t t e e r e c o m m e n d e d that the S t a t e S u p e r i n t e n d e n t of Public Instruction "assign at least o n e - h a l f time person to provide leadership to inservice education. . . , "1 and that as a major emphasis each c u r r i c u l u m c o m m i t t e e explore and d e v e l o p relationships to the c o m m u n i t y school program. R e g i o n a l i z a t i o n of the M i c h i g a n C u r r i c u l u m P r o g r a m continued to be an area of con c e r n d u r i n g this decade. Partial r e g i o n a l i z a t i o n came to frui t i o n in April, 194 6 , when the first mee t i n g of the U p p e r P e n i n s u l a C u r r i c u l u m Planning C ommi t t e e was h e l d in Marquette. 2 T h e fo r m u l a t i o n ^"Minutes of the C u r r i c u l u m P l a n n i n g C o m m i t t e e and Interim C o mmi t t e e for Review and Recommen d a t i o n s , J u n e 28, 1955. 2Michigan, D e p a r t m e n t of Public Instruction, C u r r i c ­ ulum P l a nning Committee: An n u a l Report 1 9 4 5 - 1 9 4 6 , B u l l e t i n No. 347 (bansing: D e p a r t m e n t of Public Instruction, 1946), p. 14. i 125 of this C o m m i t t e e was g i v e n impetus w h e n "by r e s o l u t i o n the Upper P e n i n s u l a s u p e r i n t e n d e n t s and school b o a r d m e m b e r s author i z e d P r e s i d e n t T a p e of N o r t h e r n M i c h i g a n C o l l e g e of Education, K e n n e t h Schulze of Cry s t a l Falls, and George Gi lbert of the D e p a r t m e n t of Public Instruction to d e t e r ­ mine the p e r s o n n e l for a c u r r i c u l u m p l a n n i n g commi t t e e and to take such o t h e r steps as w e r e n e c e s s a r y to e s t a b l i s h a w o r king committee."'*' The names submi t t e d to the State S u p e r i n t e ndent of Public I n s t r u c t i o n for his appr o v a l and appoin t m e nt w e r e ch o s e n on the basis of ge o g r a p h i c r e p r e ­ sentation and e d u c a t i o n a l interest. The C o m m i t t e e c o m m i t t e d itself to b e i n g g o v e r n e d by the needs of the U p p e r Peninsula. From a c o mmi t t e e survey of the U p p e r 1 P e n i n s u l a to deter m i n e problems w h i c h should be d e a l t w i t h by the Committee, the following activi t i e s w e r e chosen for emphasis: 1. 2. 3. 4. To cooperate w i t h schools in Gog e b i c and H o u g h t o n c oun t i e s e x p e r i m e n t i n g w i t h var i o u s phases of the h e a l t h program. To cooperate w i t h certain ch o s e n schools to plan to e x p e r i m e n t w i t h c u r r i c u l u m revi s i o n to m e e t the specific needs of their community. To sponsor a c u r r i c u l u m w o r k i n g conference at Indian L a k e (Iron C o u n t y ) . To sponsor a rea d i n g c o n f e r e n c e at N o r t h e r n M i c h i g a n C o l l e g e of E d u c a t i o n . 2 O r i g i n a l l y the Up p e r Penin s u l a C u r r i c u l u m Plann i n g Co m m ittee g e n e r a l l y was c o n c e i v e d to have coor d i n a t i o n and planning functions similar to the C u r r i c u l u m P l a n n i n g C o m ­ mittee. T h e r e were, XIbid. however, no subcommittees 2Ibid., pp. 14-15. serving in 126 the Upper P e n i n s u l a except those a p p o i n t e d b y the Upper P eninsula C u r r i c u l u m P l a n n i n g C o m m i t t e e as w o r k i n g s u b g r o u p s . For example, appointed: by the fall of 1947 five subcommittees had b e e n e d u c a t i o n for w o r l d cooperation, tion, m u s i c education, h o m e - m a k i n g education, Indian Lake C o n f e r e n c e .1 health e d u c a ­ and the A u g u s t In their c o n t i n u i n g effort to s t i m ­ ulate c u r r i c u l u m development, mem b e r s of the Upper P e n i n ­ sula C u r r i c u l u m P l a n n i n g Commi t t e e p a r t i c i p a t e d in a w o r k s h o p for a d m i n istrators in April, local c u r r i c u l u m workshops. 194 9, in an attempt to pr omote 2 C o o r d i n a t i o n b e t w e e n the C u r r i c u l u m Planning C o m m i t ­ tee and the U p p e r P e n i n s u l a C u r r i c u l u m P l a n n i n g Commi t t e e was a problem, la r g e l y due to the travel d i s t ances involved. Few m e m b e r s f r o m the U p p e r Penin s u l a w e r e able to attend curri c u l u m c o n f e rences planned for all committee members. A r e v i e w of the September, 1949, r e g i s t r a t i o n list reveals 3 that o n l y four persons attended from the U p p e r Peninsula. Regional c o n f e r e n c e s pla n n e d throughout the state by the M i c h i g a n C u r r i c u l u m P r o g r a m o f t e n included the U p p e r Peninsula. For example, of the regional conferences held to develop leader s h i p as part of the c i t i z e n s h i p program, ■^Minutes of the C u r r i c u l u m P l a n n i n g Committee, N o v ember 21, 1947. 2 M i n u t e s of the C u r r i c u l u m Plan n i n g Committee, February 1, 1949. 3 Minutes of the Curriculum Planning Committee, September 20-21, 1949. i one 127 was held at N o r t h e r n M i c h i g a n College in December, 1950, and later a series of three conferences was planned at d i f ­ ferent locations in the Upper Penin s u l a as part of the M i c h ­ igan A s s o c i a t i o n of School A d m i n i s t r a t o r s - C u r r i c u l u m Planning Committee cooperative efforts to increase local cu r r i c u l u m s t u d y .2 To help overc o m e the problems of distance, m o s t of the communications about the M i c h i g a n C u r r i c u l u m Pro g r a m and its a ctivities were handled through the regional office of the State Depart m e n t of Public Instruction at Marquette. Distances wit h i n the U p p e r Peninsula also prese n t e d a p r o b ­ lem for c ommittee members. For a number of years it was the policy to schedule meet i n g s of the Upper Peninsula C u r r i c u l u m Planning C o m m ittee at times w h e n mem b e r s m i g h t be coming together for other reasons such as the regional meet i n g s of the M i c h i g a n Educa t i o n Association. years of the decade, During the last two G. Robert Koopman served as secretary to both the Upper Penin s u l a C u r r i c u l u m Planning Committee and the C u r r i c u l u m Plan n i n g Committee, dination bet w e e n the two groups. giving gre a t e r c o o r ­ Periodically a me m b e r of the C u r r i c u l u m Planning Commi t t e e w o u l d attend a meet i n g to facilitate communications and in April, 1953, the suggestion was made by the Upper Peninsula C u r r i c u l u m Plan n i n g Comm i t t e e M i n u t e s of the C u r r i c u l u m Plan n i n g Committee, November 9, 1950. 2 Minutes of the C u r r i c u l u m Planning Committee, May 17-18, 1953. 128 that o n e of its m e m b e r s a t t e n d the m o n t h l y m e e t i n g s o f the C u r r i c u l u m P l a n n i n g Committee. In September, 1953, six m e m ­ bers of the U p p e r P e n i n s u l a C u r r i c u l u m P l a n n i n g C o m m i t t e e met w i t h the C u r r i c u l u m P l a n n i n g C o m m i t t e e at the annual C u r r i c u l u m C o m m i t t e e C o n f e r e n c e a t St. M a r y ' s Lake, d e v o t i n g part of t hat m e e t i n g to a study of w a y s to m a k e the w o r k of the U p p e r P e n i n s u l a C u r r i c u l u m P l a n n i n g C o m m i t t e e m o r e 1 effective. A f t e r seven y e a r s of a c t i v i t y , the f u n c t i o n s and objec t i v e s of the U p p e r P e n i n s u l a C u r r i c u l u m P l a n n i n g C o m ­ mi t t e e w e r e fur t h e r refined: a. b. c. d. e. f. The U p p e r P e n i n s u l a C u r r i c u l u m P l a n n i n g C o m m i t t e e is i n t e n d e d to serve in an a d v i s o r y c a p a c i t y to the d e p a r t m e n t w i t h r e g a r d to c u r r i c u l a r p r o b l e m s a s s o ­ c i a t e d w i t h U p p e r P e n i n s u l a schools. The i n - s e r v i c e t r a i n i n g v a l u e s t h a t a c c r u e to m e m ­ bers of the U p p e r P e n i n s u l a C u r r i c u l u m P l a n n i n g C o m m i t t e e are felt b y the d e p a r t m e n t to b e very valuable. One of the b a s i c f u n c t i o n s of the c o m m i t t e e is that of s t i m u l a t i n g i m p r o v e m e n t s in the c u r r i c u l u m of U p p e r P e n i n s u l a schools. This f u n c t i o n m a y be se rved in a v a r i e t y of w a y s , such a s , c o n f e r e n c e s , s u b - c o m m i t t e e operations, publ i c a t i o n s , p u b l i c i z i n g c e r t a i n m o v e ments, etc. By m e r e l y sponsoring, approving, and e n d o r s i n g c e r ­ tain a c t i v i t i e s and m o v e m e n t s , the c o m m i t t e e m a y have c o n s i d e r a b l e impact. T h e c o m m i t t e e is a c o n v e n i e n t o r g a n i z a t i o n by w h i c h the d e p a r t m e n t a n d N o r t h e r n M i c h i g a n C o l l e g e m a y b e t t e r c o o r d i n a t e t h e i r field w o r k activities. T h is c o m m i t t e e s h o u l d serve as a c o o r d i n a t i n g b o d y for all the v a r i o u s c u r r i c u l u m i m p r o v e m e n t c o m m i t t e e s and groups o p e r a t i n g in the U p p e r Peninsula. ^ M i n u t e s of the C u r r i c u l u m P l a n n i n g C o m m i t t e e a n d Upper P e n i n s u l a C u r r i c u l u m P l a n n i n g Commit t e e , S e p t e m b e r 17, 1953. 129 g. The committee serves as a d i s s e m i n a t i n g g r o u p for materials and activities of d o w n - s t a t e cu r r i c u l u m c o m m i t t e e s .1 In a cooperative a r r a n gement the U p p e r Peninsula Curriculum Planning Commi t t e e and the U p p e r Peninsula C o l l e g e Agreement A s s o c iation published a newsletter. For the . 1952-53 issues mem b e r s of the Upper Penin s u l a C u r r i c u l u m Planning Committee agreed to assume the respon s i b i l i t y of preparing the issues. The first issue revi e w e d the A u g u s t and Area Curric u l u m Conferences. A n attempt w a s made to relate these conferences to the parallel conferences being 2 held in the Lower Peninsula. The 1953 Aug u s t w o r k s h o p was cancelled because of lack of interest e x p r essed in a survey sent to high school principals in the U p p e r Peninsula. were, however, There three administrative w o r k shops planned in the fall in cooperation w i t h the M i c h i g a n A s s o c i a t i o n of School Administrators. The purpose of each conference was to stimulate local c u r r iculum study.^ Reaction from the p a r t i c i ­ pants at these conferences was favorable and in one instance a follow-up session was planned. Within the State D e p a rtment of Public Instruction the office of Curriculum Research had the responsibility of b e i n g Hlinutes of the Upper Peninsula C u r r i c u l u m Planning Committee, October 1, 19 52. 2Ibid. 3 Minutes of the U p p e r Penin s u l a C u r r i c u l u m Planning Committee, September 20, 19 53. i 130 the major point of c o n t a c t for the M i c h i g a n C u r r i c u l u m P r o ­ gram. This office prov i d e d a service function to b o t h the Department and local school distr i c t s as it implemented the following g o a l s : 1. 2. 3. 4. It stimulates and services the state-wide c o ­ o perative machinery. It services local c u r r i c u l u m improvement programs largely on request. It promotes an interest in c u r r i c u l u m r e s e a r c h activities and in the d i s s e m i n a t i o n of the results of curric u l u m rese a r c h to the educators and the people of the state. The associate s u p e r intendent is a gen e r a l c o n ­ sultant to the various o p e r a t i n g divisions of the department w i t h special refer e n c e to cu r r i c u l u m projects and c u r r i c u l u m p o l i c y .1 The State D e p a r t m e n t of Public I n s t r uction did n o t have adequate staff throughout this d e c a d e to c a r r y on an extensive p r o g r a m of c u r r iculum d e v e l o p m e n t w i t h o u t out s i d e help. The C u r r i c u l u m Plan n i n g C o m m i t t e e discussed this p r o b ­ lem in June, 1952, and noted that: The D e p a rtment of Public Instruction o u g h t to be doing something about improving instruction in the state; however, they have a limited staff and cannot do very m u c h alone. If the D e p a r t m e n t did not have the C u r r i culum Pro g r a m as an arm for improving instruction, they w o u l d not be m u c h more than a legal b o d y — this committee structure is an integral p a r t of the o v e r ­ all p r o g r a m .2 D uring this de c a d e the M i c h i g a n Co o p e r a t i v e C u r r i c u l u m Program functioned under the leadership and at the plea s u r e "Duties and Functions of the Division of Instr u c t i o n of the D e part m e n t of Public Instruction," M i c h i g a n E d u c a t i o n Journal 31 (December 1953): 195. 2 Minutes of the Curriculum Planning Committee, June 16, 1952. i 131 of three ele c t e d State S u p e r i n t e n d e n t s of P u b l i c Instruction: Eugene B. Elliott, Lee M. Thurston, and C l a i r L. Taylor. The importance of the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o ­ gram to c u r r i c u l u m d e v e l o p m e n t in the state of M i c h i g a n o v e r the past two decades was a c k n o w l e d g e d by State S u p e r i n t e n d e n t Taylor in his o p e n i n g state m e n t to the ann u a l re p o r t of the Program issued at the end of the 1954-55 year: For twenty y e a r s the M i c h i g a n c o o p e r a t i v e c u r r i c ­ u l u m p r o g r a m has b e e n o u r p r i n c i p a l m e t h o d for try i n g to m a k e i n s t ruction in M i c h i g a n schools just as good as p o s s i b l e . . . . The a c c o m p a n y i n g reports, w h i c h o n l y tell part of the story, indicate that the sev e r a l h u n d r e d p r o f e s ­ sional and lay p e o p l e w h o w o r k on the state c u r r i c u l u m committees have a c c o m p l i s h e d a g r e a t d e a l d u r i n g the last year. C o o r d i n a t i o n of effort, c u r r i c u l u m p u b l i c a ­ tions, public i n t e r p r e t a t i o n and m o s t of all i n i t i a t i n g and servicing local c u r r i c u l u m studies are some of the outcomes of the program. The C u r r i c u l u m P l a n n i n g C o m m i t t e e and the Uppe r P e n i n s u l a C u r r i c u l u m P l a n n i n g C o m m i t t e e h e l p to gi v e g e n eral d i r e c t i o n and c o o r d i n a t i o n to the entire p r o ­ gram. These c o m m i t t e e s c o n s i s t e n t l y stress the c i t i ­ zenship emphasis in e d u c a t i o n and try to find w a y s in w h i c h community school p r i n c i p l e s m a y be applied. From them come m a n y r e c o m m e n d a t i o n s to me, to local a d m i n i s ­ trators and to institutions o f h i g h e r education. The two general commit t e e s and all of the c u r r i c u l u m c o m ­ m i ttees give v o l u n t a r y agencies an o p p o r t u n i t y to h e l p improve education. A l l commit t e e s are c o n c e r n e d w i t h evaluating the q u a l i t y of e d u c a tional prog r a m s and the improvement of teacher ed u c a t i o n . ^ Prod u c t s D e v e l o p e d by the P r o g r a m The gr o w t h and e x p a n s i o n of the number of p a r t i c i p a n t s in the M i chi g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m m a d e this a ^"Michigan Cooperative Curriculum Program," News of the Week (Michigan Department of Public Instruction) 22 (June 24, 1955): 82. 132 particularly produc t i v e pe r i o d in the P r o g r a m ’s history. Committees surveyed the e d u c a tional needs of the state, made r e c o mm e n d a t i o n s for e d u c a tional policy, ferences, assisted local school districts, conducted c o n ­ prep a r e d p u b l i c a ­ tions, and e n c o u r a g e d d e m o n s t r a t i o n - r e s e a r c h projects. R e s e a r c h proj e c t s continued to be an integral part of the M i c h i g a n C u r r i c u l u m Pro g r a m during this decade. As the M i c h i g a n Study of the S e c o ndary School C u r ­ riculum b e g a n to d r a w to a close, the Commi t t e e on S e c o n ­ dary E d u c a t i o n ass u m e d the responsibilities of the Directing Committee and in this capacity heard the "reports of i n s t r u c ­ tional activities in the schools of the Study and approved the monthly financial statements."'*' . . . T h e exten s i o n of the C o ll e g e A g r e e m e n t also became a respo n s i b i l i t y of the Committee o n S e c o ndary Educa t i o n as well as the planning functions of the A u g u s t Wor k i n g Conferences. T h e Cu r r i c u l u m Planning Commi t t e e and the Committee on Secondary Educa t i o n planned a joint m e e t i n g in 1949 to discuss problems a s s o ­ ciated w i t h the t e r m i nation of the Study and appropriat e ways to r e c o r d the successes and failures of the Study. 2 Many activities and conferences initiated by the Study w e r e continued as part of the activities of the Commi t t e e on Secondary Education. The Committee "also assumed the ■^Michigan, D e p a r t m e n t of Public Instruction, C u r r i c ­ ulum P l a n n i n g Committee: An n u a l Re p o r t 1 9 4 5 - 1 9 4 6 , p. 10. 2Min u t e s of the C u r r i c u l u m Planning Committee, February 1, 1949. 4 133 responsibility for the extension of the College A g r e e m e n t of 1940-50 w h i c h has protected the schools of the Study from the sequence requirements, and has cooperated w i t h the C o m ­ mittee on College Relations."*1' A large number of additional research projects m a y be identified as being related to the M i c h i g a n C u r r i c u l u m Program. These projects range from rather large projects subsidized by the M i c h i g a n legislature or private grants to the efforts of individual committees w i t h o u t special funding. The Mich i g a n Commu n i t y School Service Project was established in July, 1945, with assistance from the W. K. Kellogg Foundation, The Project was designed to . . . test the idea that community education, if well conceived, closely related to the needs and desires of the people, and conducted w i t h energy and skill, can bring the social, economic, and political life of the community to higher levels of attainment than is p o s ­ sible when education follows a conventional course.^ The Project stressed the development of leadership in the local environment through community projects sponsored by local boards of education and community groups. Eight c o m ­ munities worked cooperatively with state-level governmental agencies in solving problems of common interest in such fields as health, religion, agriculture, conservation, library service, government, trade, industry, and education. 1I b i d . , pp. 10- 1 1 . 2 Michigan A s s o c i ation for Supervision and C u r r i c u l u m Development, A Look at C ooperative Ac t i o n Research in M i c h i ­ gan (Lansing: M i c h i g a n A s s o c i a t i o n for Supervision and Curriculum Development, 1954), p. 1 . 134 G u i d e d by an a d v i s o r y committee, the P r o j e c t t ested the b e l i e f t h a t "the c o m m u n i t y school idea, now spreading r a pidly in M i c h i g a n and in o t h e r states as well, put to a r i g o r o u s e x p e r i m e n t a l test."'*' of this e i g h t — y e a r study, shoul d b e F r o m the findings the D e p a r t m e n t of P u b l i c Instruc­ tion s u g g e s t e d the f o l l o w i n g p o s s i b l e results: . . . r e c a s t i n g the D e p a r t m e n t ' s services; i n c r e a s e d a p p r o p r i a t i o n f r o m the S t a t e T r e a s u r y for education a l , technical, and c o n s u l t a t i v e services to communities; cl o s e r i d e n t i f i c a t i o n w i t h the local e d u c a t i o n a l p r o ­ gram, w i t h the life of the community, and w i t h the life of the in d i v i d u a l citizen; i n c r e a s e d c o m m u n i t y services by e d u c a t i o n institutions; and e n l a r g i n g of local a p p r o p r i a t i o n s and bud g e t s for e d u c a t i o n (if it is p r o v e d that there is a d i r e c t r e l a t i o n s h i p b e t w e e n e d u ­ c a t i o n a l s e r v i c e and e d u c a t i o n a l support) .*■ T h e w o r k of the C o m m i t t e e o n the I n s t r u c t i o n a l P r o ­ gram of the C o m m u n i t y School p r o v i d e d b a c k g r o u n d i n f o r m a ­ tion for this d e m o n s t r a t i o n - r e s e a r c h p r o j e c t since they h a d worked to d e f i n e the c r i t e r i a for a c o m m u n i t y school p r i o r to the e s t a b l i s h m e n t o f this Program. the C o m m i t t e e w a s to hold m e e t i n g s O n e t e c h n i q u e u s e d by in s e l e c t e d c o m m u n i t i e s and study the c o m m u n i t y p r o g r a m in a c t i o n in these l o c a l i ­ ties . The C o m m i t t e e on E l e m e n t a r y E d u c a t i o n w o r k e d c o o p ­ er a t ively w i t h the H o l t P u b l i c Sch o o l s inservice e d u c a t i o n project. teachers of Holt, in d e v e l o p i n g an In a joint m e e t i n g w i t h the several topics w e r e s u g g e s t e d for fur t h e r ^"For Enlarged Community Service," Michigan Educa­ tion Journal 23 (October 1945): 99. 2Ibid. 135 study: r e p o r t cards, r e a d i n g problems, pupil achievement records, c u r r i c u l u m reorgan i z a t i o n , and the p r o m o t i o n o f pupils. A t a s u b s e q u e n t m e e t i n g w h i c h i n c l u d e d parents, the C o m m i t t e e on E l e m e n t a r y E d u c a t i o n and H o l t teach e r s together w i t h the p a r e n t s r e c o m m e n d e d a c o m m u n i t y survey, an a c h i e v e m e n t s u m m a r y for t e a c h e r s and pupils, and a r e v i s i o n of the r e p o r t cards for e l e m e n t a r y pupils. The m ajor r o l e of the C o m m i t t e e o n E l e m e n t a r y E d u c a t i o n was to p r o v i d e s t i m u l a t i o n for an i n s e r v i c e p r o g r a m w h i c h s t u d i e d local concerns. A s e c o n d school distr i c t . Olivet, also c o o p e r a t e d w i t h the C o m m i t t e e as the t e a c h e r s of O l i v e t p r o ­ duced a p h i l o s o p h y of e d u c a t i o n for t h e i r p r o g r a m and i d e n ­ tified p r o b l e m areas for f u r t h e r study. F r o m these e x p e r i ­ ences the C o m m i t t e e o n E l e m e n t a r y E d u c a t i o n m a d e three r e c o m m e n d a t i o n s to the C u r r i c u l u m P l a n n i n g Committee: It is r e c o m m e n d e d that p e r s o n n e l be a d d e d to the D e p a r t m e n t of P u b l i c I n s t r u c t i o n for the p u r p o s e o f a s s i s t i n g local school d i s t r i c t s w i t h p r o b l e m s in e l e ­ m e n t a r y education. The a c t i v i t i e s o f the c o m m i t t e e d u r i n g the school year have a g a i n b r o u g h t this need to their attention. P u b l i c a t i o n of a b u l l e t i n is r e c o m m e n d e d , w h i c h w o u l d p r e s e n t s p e c i f i c p r i n c i p l e s for c o o p e r a t i v e and d e m o c r a t i c c u r r i c u l u m planning, w i t h i l l u s t r a t i o n s o f h o w these p r i n c i p l e s operate, ta k e n f r o m the Holt o r O l i v e t situations. It is s t r o n g l y r e c o m m e n d e d that the C u r r i c u l u m P l a n n i n g C o m m i t t e e p r o v i d e for the i m p l e m e n t a t i o n of its p r o g r a m by the f o r m a t i o n of s u b c o m m i t t e e s to o p e r ­ ate in local areas.-*- "'"Michigan, Department of Public Instruction, Curric­ ulum Planning Committee: Annual Report 1945-1946, p. 10. i 136 D e m o n s t r a t i o n - r e s e a r c h projects w e r e given high priority among the activities o f the M i c h i g a n Curric u l u m Program since "it was felt that o n l y through demonstrat i o n and involvement of field people in curric u l u m development could the state pro g r a m be s u c c e s s f u l ."1 These projects were designed to speed the application of research findings and d e m o n strated that "the w a y in w h i c h novel principles might be applied was an important me t h o d of social and edu2 cational improvement." O ther examples of demonstra t i o n - r e s e a r c h in the field of c u r r iculum d e v e l o p m e n t during the second decade o f the P r ogram included: M i c h i g a n C o m m u n i t y He a l t h Service Project; Michi g a n Experimental P r o g r a m in A d u l t Education; Experimental Pro g r a m in Home and Family Life Education; and Health, Physical Educa t i o n Recreation, and Outdoor Education. School Camping A t the conclusion of each of these projects the State Depart m e n t of Public Instruction published a bulletin as one additional means of d i s s eminating the 3 results of the project. 1 Koopman, "Michigan C u r r i c u l u m Program," p. 410. 2I b i d . 3 For example: Michigan, Depart m e n t of Public Instruction, Help Yourself: The Story of Mich i g a n C o m m u n i ­ ties, Which Thr o u g h Coope rative Effort, Are Finding the Way to a Better L i f e , Bulletin No. 410 (Lansing: Depart­ ment of P ublic Instruction, 1947). 137 D uring this decade individual committees increa s i n g l y sponsored conferences as one met h o d of stimulating c u r r i c ­ ulum d e v e l opment at the local level. As the number and diversity of conferences g r e w dur i n g this decade so did the concern that participants receive the m a x i m u m benef i t s from their attendance and that follow-up be provided in the local community. A subcommittee of the C u r r i c u l u m P l a n n i n g C o m ­ mittee was appo inted to study the problems related to c o n ­ ferences. June, Their report, w h i c h was accepted and approved in 1950, began: The use of conferences and institutes to promot e staff growth and to m o d i f y M i c h i g a n e d u c ation in a d e s i r ­ able manner is as old as the State itself. In fact, conferences (institutes) r e p r e sented one of the three initial approaches to instructional improvement in Michigan. D uring the period 1935-50 there has o c c u r r e d a v a s t increase in (a) the number and activity of voluntary professional organizations, and (b) in the amount of cooperative c u r r iculum study and planning. This increase in professional activity has resulted in a be t t e r p r o ­ fession on the one hand and be t t e r teaching o n the o t h e r .1 Among the ten current needs identified b y the s u b ­ committee were: Need for wide p a r t i cipation among all m e m b e r s of a staff so that all m a y receive the benefits of c o n f e r ­ ence attendance, but that no individual w i l l be b u r ­ dened w i t h excessive participation. Need for sending sizable teams to selected c o n ­ ferences. Need for planning of conferences in terms of the needs and readiness of participants. Need for the evaluation of individual conferences, meetings, and workshops. ■'"Minutes of the Curriculum Planning Committee, June 6, 1950. 138 Need for m o r e c o o r d inated planning of conferenc e s by all educational o r g a n izations and institutions w i t h i n the state. Need for lay p a r t i c i p a t i o n in the planning, a t t e n ­ dance, and evalua t i o n of selected c o n f e rences in or d e r to secure c o m m unity u n d e r standing and s u p p o r t .1 For those conferences and institutes w h i c h "have a 2 rather official chara c t e r under state sanctions," the r e p o r t stressed the importance of cooperative plan n i n g among v a r i o u s organizations including the State Depart m e n t of Public Instruction and the C u r r i c u l u m Planning Committee. And because of the gr owing number of conferences being held in the state, the report further suggested that the State Department of Pub l i c Instruction should serve as a c l e a r i n g ­ house on dates for all conferences scheduled. T he report concluded w i t h r e c o m mendations that the school d i st r i c t "provide reasonable time and finance for 3 school personnel to participate in conferences" and e s t a b ­ lish a p olicy of professional growth for school personnel. The concern for quality conferences w a s b y no m e a n s limited to the Cu r r i c u l u m Planning Committee, and as a result a joint m ee t i n g was held w i t h the M i c h i g a n A s s o c i a t i o n of School A d m i n i s t r a t o r s Com mittee on Conferences, the M i c h i g a n Secondary School A s s o c i a t i o n Committee o n Conferences, and the C u r r i c u l u m Plan n i n g C ommi t t e e S u b c o mmittee on C o n f e r ­ ences. F ollowing r e v i e w of the C u r r i c u l u m Plan n i n g Co m m i t t e e ' s report, two areas w e r e selected for further study: 1Ibid. 2Ibid. 3Ibid. local 139 conference policy and factors a f f e c t i n g the q u a l i t y of c o n f e r e n c e s .^ The C u r r i c u l u m P l a n n i n g Committee, acting o n one section of the subcommittee re p o r t acce p t e d in June, 1950, took the initiative and est a b l i s h e d a broadly b a s e d c o m ­ mittee w h i c h w o u l d attempt: 1. 2. 3. To d e v e l o p a list of prior i t y issues or topics w h i c h w o u l d be suggested to the vari o u s state orga n i z a t i o n s that hold conferences. To prepare a selected b i b l i o g r a p h y on in-service education. To arrange to have the issues and recomm e n d a t i o n s in the field of conference plan n i n g d i s c u s s e d b y the c o n s t ituent groups in M i c h i g a n e d u c a t i o n . 2 An eight - member committee a p p o i n t e d in October, 1950, by the c h a irman of the C u r r i c u l u m Plan n i n g Committee w o r k e d throughout the year and submitted a set of recommendati o n s 3 for each of the charges given to the Committee. F urther efforts to evaluate conferences took the form of a joint C u r r i c u l u m Plann i n g Commi t t e e m e e t i n g w i t h curriculum committee r e p r e sentatives and r e p r esentative s of ■^Minutes of the C u r r i c u l u m Plan n i n g Committee, 1950. 2 Min u t e s of the C u r r i c u l u m Planning Committee, September 17-18, 1950. T h e constituent groups w e r e r e c o m ­ mended in the re p o r t of the Subcommittee on C o n f e r e n c e s : M i c higan E d u c ation Association, M i c h i g a n Federa t i o n of Teachers, M i c h i g a n Secon d a r y School Association, M i c h i g a n Associ a t i on of School Administrators, Mich i g a n A s s o c i a t i o n for Supervision and C u r r i c u l u m Development, C l a s s r o o m T e a c h ­ ers Association, and E l e m e n t a r y School Principals. 3 May 16, Minutes of the Curriculum Planning Committee, June 5, 1951. 140 state p r o fessional organizations. Curriculum Plan n i n g Committee, C h a i r m a n McDonald, ope n e d the meeting w i t h an explanation of the purpose of the m e e t i n g and stressed the superintendent's point of v i e w including the following problems: 1. 2. 3. Because of the g r e a t number of c o n f e rences and workshops called by the D e p a r t m e n t of Public I n s t r u c ­ tion, the colleges and universities, and variou s organizations it is diffi c u l t to keep a school staff on the job and keep the school p l a n t operating, Lack of spread of attendance at conferences and w o r k s h o p s — some people attend and it is hard to get others involved, Making use of w h a t is learned at the conferences in the local school s y s t e m .1 The conferees p a r t icipated in group d i s c u ssions organized around the following questions: a. b. c. d. e. f. Where are we in learning to use e f f e c t i v e l y the techniques of group work? W h a t use is being made of the better conference techniques in Michigan? W h a t ac t i o n research can be put in m o t i o n to evaluate and improve conferences? What can be done to improve c o o r dination and reduce o v e r - lapping so that m a n p o w e r w i l l be w i s e l y used and the needs of the learner b e s t served? How can we improve the learning of the individual conferee? How can we insure better follow-up of conference work? Reports from the groups indicated support for the working conference as a me t h o d for c u r r i c u l u m improvement since basic social needs are fulfilled through active ■^Minutes of the Curriculum Planning Committee, January 24-25, 1954. 2Ibid. i 141 participation. Working conferences are m o r e flexible, p r o ­ mote increased communication, cerns. and deal w i t h immediate c o n ­ It was suggested that the C u r r i c u l u m Research C o m ­ mittee a ssist groups in defining problems that might be dealt w i t h in a conferen ce and explore met h o d s of d e t e r m i n ­ ing common objectives. The C u r r i c u l u m Plan n i n g Committee was charged with developing leadership for educational conferences through a series of regional meetings. favorably on another recommendation, Acting the C u r r i c u l u m Planning Committee acknowledged that a p u b l i cation should be prepared giving the rationale of the work s h o p method, pants in a conference, role of p a r t i c i ­ and examples of follow-up in p a r t i c ­ ular schools.'1' The subcommittee on conferences assumed the r e s p o n ­ sibility for this task and prepared the pamphlet. So . . . 2 Y o u 1re Going to a C o n f erence 1 w h i c h explained the techniques utilized in wor k i n g conferences, particularly those held in a camp setting. To continue the w o r k of the C u r r i c u l u m Planning Committee subcommittee on conferences and plan for implementation of recommendations, a Commi t t e e on E v a l u a t i o n and Improvement of Conferences w i t h ad hoc status was added 1Ibid. 2 Michigan, Department of Public Instruction, So . . . You’re Going to a Conference! (Lansing: Michigan Department of Public Instruction, 1955). 142 to the structure of the M i c h i g a n C u r r i c u l u m Pro g r a m for the year 1 9 5 4 - 5 5 . 1 A gain in December, 1954, the C u r r i c u l u m Planning Committee devoted part of the mee t i n g to the evaluation of conferences. Jo i n i n g them in a d i s c u s s i o n o n the planning, improving, and e v a l uation of conferences w e r e the Mich i g a n Assoc i a t i on of School A d m i n i s t r a t o r s Commi t t e e o n C o n f e r ­ ences and the A d Hoc Commi t t e e on Evalua t i o n and Improvement of Conferences. ence policy, In an introductory s t a t ement on c o n f e r ­ Edgar G r i m m n o t e d that "the service role of the D e p a r t m e n t of Public Instruction . . . implies w i d e s p r e a d 2 participatory activities" and that conferences w e r e a n e c e s ­ sary part of the kind of c u r r i c u l u m p r o g r a m being developed in the state. In summary, The following activities w e r e suggested and approved: a. b. c. d. July 27, Local boards should conduct studies of the c o n f e r ­ ence problem, set u p ‘pol i c y d e v e l o p m e n t ’a c t i v i t i e s , and adopt a set of policies. Some form of clearing house service should be p r o ­ vided. It was suggested that this service should be centered in the Depart m e n t of Public Instruction and that additional personnel should be secured to make certain that the service wo u l d be effective. All of the agencies especi a l l y conce r n e d should seek to implement conferences in terms of accepted evaluative criteria. More rese a r c h should be carried out about the a d m i n ­ istration of conferences and about the different problems of effectiveness that a r i s e . 3 ^Minutes of the C u r r i c u l u m Plan n i n g Committee, 1954. 2 Minutes of the Curriculum Planning Committee, December 3—4, 1954. 3Ibid. 143 Two annual reports were issued during this decade. Following the format of the previous year, the 1945-46 annual report was issued as a printed p u b l i cation of the State Department of Public Instruction. The report began w i t h a full r eport of the Curric u l u m Planning Committee Conference held M a y 31 and June 1, 1946. Members of the Curric u l u m Planning Committee and all of the subcommittees m e t to review the work of the various committees during the year and to plan areas of emphasis for the coming year. The c o n f e r ­ ence opened w i t h Earl C. Kelley, chairman of the C u r r icu l u m Planning Committee, outlining "the challenge w h i c h confronts the Curri culum Planning Committee and its subcommittees."^ Working together, suggestions were made for the next year. The remainder of the annual report gives a brief description of committee accomplishments, plans for the future, and a listing of committee membership. In September, 1947, the Curric u l u m Planning C o m ­ mittee received a report that due to a reduced publications' budget, the 1946-47 annual report w o u l d not be printed. The Curriculum Planning Committee reacted favorably to the s u g ­ gestion that possibly the News of the W e e k m i g h t be used to 2 publish progress reports of the committees. ^Michigan, Department of Public Instruction, C u r r i c ­ ulum Planning Committee; Annual Report 1 9 4 5 - 1 9 4 6 , p. 7. 2 "Minutes of the Curriculum Planning Committee, September 16, 1947. i 144 In the final year of this decade a special issue of the News of the Week'*' was dev o t e d to the M i c h i g a n Coo p e r a t i v e Curriculum Program, w h i c h served as the annual report for 1954-55. In in troductory remarks. State Superi n t e n d e n t Taylor b r iefly explained the purposes of the Program, com­ mended the volunteer participants for their help in i m p r o v ­ ing instruction in Mich i g a n s c h o o l s , and noted Committee accomplishments for the past year. Short d e s c r iptions of individual committee plans and activities c o n s t ituted the body of the report. A n o rganizational chart was also included in this special issue of News of the W e e k . The evaluation mee t i n g held by the C u r r i c u l u m P l a n ­ ning Committee in May, 1954, contains no refer e n c e to re s e a r c h projects and subsequently at the May, 1955, evalua t i o n m e e t ­ ing only the Civil Defense Project was mentioned. This in no w a y indicates a decrease in interest in curriculum research but illustrates rather a greater emphasis on the stimulation of research by local school districts. The creation of the Committee on C u r r i c u l u m Research is a m a n i ­ festation of this emphasis. Interest in c u r r iculum research was high in the state, as evidenced by the appointment of a study group by the M i c h ­ igan Assoc iation for Supervision and C u r r i c u l u m De v e l o p m e n t following their 1950 annual meeting. Chaired b y Ar n o l d Meier, ^■"Michigan Cooperative Curriculum Program," News of the Week, June 24, 1955. 145 this group consid e r e d the study and i n t e r p r e t a t i o n of c u r ­ riculum r esearch in p r e p a r a t i o n for the n e x t annual m e e t i n g of the Association. In addition, a n o t h e r r e s e a r c h comm i t t e e was established by the M i c h i g a n A s s o c i a t i o n for Sup e r v i s i o n and C u r r i c u l u m D e v e l o p m e n t to w o r k w i t h grad u a t e students across the state in an attempt to compile "accurate inf o r ­ mation o n 'What does rese a r c h say?'"^ The proposal for the e s t a b l i s h m e n t of a C o m m i t t e e on Curriculum Rese a r c h was d e v e l o p e d at an informal M i c h i g a n Association for S u p e r v i s i o n and C u r r i c u l u m D e v e l o p m e n t m e e t ing held in A n n A r b o r in October, 1952. 2 A l s o in October, 1952, a subcommittee of the C u r r i c u l u m Plan n i n g Committ e e was a p p o inted to explore the s u g g estion that a p r o g r a m o n curriculum resea r c h be developed.'* The subcommittee d e v e l ­ oped a s t atement w h i c h suggested areas in w h i c h c u r r i c u l u m research was needed and listed a l t e r natives in e s t a b l i s h i n g i n t e rcommunication and c o o p e r a t i o n in c u r r i c u l u m rese a r c h in Michigan. Over 20 guests w e r e pres e n t at the January, 1953, Curriculum Planning C o m m i t t e e to cons i d e r the m a t t e r of curriculum research. F o l l owing an o v e r v i e w by the chairman, 1Minutes of the C u r r i c u l u m Plan n i n g Committee, April 10, 1951. 2 Mich i g a n A s s o c i a t i o n for Su p e r v i s i o n and C u r r i c u l u m Development, Look at C o o p e r a t i v e , p. 1. 3 Minutes of the Curriculum Planning Committee, October 26-27, 19 52. 146 a panel r evi e w e d current c u r r i c u l u m resea r c h activities being p u r s u e d in Michigan. Included in the reports of the discussion groups were the following suggestions: R ese a r c h eff o r t should be dire c t e d toward a study of teaching m e t h o d which w o u l d include the e s t a b l i s h ­ m e n t of a n e w set of teaching norms or evaluative criteria. The D e p a r t m e n t of Public Instruction should p r o ­ vide a pe r s o n or persons to give leader s h i p through the ex i sting o r g a n i z a t i o n of the Mich i g a n C u r r i c u l u m P r o g r a m .1 M a n y areas of concern w e r e expre s s e d including a skepticism for any large-scale c u r r i c u l u m rese a r c h project. It was s u ggested that m o s t c u r r i c u l u m research take the form of a ct i o n r e s e a r c h w h i c h is done in actual c l a s s r o o m situations. The total group agreed "that the C u r r i c u l u m Planning C o m m i t t e e should recom m e n d to the State S u p e r i n ­ tendent of Public Instruction that a state c u r r i c u l u m comm ittee o n c u r r i c u l u m research should be appointed." 2 A small ad hoc committee of six mem b e r s was appoi n t e d for the remainder of the year to insure that the ideas d e v e l o p e d at that m e e t i n g be kept alive. Prior to beco m i n g an offici a l c u r r i c u l u m committee of the M i c h i g a n C u r r i c u l u m Program, the C u r r i c u l u m Plan n i n g Committee stated that the C o m m i t t e e on C u r r i c u l u m Rese a r c h should serve as a channel for c o m m u ­ n i c ation and information, of o t h e r committees, defer from direc t i n g the r e s e a r c h and attempt to p r o v i d e a channel of ^Minutes of the Curriculum Planning Committee, January 25-26, 1953. ^Ibid. 147 communication b e t w e e n the var i o u s committees and the g r a d ­ uate schools of educa t i o n as they develop research p r o j e c t s ."*1 Five priorities were a d d r essed by the C o m m i t t e e o n C u r r i c u ­ lum R e s e a r c h du r i n g its first year of operation: 1. 2. 3. 4. 5. To encourage rese a r c h in utilizing n e w and improved instructional materials. To emphasize the u t i l i z a t i o n of the vast am o u n t o f knowledge that has been accumulated p e r t aining to growth and learning. To evaluate practices in the self-contained or core classroom. To give p a r t i c u l a r attention to two aspects of c urric u l u m development, namely, the application of the criteria for cooperative curric u l u m d e v e l o p ­ ment, and e v a l uation of conferences and workshops. To m a k e a vigorous att e m p t to evaluate the school prog r a m through m e a s u r i n g the social behaviors of people who have e x p e r ienced that program. Publications remained one of the m a j o r activities of the M i c h i g a n C u r r i c u l u m P r o g r a m during this decade. W o r k of the Commi t t e e on Secondary Educa t i o n c u l ­ minated in the fall of 1945 w i t h the p u b l i cation of a sec3 ondary c urric u l u m g u i d e , Plan n i n g and Work i n g T o g e t h e r . The C o m m i t t e e then wo r k e d acti v e l y to implement the guide by participating in area curric u l u m conferences, working conferences, the A u g u s t and regional meetings of the M i c h i g a n E d u c ation Association. A syllabus was prepared and 1 Ibid. 2 Minutes of the C u r r i c u l u m Planning Committee, May 16-17, 1954. 3 Michigan, D e p a r t m e n t of Public Instruction, Planning and W o rking Together: A Guide to Cu r r i c u l u m D e v e l opment in Michigan Secondary Schools, Bulletin No. 337 Department of Public Instruction, 194 5). (Lansing: 148 distributed to high schools and teacher education i n s t i t u ­ tions to assist study groups as they used Plann i n g and W o r k ­ ing T o g e t h e r . that "the In his review of this bulletin, 1hold-the-line* A l b e r t y noted philos o p h y w h i c h domin a t e d the American high school through the w a r years has given w a y to an i n s i stent demand on the part of educators and laymen for drastic r e o r g anization in the light of the rap i d l y chan g i n g social scene."'*' He suggested that Plan n i n g and Working Together should help to give direction to A m e r i c a n secondary education. Reacting positively to the philos o p h y of the Michigan C u r r i c u l u m P r o g r a m as expressed in the opening chapter, he commented that state departments of education had for too long a time lacked faith in local leadershi p and had "sought to improve the schools by a d m i n istrative fiat." 2 As a "striking contrast to such m i s g u i d e d and ineffective 3 policy," he noted that Michig a n ' s policy relys on local leadership to improve instruction to m e e t the needs of their respective c o m m u n i t i e s . Suffic i e n t funds for publications was a constant problem. The further reduction of the publications bud g e t of the State Department of Public Instruction for the fiscal year 1947-4 8 caused the c u r t a ilment of some publications, "^Harold Alberty, "Review of Planning and W o r k i n g T o g e t h e r , Bulletin 337, b y State of Michigan, D e p a r t m e n t of Public Instruction," M i c h i g a n Educa t i o n Journal 23 (March 1946): 414. 2lbid. 3lbid. 149 including the annual report of the M i c h i g a n Cu r r i c u l u m P r o ­ gram. D e spite these budgetary difficulties, A Char t e r for Rural E d u c a t i o n ,1 prepared by the Commi t t e e on Rural E d u c a ­ tion, was published. Funds allocated to the Department of Public Instruction by the M i c h i g a n legislature w e r e the major source of revenue for publications. A number of other resources contributed to the p u b l i cation of specific m a t e ­ rials. In the final phase of the M i c h i g a n Study of the Secondary School Curriculum, the Commi t t e e on Secondary Education financed limited publications for general distri2 bution. Reports of progress and other publications wer e often covered by the budgets of the research projects a s s o ­ ciated with the M i c h i g a n C u r r i c u l u m Program. Publications were o c c a s ionally reproduced by other groups for distribution. The M i c h i g a n Congress of Parents and Teachers reproduced 2,500 copies of "Teaching C o n t r o ­ versial Issues in Education," w h i c h had been prepared by the C o m m ittee on Education for Citizenship, for inclusion in their 1950 annual convention kit of materials.^ A t times the C u r r i c u l u m Planning Commi t t e e acted as a reviewing and editing committee for mater i a l s prepared by M i c h i g a n , Department of Public Instruction, A Charter for Rural Education (Lansing: Department of Public Instruction, [1948]). 2 M inutes of the C urric u l u m Planning Committee, October 6 , 1949. 3 Minutes of the Curriculum Planning Committee, April 5, 1950. 150 other committees of the Michi g a n C u r r i c u l u m Program. example, For the preliminary policy statement on the teaching of controversial issues devel o p e d by the Committee on E d u ­ cation for Citizenship, w h e n submitted to the Curriculum Planning Committee for review, "was criticized as being too general and not dealing w i t h sufficient specificity with classroom p r o c e d u r e s ."1 Returned to the Committee o n E d u ­ cation for Ci t i z e n s h i p for rewriting, three n e w sections were suggested for inclusion in the statement: classroom procedures, role of the community, and role of the board of education. This practice of acting as an editorial board varied as the role of the C u r r i c u l u m Planning Committee w a s redefined at specific times du r i n g the decade. State Superintendent Thurston stated in the fall of 1949 that he did not view the C u r r i c u l u m Planning Committee as a parent committee and that m a n u s cripts did not need to be submitted 2 to the C u rric u l u m Planning Committee for approval. A general pattern developed where the secretary of the cur ­ riculum committee acted as the liaison between the committee and the publications department of the State Department of Public I n s t r u c t i o n . ^Minutes of the Curric u l u m Planning Committee, December 16, 1948. 2 Minutes of the Curriculum Planning Committee, November 2, 1949. 151 M a n u s c r i p t s s u b m itted by the c u r r i c u l u m committ e e s were n o t always published, sometimes for lack of funds and sometimes for lack of quality. A t times committees p r o ­ ceeded w i t h the dev e l o p m e n t of a b u l l e t i n w i t h o u t knowi n g if it w o u l d be published or w i d e l y used. Decis i o n s on w h i c h materials w o u l d be accepted for p u b l i c a t i o n w e r e made b y the Sttte D e p a rtment of Public Instruction. Discussions on the p o s s i bility of ag a i n publis h i n g a one-page leaflet on c u r r i c u l u m problems similar to "Cur­ riculum Notes" published in 1943-44 w e r e held by the C u r r i c ­ ulum Planning Committee du r i n g their 1951 meetings. It was proposed that the leaflet w o u l d be sent w i t h News of the Week. Since these materials seldom rea c h e d the c l a s s r o o m teachers, it was felt that they were of little va l u e and "therefore this me t h o d had been aband o n e d several years ago and the C ommi t t e e had c o n c e ntrated on holding conferenc e s and w o r k shops w h i c h did do a lot of goo d . " ^ The numerous evalua t i o n sessions held du r i n g this decade frequently m a d e reference to publications. This included b o t h suggestions for bulle t i n s w h i c h should be prepared b y the various committees and suggestions for g r e a t e r utilization of room teachers. the current publications, In July, 1953, e s p e c i a l l y by c l a s s ­ it was sugge s t e d that c o m m i t ­ tees e s t a blish a priority for their p u b l i c a t i o n efforts and ^Minutes of the Curriculum Planning Committee, October 30, 1951. 152 committees w e r e c a u t i o n e d that v e r y few p r i n t e d b u l l e t i n s would be appro v e d by the S t a t e D e p a r t m e n t of P u b l i c I n s t r u c ­ tion c o m m ittee w h i c h r e f l e c t e d the n a r r o w inter e s t s of one committee.^ A c t i v i t i e s of the C o m m i t t e e on E d u c a t i o n for C i t ­ izenship during this de c a d e i l l u s t r a t e the g r o w i n g c o n c e r n for lay p a r t i c i p a t i o n in the affairs of local school d i s ­ tricts and the M i c h i g a n C u r r i c u l u m Program. Conc e r n s about c i t i z e n s h i p e d u c a t i o n w e r e being expressed by m a n y groups. A letter s e n t to State S u p e r i n ­ tendent E ll i o t t "by the state s e c r e t a r y o f the A M V E T A u x i l ­ iary r e c o m m e n d i n g m a k i n g two years o f civil g o v e r n m e n t a 2 requirement for high school g r a d u ation" was r e f e r r e d to a committee a p p o inted by the c h a i r m a n of the C u r r i c u l u m Planning Committee, The C o m m i t t e e o n E d u c a t i o n for C i t i z e n ­ ship also appoi n t e d a s u b c o m m i t t e e "to exp l o r e ways of c o o r ­ dinating m o r e eff e c t i v e l y the w o r k of v e t e r a n s ’ o r g a n i z a t i o n s 3 in c i t i z e nship education." Legion, the AMVETS, R e p r e s e n t a t i v e s of the A m e r i c a n and the D a u g h t e r s of the A m e r i c a n R e v o l u ­ tion w e r e invited to a m e e t i n g in May, 1948, "to e x c h a n g e M i n u t e s of the C u r r i c u l u m P l a n n i n g Committee, July 22-23, 1953. 2 M in u t e s of the C u r r i c u l u m P l a n n i n g Committee, November 21, 194 7. 3 Minutes of the Curriculum Planning Committee, March 4, 1948. 153 information o n the c i t i z e n s h i p programs of these groups and to consider how they m a y be involved in the state p r o g r a m of citizenship education."*' The August, 1948, Department of Michigan, c o n v e n t i o n of the A m e r i c a n Legion, u n a n i m o u s l y adop t e d the re p o r t of its C o m m ittee on E v a l u a t i o n of Instructional Materials, which had been appointed by the A m e r i c a n L e g i o n E d u c a t i o n Committee. The re p o r t r e c o m m e n d e d procedures for the e v a l u a t i o n of "textbooks and o t h e r i n s t r uctional mat e r i a l for their lack of patriotism, 2 fairness of content." pre s e n t a t i o n of facts and Beginning w i t h a state m e n t o n purposes, the rep o r t stated: This committee has acted w i t h i n the frame w o r k of the m an d a t e given it, namely; To foster a posi t i v e attitude towards d e m o c r a t i c ideals and principles in all educational institutions and activities by May 13, ^Minutes of 1948. 2' the C u r r i c u l u m Planning Committee, M e m o r a n d u m from the C o m m i t t e e on E v a l u a t i o n of Instructional M a t e r i a l s to Floyd L. Haight, chairman, E d u c a ­ tion Committee, D e p a r t m e n t of Michigan, A m e r i c a n Legion, June 1, 1948. Mem b e r s of the C o m m i t t e e on E v a l u a t i o n of Instructional M a t e r i a l s were: Cha r l e s Brake, A s s i s t a n t Superi n t e ndent of Schools, W a y n e C o u n t y Public Schools; Lt. Col. G. Robert Koopman, A s s o c i a t e Superintendent, Department of Pu b l i c Instruction; K a y e Buttars, R e c o n s t r u c ­ tion and Finance Corporations, and M e m b e r of the Leg i s l a t i v e Committee, Depart m e n t of Michigan, A m e r i c a n Legion; W i l m e r Menge, Senior A d m i n i s t r a t i v e Assistant, D e p a r t m e n t of I n s t r u c ­ tional Research, Det r o i t Public Schools; and H a r r y Johnson, S u p e r intendent of Liv o n i a Pu b l i c Schools and For m e r A m e r i c a n ­ ism Director, D e p a rtment of Michigan, A m e r i c a n Legion. 154 a. b. c. O f f e r i n g to posts and o t h e r gr o u p s and agencies of the Amer i c a n Legion, D e p a r t m e n t of Michigan, a yardstick by w h i c h textbooks and other instruct i o n a l m ater i a l s used or to be used in the pub l i c schools m a y be m e a s u r e d as to c o n f o r m a n c e w i t h the prin c i p l e s of A m e r i c a n democracy. Bringing about be t t e r u n d e r s t a n d i n g bet w e e n those who prepare and provide instructional m a t e r i a l s and r epresentatives of o r g a n izations es p e c i a l l y c o n ­ cerned w i t h their use in programs that promote the preservation and d e v e l o p m e n t of democratic ideals and p r i n c i p l e s . Protecting the Depart m e n t o f M i c h i g a n against the hasty, ill-advised or snap judgement of any post or individual in ''black-listing” instructional m a t e ­ rials .1 The report continued w i t h sections o n the historical b a c k ­ ground of democr a t i c ideals and the pu b l i c schools, a list of criteria for evaluating the loyalty factor in instructional materials, and procedures for u s i n g these criteria. The Committee on E d u c a t i o n for Ci t i z e n s h i p held a two-day conference in January, 1949, for lay leaders of organizations w i t h citizenship educa t i o n programs. This conference became known offici a l l y as the M i c h i g a n InterOrganization C o n t inuing Confer e n c e on Citizenship, held annually for the remainder of the decade. and was The c o n f e r ­ ence w a s designed to stimulate c o o p e r a t i o n among community organizations and the local schools. A report of the 1951 conference indicated that "the c o n f erence was o v e r - b a l a n c e d with executives of o r g a n izations who w e r e interested in 2 promoting their own organizations. . . . " 1 Ibid. ^Minutes of the Curriculum Planning Committee, October 30, 1951. 4 155 T h e C o m m ittee on E d u c a t i o n for C i t i z e n s h i p also organized a two-day conference in May, older y o u t h to the armed f o r c e s ."1 1951, o n "orienting Invited to participate were r e p r e sentatives of the armed forces, higher education, and local school systems. In March, 1950, a conference on c i t i z e n s h i p e d u c a ­ tion was held with r e p r e sentatives from five school systems. Earl K elley was 2 the keynote speaker for the c o n f e r e n c e . This c o n ference -became k nown as the Selected Cities C o n f e r ­ ence and was held for teams of educators from m e d i u m - s i z e d communities in the s t a t e . Lay p a r t i c i p a t i o n continued to be a con c e r n of the Michigan C u r r i c u l u m Program. In an attempt to reach a larger segment of the popula t i o n of the state, the tenth annual C i tizens Confer e n c e was conducted in two sessions during February, 1947. One conference was held in Lansing and the o ther in the Upper Penin s u l a at E s c a n a b a . Rural education was the m a j o r topic for these conferences wit h Howard Dawson, dire c t o r of the Nati o n a l Educa t i o n A s s o c i a ­ tion's rural education service division, eral session of b o t h meetings. addressing the g e n ­ The breadth of lay r e p r e ­ sentation at these conferences is indicated by the fact that included in the a p p r o ximately 400 educators and co m m u n i t y M i n u t e s of the C u r r i c u l u m Planning Committee, March 13, 1951. 2Minutes of the C u r r i c u l u m Planning Committee, April 5, 1950. 156 representatives w h o attended the Lansing C o n f e r e n c e were "more than forty, lay groups, librarians, church, service clubs, patriotic, organizations . . . health, including women's clubs, federal agencies, civic, agricultural, and school-connected as well as 141 d i f f e r e n t c o m m u n i t i e s . " ’*' A nother example of cooperative c u r r iculum effort received additional support from the activities of the Committee on Educational Interpretation. This Committee developed a questionnaire which w a s approved by the M i c h i g a n Commission on Educational Policies and sent to 184,300 p a r ­ ents across the state. Ac t i n g on p r e l i minary results w h i c h indicated that "60.3 percent of the parents have indicated that they would 'insist on and be willing to p a y for' (edu­ cation for home and family living) even if it should add to 2 the tax bill," the Committee on Education for Home and Family Living invited all institutions of higher educati o n to send representatives to a meeting of the C o m m ittee in December, 1950, ily living. to discuss their programs in home and fa m ­ These institutions reported on b o t h their p r o ­ grams o f fered to teachers and those programs in general education. Two years later the Committee on Education for 1 [Mary L. Dee], "Education in Rural Areas: Theme of Lansing, Escanaba Meetings," M i c h i g a n Educa t i o n Journal 29 (March 1947): 400. 2 David M. Trout, M a r y Lee Hurt, and Mrs. Rex Tod d Withers, "Progress in Education for Family Living," M i c h i g a n Education Journal 24 (April 1952): 490. 157 Home and Family Living again invited these institutions to a meeting "to develop cooperatively some work a b l e criteria which institutions can use in evaluating their o w n o f f e r ­ in g s ."1 Areas of Concern and Activities of the Program One of the major concerns of this decade was s t i m u ­ lating local curriculum development. This was accompli s h e d by new cooperative projects w i t h professional organ i z a t i o n s and by increased attention to the area of teacher education. Innovations in education were a p p r a i s e d . Techniques for extending citizenship education w e r e explored and the Curriculum Planning Committee continually sought ways to make the Program more effective. Teacher education continued to be a m a j o r concern of the M i ch i g a n Curriculum Program and is perhaps best expressed in the cooperative efforts of the Cu r r i c u l u m Planning Committee and the A d v i s o r y Committee on Teacher Education and Certification. The first joint activity of the two groups was a conference planned by the C u r r i c u l u m Planning Committee which was attended by 50 persons in January, 1950, to consider problems of mu t u a l interest such as . . . the preparing of teachers for n e w integrated programs, the single curriculum trend in teacher e d u c a ­ tion, the single certificate trend, the conversion of 1Ibid. 158 people prepared for the secon d a r y field to teach in the e l e m e n t a r y field, teacher e d u c a t i o n for health education, the five-year program, and the w h o l e m o v e ­ m e n t of general e d u c a t i o n .1 The joint me e t i n g centered around four w o r k i n g groups: (1 ) the p r e p a ration of teachers for the newer type of preservice education program, (2 ) a single c u r r i c u l u m and single certificate and a five-year c u r r i c u l u m for t e a c h e r education, (3) general education, for teachers. 2 and (4) health e d u c a t i o n In reviewing the r e c o m m e n d a t i o n s of these groups the C u r r i c u l u m Plann i n g Commi t t e e d e t e r m i n e d that a statement of needs and p h i l o s o p h y should be d e v e l o p e d for submission to the A d v i s o r y C o m m ittee on Tea c h e r E d u c a t i o n and Certification and that a more functional and intensive w o r k 3 ing relationship should be developed b e t w e e n the two groups. As part of the p r o g r a m of the Nati o n a l Cl i n i c on Teacher Educa t i o n held at M i c h i g a n State Col l e g e in October, 19 50, a regular mee t i n g of the C u r r i c u l u m Plan n i n g C o m m i t t e e was held with participants of the Clinic as observers. Because of the success of the previous joint m e e t i n g of the Curriculum Plan n i n g Committee and the A d v i s o r y C o m m i s s i o n on Teacher Educa t i o n and Certification, a second m e e t i n g w a s ^"Minutes of the C u r r i c u l u m Plan n i n g Committee, N ovember 2, 1949. 2 Minutes of the Cu r r i c u l u m Plan n i n g Committee, January 10-11, 1950. 3 Minutes of the Curriculum Planning Committee, June 6, 1950. 159 suggested w i t h the following issues as d i s c u s s i o n topics: "(a) c i t i zenship at the p r e - s e r v i c e level, a possible emergency in teacher supply, the C e r t i f i c a t i o n C o d e ."1 and (b) plan n i n g for (c) revi s i o n of M e e t i n g in January, 1951, a joint statement was p r o d u c e d for s u b m i s s i o n to the State Board of Educa t i o n by the A d v i s o r y C o m m i s s i o n o f T e a c h e r 2 Education and Certification. The C u r r i c u l u m Plann i n g Committee also took separate action in a r e s o l u t i o n favoring 3 the elimination of limited teaching certificates. M a n y c o n f e rences held b y the c u r r i c u l u m committ e e s throughout this de c a d e had a theme of teacher education. For e x a m p l e , the Commi t t e e on C o n s e r v a t i o n and Educa t i o n sponsored a two-day conf erence on teacher e d u c a t i o n for 4 conservation in April, 1951. During the 1954-55 year the C u r r i c u l u m Plannin g Committee sought to d e v e l o p "a closer w o r k i n g r e l a t i o n s h i p with the staffs of the schools of educa t i o n and extension 5 divisions of institutions of higher learning. . . To 1 Minutes of October 9, 1950. 2 Minutes of January 5-6, 1951. 3 Minutes of December 10, 1951. 4 Minutes of March 13, 1951. 5 the C u r r i c u l u m Plan n i n g Committee, the C u r r i c u l u m P l a n n i n g Committee, the C u r r i c u l u m P l a n n i n g Committee, the Cu r r i c u l u m P l a n n i n g Committee, Minutes of the Curriculum Planning Committee, 5Minut July 27, 1954. 160 accomplish this goal all meeti n g s of the C u r r i c u l u m P l a n n i n g Committee w e r e held on various campuses in an attempt to a c q uaint m o r e people w i t h the w o r k of the c u r r i c u l u m c o m ­ mittees and stress the importance of improving instruction. Meetings w e r e h e l d at W e s t e r n M i c h i g a n College, M i c h i g a n State N o r m a l College, U n i v e r s i t y of Michigan, Junior College, Port Huron and Mich i g a n State College. P a r t of the agenda of each of these two-day m e e t ­ ings was arra n g e d by the host institution. For example, at M i c h i g a n State Normal Col l e g e an evening invitational conference was pla n n e d w i t h mem b e r s o f the college faculty and educators f r o m southeastern Michigan. conference was The theme for the "Problems of General E d u c a t i o n in the Ju n i o r - Senior High School" w i t h D e a n B. L. Dodds, Coll e g e of E d u ­ cation, U n i v e r s i t y of Illinois, as the m a i n speaker.^- At Port H u r o n J u n i o r College following a dinner m e e t i n g attended b y 80 persons, the theme "an o p e n meeting was held around 'Providing Educational O p p o r tunities for Olde r Youth and Ad u l t s in the Blue W a t e r Area.'" 2 Included o n the p r o g r a m w e r e speakers including State S u p e r i n t e n d e n t Taylor, who prese n t e d needs and issues facing M i c h i g a n e d u ­ cation, and a panel of co mmunity representatives and legislators, ^"Minutes of the C u r r i c u l u m Plan n i n g Committee, December 3-4, 19 54. 2 Minutes of the Curriculum Planning Committee, ^Minutes March 18-19, 1955 161 The closing address w a s given by V i c e - P r e s i d e n t James A. Lewis of the U n i v e r s i t y of Michigan. The use of television in educa t i o n was raised in July, 1953, and it w a s agreed that the C u r r i c u l u m P l a n n i n g Committee should devote an extended per i o d of time studying this e m e rging concern. The following m o n t h the entire agenda of the C o m m i t t e e was dev o t e d to the discus s i o n of the "Instructional Implications of T e l e v i s i o n ."1 Twenty invited guests r e p r e s e n t i n g the television industry, visual specialists from local school districts, university televi s i o n stations, riculum committees, audio­ college and chairmen of intere s t e d c u r ­ and selected staff members of the D e p a r t ­ ment of P ublic Instructi on joined the C u r r i c u l u m Planni n g Committee as they examined the "psychological implications of t e l e v i s i o n — w h a t is the effect of television upon our young citizens, upon our adults, and the c ulture as a whole." 2 the classroom, the home, The p r o g r a m op e n e d w i t h a panel r e p r esenting five committees of the M i c h i g a n C u r r i c u 3 lum P r o g r a m d i s c u s s i n g the topic "What Is the Problem." 1Minutes of the C u r r i c u l u m Planning C o m m i t t e e , October 12, 1953. ^Ibid. 3 Ibid. Panelists were Ethel O'Connor, C u r r i c u l u m Planning Committee, Chairman; John Fuzak, Commi t t e e on I n d u s ­ trial Arts; W i l l i a m G. Hart, Committee on Instructional Materials; Bruce Siders, Committee o n Educa t i o n of E x c e p ­ tional Children; and Gordon Williams, Commi t t e e for V o c a ­ tional A g r i c u l t u r a l Education. 162 Among those issues of particular interest to the C u r r i c u l u m Planning Commi t t e e were: Public relations p r o g r a m — take to a large m a s s of the people w h a t w e are doing in o u r schools. Drama­ tize a statement of beliefs including something to the effect that local control of schools is fundamental to d e m o cracy and education in a democracy. Reading, writing, and arithmetic are mer e l y tools for a rriving at the proper e n d — the m a k i n g of a good citizen. Should television be u s e d as a di r e c t education a l f u n c t ion— directed instruction at all levels, e l e m e n ­ tary to adult. Depart m e n t of Public Instruction does not suggest a state course of study nor does it agree that it is good for a particular school system to have a course of study. Rather it believes that the i n d i v i d ­ ual teacher should w o r k o u t the p r o g r a m w i t h her pupils. Educa tion does not consist of putting subject matte r into the child. Television is uniq u e l y equipped to offer programs on contemporary affairs such as special days on safety education or putting on programs explai n i n g local industries and public utilities. The importance of selection of programs presented outside of school time. What responsibilities does the school have in developing taste and discriminati o n ? In w h a t degree can television be used at home as a means of education for both children and adults? Where can the teacher get information o n good television programs to give to children?! The panel concluded by stating that educators need to e d u ­ cate themselves on how to use television and "must decide among themselves whether they w a n t to use television or not." The remainder of the program consisted of a further e x a m i ­ nation of the issues w i t h Earl C. Kelley acting as d i s c u s ­ sion leader and a discussion of possible actions to be taken with Cecil E. M a c D onald acting as leader. 1Ibid. 2Ibid. No specific course 2 X63 of action w a s undert a k e n by the C u r r i c u l u m Planning Committee at this meeting. At the next mee t i n g in December, 1953, it was learned that the State Superintendent of Pub l i c Instruction had "requested the Federal Communication Commission to hold c e r ­ tain areas in Michi g a n for educational t e l e v i s i o n .1,1 A commission w o u l d be appointed to recommend po l i c y on t e l e ­ vision and the Curric u l u m Planning Committee was direct e d to continue investigating their concerns for the instru c ­ tional a spect of television and for television programming. Six possible actions for the C u r r i c u l u m Planning Committee were s u g g e s t e d : 1. 2. 3. 4. 5. 6. endorse pre-school parent education programs, urge the showing of programs on application of research findings. . . , ask universities to hold workshops for training of p rogram developers at the local level, recommend to the Department of Public Instruction that it assume some responsibility for a planning p lat f o r m by areas larger than school districts, w o r k for the improvement of programs shown in the after-school and evening hours, and involve pupils in p r o g r a m s .2 A small" subcommittee was appointed by the chairman of the Curriculum Planning Committee to give the subject further study. Educational television was subsequently a topic of discussion at a meeting of the Committee on Curriculum ^"Minutes of the Curriculum Planning Committee, December 11-12, 1953. 2Ibid. 164 Research. The secretary of the C u r r i c u l u m Plan n i n g C o m ­ mittee reported that a feeling had d e v e loped that the C u r ­ riculum Planning Committee was against educational tele­ vision. Meetings w e r e scheduled with television personnel at Michigan State College and the Univer s i t y of M i c h i g a n to discuss . . . ways we can cooperate w i t h educational T V on (a) telling about the research background of edu­ cation, (b) turning the T V camera on good practices, and (c) showing through T V h o w staff members and non--, staff members w o r k together in prepa r i n g T V programs. Thus the decade ended as the C u r r i c u l u m Planning Commit t e e explored the area of educational television to deter m i n e the role the Committee should play in this area. C i t i z enship educ ation conti n u e d to be a m a j o r e m p h a ­ sis of the total M i c h i g a n C u r r i c u l u m Program. All committees were encouraged to relate their w o r k to the c i t i z enship p r o ­ gram. For example, the Committee on Con s e r v a t i o n and E d u ­ cation reported to the C u r r i c u l u m Planning Commi t t e e the general areas where they could make a unique c o n t r ibuti o n to citizenship e d u c a t i o n . a. b. c. The d e v e l opment of attitudes by children, youth, and adults toward the wise use of natural resources. The extension of the school camping p r o g r a m w h i c h provides a m a x i m u m amount of c o o p e rative planning and part i c i p a t i o n of children and youth. The extension of a w i d e variety of out d o o r e d u c a ­ tion activities w h i c h provide di r e c t learning, experiences, such as school forest activities, 1 Minutes of the Curriculum Planning Committee, January 24-25, 1954. 165 d. e. f. g. c ommu n i t y projects, c o n s e rvation clubs, and a v a r i e t y of others. The inclusion of c o n s e rvation in the state adult e d u c ation program, w i t h partic u l a r atten t i o n to p a r t i c i p a t i o n of adults in the m a n a g e m e n t and d e v e l o p m e n t of natural r e s o u r c e s . The use of special drives and proj e c t s such as scrap drives, saving of metals, etc. as teaching situations in conservation and citizenship. Intensifying the teacher training p r o g r a m so as to help teachers make the dynamic appr o a c h in p r o v i d ­ ing c o n s e r v a t i o n experiences for children and youth. Implementing cons e r v a t i o n and c i t i z e n s h i p e x p e r i ­ ences with adequate visual aids and instruction a l m a t e r i a l s .*• This de c a d e m a y also be c h a r a cterized as a decade of internal evaluation b y the C u r r i c u l u m Plan n i n g Commi t t e e as it a t t empted to seek direc t i o n and improve the opera t i o n of the M i c h i g a n C u r r i c u l u m Program. A vari e t y of structures were u t i lized to m e e t this expressed need and concern. The final mee t i n g of the C u r r i c u l u m Plan n i n g C o m ­ mittee in 1945-46 took the form of a two-day C u r r i c u l u m Planning C o m m ittee Confer e n c e w i t h r e p r e sentatives from all committees. F r o m this conference, which reviewed the accomplishments of the committees during that year and began the p l a nning for the ensuing year, came the following s u g ­ gestions for committee and pro g r a m emphases: 1. 2. 3. 4. 5. P romo t i o n of d i s c u s s i o n groups o n civic affairs for 19 and 20 year olds P romotion of active civic part i c i p a t i o n by teachers The addition of teachers to state committees The addition of trained personnel to the staff of the Depart m e n t of Public Instruction The promo t i o n of junior town meetings ^Minutes of the Curriculum Planning Committee, November 9, 1950. 166 6 . A c t i v i t y to p r o m o t e the r e d u c t i o n of the v o t i n g age to 18 7. Special emph a s i s on u n d e r s t a n d i n g boys a n d girls 8 . Special emphasis o n e l i m i n a t i o n of d e p a r t m e n t a l barriers 9. Special emphasis o n the m a j o r civic p r o b l e m s of o u r -times , 10. Increased c o o r d i n a t i o n of state c o m m i t t e e work. A n o t h e r session of the co n f e r e n c e p r o d u c e d the f o l ­ lowing proposals: 1. 2. 3. 4. W o r k s h o p c o n f e r e n c e s sh o u l d be furt h e r decentra l i z e d . The state commi t t e e struc t u r e m i g h t be d e c e n t r a l i z e d by areas of the state. M u l t i p l e c o m m i t t e e m e m b e r s h i p s should be reduce d as m u c h as p o s s i b l e w i t h o u t i n t e r fering w i t h cross representation Problems in w h i c h e a c h area of the state is i n t e r ­ ested sh o u l d be d i s c o v e r e d b y a s u r v e y .2 In April, 1948, the C u r r i c u l u m P l a n n i n g C o m m i t t e e disco n t i n ued the spring c o n f e r e n c e of the s u b c o mmittee s and proposed that this c o n f e r e n c e be held in the fall. A sub­ committee of four C u r r i c u l u m Planning C o m m i t t e e m e m b e r s w a s 3 appointed to plan the fall conference. In September, 1948, the first fall c u r r i c u l u m conference for all committee s was h e l d at St, Ma r y ' s Lake. T h e c h a i r m a n and secre t a r y of the C u r r i c u l u m P l a n n i n g C o m m i t t e e w e r e d e l e g a t e d to act as the p l a n n i n g c o m m i t t e e for the 1949 fall conference. Approx­ imately 150 individual c o m m ittee m e m b e r s a t t e n d e d the 1949 Conference of C u r r i c u l u m C o m m i t t e e s . A n evalua t i o n of the ^Michigan, D e p a r t m e n t of Pu b l i c Instruction, C u r r i c u ­ lum P l a n n i n g Committee: An n u a l Report 1 9 4 5 - 1 9 4 6 , p. 7. ^Ibid. ^Minutes of the Curriculum Planning Committee, April 7, 1948. 167 conference indicated that: (1 ) ne a r l y all felt that the conference was successful as a veh i c l e for b e c o m i n g acqua i n t e d with other people, (2 ) this was the first time ne a r l y one- half of the par t i c i p a n t s had atte n d e d this conference, (3) there was general s a t i s faction w i t h the technique of forming groups from all committees, (4) m o s t participa n t s responded that they saw the r e l a t i o n s h i p of their o w n c o m ­ mittee and other committees, (5) the p a r t i cipants w e r e n e a r l y unanimous that the conference r e p r esented a pract i c a l d e m o n ­ stration of g r o u p process which could be app l i e d at the local level, and (6 ) participants w e r e unani m o u s in their opinion that the M i c h i g a n C u r r i c u l u m P r o g r a m w o u l d be b e t t e r because this type of m e e t i n g had b e e n held; however, on l y about half beli e v e d that their local c u r r i c u l u m p r o g r a m w a s going to be better because they had atte n d e d the c o n f e r e n c e .1 Another d o c u m e n t was pro du c e d by this conference w h i c h listed 22 suggestions under the heading "Ways of Improving the 2 M ichigan C u r r i c u l u m Program." Specific suggestions w e r e made for the C u r r i c u l u m Plan n i n g Commi t t e e and subcommittees and concl uded w i t h the following issues w h i c h needed to be faced: ^Minutes of the C u r r i c u l u m Planning Committee, September 20-21, 1949. o "Michigan C u r r i c u l u m Program, R e c o m mendations o f One H u ndred and Fifty Commi t t e e Members at St. Ma r y ' s L a k e Camp," S e ptember 20-21, 1949. (Mimeographed.) 168 1. H o w (techniques used, p e o p l e involved) have d e s i r ­ a ble cha n g e s o c c u r r e d in the c u r r i c u l u m in s p e c i f i c school s i t u a t i o n s ? 2. W h a t r e s o u r c e s and r e s o u r c e p e o p l e are a v a i l a b l e to a s s i s t in m a k i n g such chan g e s ? 3. W h a t c a n the source of i n s p i r a t i o n be for areas w h i c h n e e d to c o n s i d e r c u r r i c u l u m c h a n g e s the m o s t ? 4. W h a t m e a n s a n d t e c h n i q u e s are t h e r e w h i c h w i l l e n c o u r a g e c o m m i t t e e m e m b e r s to share t h e i r sch o o l e x p e r i e n c e s w i t h o t h e r c o m m i t t e e m e m b e r s a n d to s hare c o m m i t t e e ideas a n d e x p e r i e n c e s w h e n t h e y r e t u r n to t h e i r schools? 5. C a n g r e a t e r p u b l i c i t y b e g i v e n to the w o r k of the v a r i o u s c o m m i t t e e s and to the e n t i r e c u r r i c u l u m committee program? How can committee members help to secure an i n c r e a s e in m o n e y a v a i l a b l e for p u b l i ­ c at i o n s and s e r v i c e s f r o m the D e p a r t m e n t o f P u b l i c Instruction? 6 . H o w can w e g e t i n f o r m a t i o n on g o o d i n - s e r v i c e t r a i n ­ ing p r o g r a m s ? W h a t p r o v i s i o n sh o u l d be m a d e for p r o v i d i n g school time o r e x t r a p a y for o u t - o f - s c h o o l time for these a c t i v i t i e s ? 7. W h a t t e c h n i q u e s are u s e d to d e t e r m i n e f e l t s t u d e n t n eeds? 8 . W h a t t e c h n i q u e s can be u s e d to k e e p the c o m m u n i t y a b r e a s t of school a c t i v i t i e s ? H o w c a n the c o m m u ­ n i t y k e e p the school p o s t e d on its feelings a b o u t the school? 9. H o w can w e w o r k t o w a r d d e v e l o p i n g a c o n c e r n for local, state, national, and w o r l d a f f a i r s w h i l e e m p h a s i z i n g the needs o f the in d i v i d u a l ? 10. W h a t c o n s t i t u t e s a g o o d c o m m u n i t y school o r g a n i z a ­ t ion from an a d m i n i s t r a t i v e s t a n d p o i n t ? 11. W h a t are the things w h i c h should be c h a r a c t e r i s t i c of h i g h school g r a d u a t e s ? C o n s i d e r a t i o n be g i v e n to a w a r d i n g d i p l o m a s for f o u r y e a r s of a t t e n ­ d a n c e b a s e d o n p h a s e s of c o m p e t e n c y r a t h e r than a m o u n t of w o r k ? ^ A n e v a l u a t i o n of the 1951 fall c u r r i c u l u m c o n f e r ­ ence w a s c o n d u c t e d in the final s e s s i o n of the c o n f e r e n c e as p a r t i c i p a n t s w e r e d i v i d e d into ten g r o u p s to c o n s i d e r the f o l l o w i n g areas: "(1) W h a t the p a r t i c i p a n t s l i k e d best, (2) W h a t was m o s t u s e f u l in the c o n f e rence, ^Ibid. , p. 5. and (3) T h i n g s 169 that should not be done in another conference." i A m o n g the aspects identified as being b e s t liked w e r e m e e t i n g people, the o r i e n tation to the opera t i o n of the M i c h i g a n C u r r i c u l u m Program, the sessions w h i c h gave commit t e e s ideas to take back *.to their communities, program. and the var i e t y of the total The audio-visual aids demonstration, committee meetings, separate sharing of information among committees, and an u n derstanding of the state-wide appr o a c h to solving educational problems were identified as m o s t useful aspects of the c o n f e r e n c e . It was suggested that new committee members be oriented to their p a r t i c u l a r committee early in the conference and that the agenda was too crowded. As the fall, 2 1953, C u r r i c u l u m Pro g r a m Work s h o p for all committee members was being planned, the following objectives were identified and u s e d in planning the program: . . . to give the group official contact with the S u p e r intendent of Public Instruction, to d o something a bout communication bet w e e n c o m m i t t e e s , to clarify the objectives of the curric u l u m program, to or i e n t new members, to give committees a chance to meet, and g e n ­ eral acquaintance of the leader s h i p of people in c u r r i c ­ u l u m in the s t a t e .3 The fall Conferences for C u r r i c u l u m Committees were held continuously in this decade since the first conference in 1948. A t tend a n c e increased at these conferences and the M i n u t e s of the C u r r i c u l u m Planning Committee, September 25, 1951. 2 Ibid. 3 Minutes of the Curriculum Planning Committee, July 22-23, 1953. 170 secretary of the C u r r i c u l u m Planning Commi t t e e no t e d that in 1951 "the e n t h u s i a s m displ a y e d than ever before."^ . . . seemed to me great e r These conferences came to be k n o w n as the A nnual Curric u l u m W o r k s h o p by the end of the decade. The lay-professional advisory group known as the Michigan E d u c a tional Policies C o m m i s s i o n continued to be active in this decade. The Commis s i o n continued to be a major force in m a r s h a l i n g support for public education in the state. Conc e r n s of the Commission appointed by State Superintendent of Public Instruction Thur s t o n in 1949 i l l u s ­ trate the Commission's interest in curriculum matters. Areas of particular emphasis for study and action were: a. b. c. d. e. interpretation of the schools to the public the fundamentals of education (do they include m o r e than reading, writing, and arithmetic) knowing more about the role of the Department of Public Instruction in Michigan recruitment and improvement of teacher personnel d e v e l opment by the Department of a yardstick by w h i c h communities m a y k n o w whe t h e r or not they have a good s c h o o l .2 One of the first activities of the Commission was the development of a questionnaire to determine how people feel about their schools. This instrument, "How Would You Answer This," was designed for use by local groups as they Letter from G. Robert Koopman, Secretary, to C u r ­ riculum P lanning Commi t t e e Members and Secretaries of C u r ­ riculum Committees, September 18, 1951. o Minutes of the Curriculum Planning Committee, November 9, 1950. i 171 studied local p r o b l e m s .*1 The t a b u l a t i o n s f r o m the f i r s t 30 c ommunities indic a t e d a p o s i t i v e a t t i t u d e t o w a r d their schools. T h e C u r r i c u l u m P l a n n i n g C o m m i t t e e d i s c u s s e d the implications of this o p i n i o n n a i r e as an input to be c o n ­ sidered by all the c u r r i c u l u m committees. To c a r r y o u t the cha r g e s to the C o m m i ssion, s u b committees w e r e organized: public schools, authority, four c i t i z e n p a r t i c i p a t i o n in the t e a c h e r personnel, the state e d u c a t i o n and m o r a l and spiri t u a l values. The subcommit­ tees r e p o r t e d at the s e m i - a n n u a l m e e t i n g of the Commission. In 1952-53 the s u b c o m m i t t e e o n the state e d u c a t i o n a u t h o r i t y was r e p l a c e d w i t h a s u b c o m m i t t e e o n curriculum. For the year 1953-54 the f o l l o w i n g areas w e r e s e l e c t e d for study: school d i s t r i c t reor gan i z a t i o n , c o m m u n i t y college, and public relations. To e n s u r e c o m m u n i c a t i o n b e t w e e n the M i c h i g a n C u r ­ r i culum P r o g r a m and the M i c h i g a n E d u c a t i o n a l P o l i c i e s C o m ­ mission, the c h a i r m a n of the C o m m i s s i o n agreed to at t e n d m e e t i n g s of the C u r r i c u l u m P l a n n i n g Committee. Periodic reports w ere m a d e at the m e e t i n g s o f the C u r r i c u l u m P l a n n i n g C o m m i t t e e for the r e m a i n d e r of this d e c a d e and the C u r r i c ­ ulum P l a n n i n g C o m m i t t e e f r e q u e n t l y r e f e r r e d statements and concerns about lay p a r t i c i p a t i o n to the Commission. ^ Minutes of the C u r r i c u l u m P l a n n i n g Committee, March 24, 1952. ^Minutes of the C u r r i c u l u m P l a n n i n g Committee, J a n u a r y 14-15, 1955. 172 The M i c h i g a n C u r r i c u l u m P r o g r a m ag a i n r e c e i v e d official support from the M i c h i g a n E d u c a t i o n A s s o c i a t i o n as the following r e s o l u t i o n w a s adopted by the Spring, 1954, R epresentative A s s e m b l y of the Association: C u r r i c u l u m P r o g r a m in M i c h i g a n . We are f a v o r a b l y i m p r essed w i t h the scope and v a r i e t y of the c o m b i n e d efforts w i t h i n the state d e v o t e d to the i m p r o v e m e n t o f p ublic education. C o m p a r i s o n s w i t h the p r o g r a m s of o t h e r states c o n s t a n t l y remind us that the c o n t i n u i n g p r o f e ssional activi t i e s of the last twenty ye a r s ha v e p r o d u c e d a standard of growth scar c e l y e q u a l e d in o t h e r sections of the nation. We refer w i t h p r i d e to the l a sting influence of the M i c h i g a n C u r r i c u l u m Study, e x t e n d i n g o v e r the year 1936 to 1948, w i t h the s u b s e ­ q u e n t efforts to re t a i n and pres e r v e its v a l u e t h r o u g h the M i c h i g a n S c h o o l - C o l l e g e A g r e e m e n t and the n u m e r o u s state c u r r i c u l u m committees o p e r a t i n g un d e r the s u p e r ­ vi s i o n of the state c u r r i c u l u m p l a n n i n g committee. We b e l i e v e that the vigo r o u s currents of this m o v e m e n t have, by means of a w i d e s p r e a d c o n f erence system, d r a w n t o g ether the various agencies of the state, b o t h la y and professional, into amica b l e w o r k i n g r e l a t i o n s h i p s w i t h e d u c a t i o n a l institutions, and that p r o f e s s i o n a l g roups and organizations, such as the state d e p a r t m e n t of p u blic instruction [sic] and the p e r s o n n e l of o u r schools and colleges, have achieved an o p e r a t i o n a l ef f i c i e n c y and a c o o p e r a t i v e spirit u n e x c e l l e d in the e d u c a tional his t o r y of Michigan.^The regional meet i n g s of the M i c h i g a n E d u c a t i o n A s s o c i a t i o n w e r e freque n t l y used as a v e h i c l e b y the v a r i o u s c u r r i c u l u m committees to publi c i z e their w o r k and to s t i m u ­ late w o r k at the local level. A n o u t s t a n d i n g example of c o o p erative c u r r i c u l u m d e v e l o p m e nt emerged in the second de c a d e of the M i c h i g a n C u r r i c u l u m P r o g r a m as the C u r r i c u l u m Plann i n g Committee , cited in the minutes of the Curriculum Planning Committee, May 16-17, 1954. 173 the M i c h i g a n A s s o c i a t i o n of School A d m i n i s t r a t o r s , and the M i c higan A s s o c i a t i o n for Sup e r v i s i o n and C u r r i c u l u m D e v e l ­ opment w o r k e d together. Re p r e s e n t a t i v e s of the M i c h i g a n A s s o c i a t ion of School A d m i n i s t r a t o r s m e t w i t h the C u r r i c u ­ lum P l a nning Commi t t e e in March, 1952, to explore w a y s of coordinating their activities for the i m p r o vement of instruction. In attemp t i n g to a n s w e r the concern of h o w the M i c higan A s s o c i a t i o n of School A d m i n i s t r a t o r s could "make effective some of the things being done by the var i o u s c u r ­ riculum committees,"^* w i d e r p a r t i c i p a t i o n and gre a t e r i n v o l v e ­ ment in curric u l u m committee activities w a s suggested. The Curric u l um Planning C o m m i t t e e w a s asked to ass i s t the new Educational P r o g r a m C o m m i t t e e of the M i c h i g a n A s s o c i a t i o n of School A d m i n i s t r a t o r s in dea l i n g w i t h the p r o b l e m of d evel2 oping an effective instructional program. To fulfill this request a joint m e e t i n g was planned w i t h the C u r r i c u l u m Planning Committee, the E d u c a tional Pro g r a m Committee, and the M i c h i g a n A s s o c i a t i o n for S u p e r v i s i o n and C u r r i c u l u m Development. Returns from a q u e s t i o n n a i r e sent to all s u p e r ­ intendents in the state indicated that c u r r i c u l u m and p e r s o n a l r elationships w e r e the two m a j o r fields of interest. The nine regions of the M i c h i g a n A s s o c i a t i o n of School A d m i n ­ istrators were to serve as the structure for conductin g M i n u t e s of the Curriculum Planning Committee, March 24, 1952. 2Ibid. 174 sectional m e e t i n g s . The following w e r e some of the g u i d e ­ lines suggested for e s t a b lishing these regional m e e t i n g s : It is first nece s s a r y to have a re g i o n become acquainted w i t h the M i c h i g a n C u r r i c u l u m Program; then have the region define some pro b l e m or prob l e m s it w o u l d be interested in ha v i n g discussed. Have each re g i o n send repres e n t a t i v e s to m e e t w i t h the C u r r i c u l u m Planning C o m m ittee to discuss the p r o ­ g r a m for a regional meeting. The p r o b l e m of c o m m unication and follow through at the local level. We need to begin w i t h the a d m i n i s t r a ­ tion (adopt policies such as policies on substitute teachers and r e i m b ursement o f travel expenses for teachers to attend committee m e e t i n g s and w o r k s h o p s ) . We need to call the atten t i o n of superintendents to m e m ­ bers of their staff who are serving on state c u r r i c u ­ lum committees and suggest m e t h o d s b y wh i c h these i n d i ­ vidual committee mem b e r s m a y be used in their local c o m ­ mu n i t i e s .1 The chairman of the C u r r i c u l u m Planning C o m m i t t e e appointed a Project Commi t t e e comp o s e d of re p r e s e n t a t i v e s of the M i c h i g a n A s s o c i a t i o n for S u p e r vision and C u r r i c u l u m Development, Mich i g a n A s s o c i a t i o n of School Administrators, and the C u r r i c u l u m Planning Committee. At their first m e e t ­ ing the P roject Commi t t e e e s t a b lished ten h i g h priority problems w h i c h m i g h t be discu s s e d at the regional meetings: 1. 2. 3. 4. Have pro b l e m of supervisor and co n s u l t a n t service studied and discu s s e d in regional or o t h e r m e e t ­ ings . Have representative of state curriculum committ e e lead a discussion of its work. Have representative of M i c h i g a n A s s o c i a t i o n for Supervision and C u r r i c u l u m De v e l o p m e n t lead a d i s ­ cussion of the work of that organization. Have discus s i o n of the d e v e l o p m e n t of proper mo r a l and spiritual values in the schools. ^Minutes of the Curriculum Planning Committee, December 12-13, 1952. I 175 5. Have d i s c u s s i o n on pro b l e m of w o r k i n g out prope r relationships w i t h mem b e r s of school staff. 6 . Have d i s c u s s i o n on problems of curriculum. 7. Have representatives of Secon d a r y School - C o l l e g e A gree m e n t Commi t t e e to discuss their p r o g r a m and ask for suggestions. 8 . Have d i s c ussion on pro b l e m of school buil d i n g p l a n ­ ning in relation to the curriculum. 9. Have discussion on general p r o b l e m of guidance and personal policies for students.. 10. Have discus s i o n at An n u a l School Board Conferen c e for Secondary Schoo l - C o l l e g e A g r e e m e n t C o m m itte e to explain its p r o g r a m .1 A letter was sent to every m e m b e r o f the various curriculum committees by the Chai r m a n of the C u r r i c u l u m Planning Committee informing them of the joint project and asking them to offer their assistance in organi z i n g regional conferences or workshops. 2 This voluntary effort became known as the M i c h i g a n C urric u l um Project. Each region planned its own progra m with assistance from the Pro j e c t Committee. One of the first regional conferences was held in Ann A r b o r in April, 1953. Each superintendent was asked to bring one or two colleagues with h i m to participate in d i s c u s s i n g the f o l l o w ­ ing topics: a. b. how to organize the staff for c u r r i c u l u m study, how tto] achieve desirable sequence of learning experiences, ^ M i n u t e s of the C o m m i t t e e on Regional Conferences, January 13, 1953. 2 Le t t e r from Norris A. Hanks, Chairman, Cu r r i c u l u m P lanning Committee, to all C u r r i c u l u m C o m m ittee Members, F ebruary 3, 1953. 176 c. d. h ow [to] evaluate the c u r r i c u l u m and the learning outcomes, ^ how [to] work on improving teaching skills. A progress report for each region was prese n t e d at the e v a l ­ uation m e eting of the C u r r i c u l u m Plan n i n g Commi t t e e in May, 1953. A new Project Committee was appointed for the 1953-54 year with "all the resources and personnel of the curri c u l u m 2 committees" again being made available for regional m e e t ­ ings . To assist in the implementation of the M i c h i g a n Curriculum Project, a bulletin was published to explain the Michigan Curriculum Program.^ Desig n e d largely to provide a guide for sources of help for local curric u l u m workers, the bulle tin explained the o r g a n ization of the Michigan Curriculum Program and emphasized that the individual m e m b e r s of the committees were a resource to be used by local school districts. To facilitate in locating committee members, an appendix to the bulletin listed the entire member s h i p of the Program by counties. ^Minutes of the Project Committee, M a r c h 10, 1953. 2 Minutes of the C u r r i c u l u m Planning Committee, July 22-23, 1953. 3 Michigan, Department of Public Instruction, "Michigan Curriculum Project for Encouraging and A s s i s t i n g Local Curriculum Development" (Lansing: Department of Public Instruction, 1953). (Mimeographed.) i 177 Analysis and Summary This decade of the M i c h i g a n Coo p e r a t i v e C u r r i c u l u m Program will be analyzed to deter m i n e salient c h a r a c t e r ­ istics of this period. ing topics: pants, The analysis will address the f o l l o w ­ underlying philosophy, communication, activities, p a r t i c i ­ structure and organization, and purpose. Underlying Philosophy The Mich i g a n Cooperative C u r r i c u l u m Pro g r a m con t i n u e d to be based on the philos o p h y that the local school d i s t r i c t had the primary r e s p o nsibility for curric u l u m development. Therefore, the ma j o r function of the State Department of Public Instruction was to provide assistance to local groups. Rather than being controlling and directing, the State D e p a r t ­ ment of Public Instruction sought ways to stimulate bot h individual and group local initiative. Activities During this decade the conference, stimulate local curriculum development, as one me t h o d to increased in p o p u ­ larity as an activity planned by the various committees. Coupled w i t h this growth in the numbers of conferences sponsored was the study of ways of ma k i n g each conference as profitable as possible. Demonstration-research continued to be an activity supported by the Mich i g a n Cooperative C u r r i c u l u m Program. 178 The projects sponsored during this dec a d e dem o n s t r a t e d methods by which local communities could study their locality and implement programs to their needs. Teacher education continued to be a major concern of the Program and was the topic for policy statements, conferences, and other cooperative activities. Participants Participants in the Michigan C o o p e r a t i v e Cu r r i c u l u m Program were representatives of local school districts, educational associations, of higher education, state agencies, and lay persons. institutions Special emphasis was placed on increased involvement of teachers and lay persons during this decade. Communication Two areas of communication were of particular c o n c e r n during this decade: communications wi t h i n the P r o g r a m and communications with local school districts. The Curric u l u m Planning Committee held reportin g and evaluation sessions with committee chairmen and secretaries to increase communication between the State D e p a r t m e n t of Public Instruction and among the various c u r r i c u l u m c o m m i t ­ tees. The annual fall curriculum conference pla n n e d for all participants in the Program was another major means of c o m ­ munication. 179 Publications, conferences, and resea r c h project s all s erved to c o m m u nicate the activities of the P r o g r a m to local school districts. The M i c h i g a n C u r r i c u l u m Project, a cooperative v e n ­ ture w i t h the M i c h i g a n A s s o c i a t i o n for S u p e r v i s i o n and C u r ­ riculum D e v e l opment and the M i c h i g a n A s s o c i a t i o n of School Administrators, was a m a j o r att e m p t to c o m m u n i c a t e the a c t i v i ­ ties of the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m to local school districts and at the same time to involve individual members of the several c u r r i c u l u m committees in local c u r ­ riculum development. Structure and O r g a n i z a t i o n The M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m c o n t i n u e d to be o r g anized under the leadership of the C u r r i c u l u m Planning Commi t t e e w i t h a series of c u r r i c u l u m committees having specific assignments. While the structure remai n e d essentially the same du r i n g the decade, the commi t t e e a s s i g n ­ ments w e r e changed to m e e t n e w c o n d i t i o n s . In an att e m p t to be m o r e effective at the local level, one form of r e g i o n a l i z a t i o n did occur du r i n g this decade. The U pper Peninsula C u r r i c u l u m Planning C o m m i t t e e was formed to deal w i t h partic u l a r prob l e m s and concerns of that p a r t of the state and to ass i s t w i t h communications about the activities of the Program. D uring this decade the advisory commit t e e s in v o c a ­ tional e ducation became a part of the M i c h i g a n C o o p e r a t i v e 180 Cu r r i c u l u m P r o g r a m gi v i n g the P r o g r a m a w i d e r b a s e of i n t e r e s t and participation. Purpose As an advisory group to the State S u p e r i n t e n d e n t of Public Instruction, the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m Program was continued by three State S u p e rintendents d u r i n g this d ecade as a mode of i n v o l vement in e d u c a t i o n a l m a t t e r s at both the state and local levels. The P r o g r a m a d v i s e d the State S u peri n t e n d e n t on c u r r i c u l u m m a t t e r s and also p r o v i d e d an o p p o r t u n i t y for the d e v e l o p m e n t of local leadership. The P r o g r a m also prov i d e d an o p p o r t u n i t y for p r o ­ fessional associations, higher education, state agencies, institutions of and special interest groups to coope r a t e on c ommon concerns. CHAPTER VI MICHIGAN COOPERATIVE CURRICULUM PROGRAM F U R T H E R EXPANSION (THIRD DECADE: 1 9 5 5 - 5 6 — 1964-65) Overview The third decade of the M i c h i g a n C o o p erative C u r r i c ­ ulum P r ogram continued to be a period of even greater g rowth and expansion. Both the number of individual participants and the number of individual committees appoi n t e d increased significantly. The P r o g r a m assisted in combating the attacks and threats to the basic philosophy of local control in c u r r i c u ­ lum development. Federal legislation w h i c h influenced the program in local schools increased du r i n g this decade and became a .concern for the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o ­ gram. The P r o g r a m conti n u e d to be responsive to societal concerns and condu c t e d the m o s t rigorous self-evaluati o n done to date in an attempt to provide the best possible leadership in the state. The decade ended in a pe r i o d of transition as the newly adopted C o n s t i t u t i o n became e f f e c ­ tive. 181 182 Organ i z a t i o n a l Structure The basic o r g a nizational structure and relationships within the Program remained essentially stable during this decade. Greater attempts were made to have representat i o n on the committees reflect the belief in lay participati o n and teacher involvement. As the C o m m ittee on Secondary E d u ­ cation was reorganized during this decade, its m e m b e r s h i p was determined in a manner d iffe r e n t from other committees. The Curriculum Planning Committee continued to give over-all guidance to the P r o g r a m and the Upper Peninsula C u r r i c u l u m Planning Council dev o t e d special attention to the needs of that part of the state. The first order of business for the C u r r i c u l u m Planning Committee in this decade was receiving the report of the Interim Committee for C u r r i c u l u m Review and R e c o m ­ mendations, a committee which had been suggested by State Superintendent Taylor.^ T h e original charge to this c o m m i t ­ tee was to review the recommendations made by all the c u r ­ riculum committees at the close of the 1954-55 year and to rank them with a priority rating for submission to the State Superintendent of Public Instruction. In its report the Interim Committee proposed an organizational structure for the committees of the Michigan Curriculum Program and a re-alignment of specific responsibilities. For example, "^Minutes of the Curriculum Planning Committee, May 13-14, 1955. the 183 discontinuance of the Ad Hoc Committees on Secondary E d u c a ­ tion and Life Adjust m e n t and Improvement of Conferences was proposed. The Safety E d u c ation C o m m ittee would assume the civil defense responsibilities previously handled by the Curric u l u m Planning Commi t t e e and a Council on Advan cement of Secondary Educa t i o n w o u l d be established. The report also called for "more lay people to be appoi n t e d to c o m m i t t e e s . 1’^ Continued emphasis on professional development is exemplified by the Interim Committee's recommendation in the area of manpower: . . . that the Superintendent of Public Instruction immediately assign at least o n e half-time person to provide leadership to inservice education, including the implementation of the recommendations of the C o n ­ ference Committee; that the CPC appoint an Interim Committee to recommend a plan for additional personnel in the Department and in the seven state-supported institutions w h i c h will provide field w o r k recommended by the subcommittee o n secondary education, community school, and adult education and community college. These recommendations should be available by October of this year to afford effective interpretations to the L e g i s l a t u r e .2 Additional suggestions were made to increase the availability of information about the Michigan Curriculum Program in c l u d ­ ing the proposal "that the secretary of each Committee prepare an outstanding article to be presented to an appropriate Journal, with recognition of the w o r k of the ^“Minutes of the Interim Committee for Cu r r i c u l u m Review and Recommendations, June 17, 1955. 2 Minutes of the Interim Committee for Curriculum Review and Recommendations, June 28, 1955. 184 Curriculum Pro g r a m of the State." 1 It w a s further suggested that all proposed publications by subcommittees be submitted in o u tline form to the Publications Commi t t e e of the D e p a r t ­ ment of P ublic Instruction for p r e l i m i n a r y approval w i t h the Curriculum Planning Committee serving as a clearing house for all publications. A t the first meeting of the C u r r i c u l u m Planning Committee in this decade, S u p e r intendent Tay l o r reflected on the M i chigan Cu r r i c u l u m Pro g r a m as follows: ■v I have been thinking of this wh o l e m a t t e r of curric u l u m and I do have a few things that I w a n t to say. First, what is the purpose of all this c u r r iculum program? I d e cided the answer was very s i m p l e — it is an op p o r t u n i t y for each of us in the profession to re v i e w all of those things that are necessary to ad j u s t o u r educational p r o gram to m e e t our current economic and social changes to the benefit of the children and adults. In early years the law provided that the S u p e r i n t e n d e n t of P u b ­ lic Instruction should provide a state course of study. We can't have a state course of study to m e e t the needs of every particular environment. We have to think in terms of the needs of children. Groups have b e e n w o r k ­ ing on what is necessary in the c u r r i c u l u m o f our m o d ­ ern school, what the school o r g a n i z a t i o n should be to let that program develop as it should, what the state's position should be, and w h a t the federal office should be. We have thought that twelve grades w a s the top. In ‘ the last decade there has been a tendency to think above t h a t — at least two more years beyond the twelfth grade. The work we are considering here will not be complete unless we project our thinking beyond the traditional twelve-grade school and take a v i e w as fourteen school districts in the state now do go through junior college years. T h a t brings u p the whole q u e s t i o n of our co ncept of w h at that program should be if it is going to me e t the needs of the w h o l e community. T h a t starts w i t h a philosophy. We m u s t have an a d m i nistrative structure beneath that on w h i c h the community con c e p t can d e v e l o p and grow. 1Ibid. i 185 School d i s t r i c t o r g a n ization is a basic place to start. T h e r e are about 3,900 school districts in M i c h ­ igan. This year's legislature v o t e d that closed school districts m u s t annex to o p e r a t i n g districts o r open u p again. What leadership can all o f us give, because r eorganization is useless unless it provides a bett e r program for boys and girls. If w e can't s h o w through curriculum study and through the application of c o m m u ­ nity school principles that w e are d o i n g something better, we are failing in our purpose. . . With this charge the Curric u l u m Plan n i n g Commi t t e e began its work in this decade. T he number o f individual committees in the M i c h i g a n Cooperative Curriculum P r o g r a m g r e w steadily during this decade. In the first year o f this decade there w e r e 23 individual c o m m i t t e e s . decade, For two years near the end of this 1962-63 and 1963-64, the m a x i m u m for the Program. with 27 committees the total committees reached 31, The decade closed in 1964-65 (see Table 6 ). Table 6 .— Number of committees appointed 1955 -56 r Ccximittees 23 1956 1957 -57 -58 23 25 1958 1959 -59 -60 25 28 1960 -61 1961 -62 29 30 1962 1963 -63 -64 31 1964 -65 31 The number of participants in the M i c h i g a n C o o p e r a ­ tive C u r r ic u l u m Pro g r a m continued to increase during this i Minutes of the Curriculum Planning Committee, July 13, 1955. 27 186 decade. Th e r e were 475 individual p a r t i c i p a n t s in 1955-56 as this d e c a d e opened. Increasing stea d i l y for the next seven years, m a x i m u m p a r t i c i p a t i o n was achi e v e d in 1962-63 with 868 individuals serving o n 31 c u r r i c u l u m committee s (see Table 7). Table 7.— A p p o i n t m e n t s to c o m m i t t e e s . Total Participants 1955 -56 1956 -57 1957 -58 1958 -59 1959 -60 1960 -61 1961 -62 1962 -63 1963 -64 1964 -65 475 506 553 571 709 796 852 868 776 802 As in the first decade there was a prop o s a l for a change in the name of the C u r r i c u l u m Plan n i n g Committee. Committee secretaries had r e c o m m e n d e d that the name be changed to Curric u l u m Program Committee. mendation was not accepted, W h i l e the r e c o m ­ it was suggested that the title "Michigan C u r r i c u l u m Plann i n g Committee" or Planning Committee" "State Cu r r i c u l u m should be used to avoid c o n f u s i o n wit h local curriculum c o m m i t t e e s .^ F r o m this time on the name Michigan C u r r i c u l u m Planning C o m m i t t e e w a s used w i t h greater frequency and be c a m e the offi c i a l title for the Commi t t e e in 1963-64. ^Minutes of the Curriculum Planning Committee, August 8, 1958. 187 There was considerable varia t i o n in the size of the Curriculum Planning Commi t t e e during this period. The m e m ­ bership grew from 13 mem b e r s in .1955-56 to an all- t i m e high of 41 m e m b ers in 1961-62. with a m e m ber s h i p of 31 And the C o m m i t t e e ended the d e c a d e {see Table 8 ). Table 8 .— C u r r iculum Planning C o m m i t t e e membership. Total Membership 1955 -56 1956 -57 1957 -58 1958 -59 1959 -60 1960 -61 1961 -62 1962 -63 1963 -64 1964 -65 13 16 19 22 28 31 41 33 29 31 Regionalization became a topic of discus s i o n as the Curriculum Planning Committee forward planning"'*' in its May, "focused upon appraisal and 1961, meeting. "There was almost unanimous agreement that there should be some form of regionalization" 2 to increase the effectiveness of the M i c h ­ igan C o o p e rative Curric u l u m Program. In a letter to mem b e r s of the C u r r i c u l u m Planning Committee the secretary of the Committee outlined the following proposal: To establish regional curric u l u m centers and c u r ­ r i culum councils in the various parts of the state. One m e t h o d of reaching more districts and more classrooms is u nques tionably that of regionalizing the Michi g a n C u r ­ r i culum Program. The institutions of higher education ^Minutes of the Curriculum Planning Committee, May 25, 1961. 2Ibid. 188 and some 100 v o l u n t a r y orga n i z a t i o n s give m a n y services now, but all c o n c e r n e d have ag r e e d that these services can be increased and m a d e less wast e f u l by providin g a r egional structure and a regional operation. To this end w e are going to as s i g n certain staff m e m b e r s to this regional work, some ten to each region, and w e are going to ask certain institutions of hig h e r educati o n to contribute some of the w o r k o f the secretariat. Th e s e regional councils w i l l be asked to plan an official w o r k s h o p for school d i s t ricts that have not establi s h e d programs and another one for those that are already active and are always eager for m o r e h e l p .1 T he concept of r e g i o n a l i z a t i o n and regional w o r k ­ shops r e c eived the sup p o r t of the State S u p e rintendent of Public Instruction in a m e e t i n g w i t h a subcommittee of the Curriculum Planning Committee. R e g i o n a l i z a t i o n was vie w e d 2 as an'ext ension of the pres e n t structure of the Program. Further points of v i e w w e r e raised by the C u r r i c u l u m P l a n ­ ning C o m m ittee as they discu s s e d r e g i o n a l i z a t i o n as a m o d i ­ fication of the Program. 1. 2. 3. 4. The Upper Penin s u l a E d u c a tional Plann i n g Council, as a demonstration, provides c o n s i derable evidence that a regional org a n i z a t i o n can be v e r y effective in curric u l u m development. The Secondary School-College A g r e e m e n t organiza t i o n provides evidence of the p o t e ntial advantage of regionalization. R e g i o n a l i z a t i o n of the M i c h i g a n C u r r i c u l u m Program, in ad di t i o n to other o r g a n i z a t i o n s w i t h a regional structure, m a y cause c o n f u s i o n and d u p l i cation of efforts. An o r g a n i z a t i o n will be c o m e no more effective than its leadership, regardless of the structure of the organization. R e g i o n a l i z a t i o n of the MCP w i t h o u t adequate leadership personnel provided by the DPI L etter from G. Robert Koopman, A s s o c i a t e S u p e r i n ­ tendent, to Members of the C u r r i c u l u m Planning Committee, June 28, 1961. 2 Letter from Ted Rice, Chairman of Subcommittee, to Members of the Curriculum Planning Committee, July 10, 1961. 189 5. 6. 7. and the colleges and universities, is not apt to be effective in improving local curricula. A regional organization, devel o p e d w i t h o u t a rational theory for its structure, cannot be ex p e c t e d to ope r a t e s u c c essfully or eff e c t i v e l y o v e r a long p eriod of time. Thus, if a plan for regionaliz a t i o n of the M C P is developed, it should be devel o p e d in terms of a basic philosophy, in terms of a set of assumptions, and in terms of the goals to be achieved. A thorough study and e v a l u a t i o n of m e t h o d s used in o ther states for improving local school curricu l a should precede any r e s t ructuring of the present M C P . In addition, some me t h o d should be devised for d e t e r m i n i n g the extent of present local interest and for promoting desir a b l e local interest, if necessary. If the b e s t minds in Michigan, a state abounding in human resources, cannot be h a r n essed for evalua t i n g the p r e s e n t process for c u r r i c u l u m development, then s omething m u s t be w r o n g w i t h state-level leadership. At the c onclusion of this discus s i o n the C u r r i c u l u m Planning C ommittee unanimously agreed "to recommend to the State S u p e r ­ intendent of Pu b l i c Instruction that it is urgent that a study in depth be m a d e of the rationale, purposes, organization, c oordi n a t ion and e x e c ution of curric u l u m d e v e l o p m e n t in the State of Michigan. (efforts) . . ."2 The Upper Peninsula C u r r i c u l u m Planning Committee was o r g a nized in a different man n e r beginning in 1955-56 and became the Up p e r Peninsula Educational Plan n i n g Council. In becoming a Council the m e m b e r s h i p of the former group was . . . b r o a dened to include field service directors and local health departments in the Upper Peninsula. This makes the function of planning in-service educ ation in the Peninsula a very important o n e . 3 ^Minutes of the C u r r i c u l u m Planning Committee, July 28-29, 1961. 2Ibid. 3 Minutes of the Upper Peninsula Educational Planning Council, July 26, 1955. 190 The Council continued to function throughout this de c a d e and was the only functioning regiona l i z a t i o n in the M i c h i g a n C o o p ­ erative C u r r i c u l u m Program. Atte m p t s continued to be m a d e to improve the c o m m u nication bet w e e n the Cu r r i c u l u m Plan n i n g C o m ­ mittee and the Upper Peninsula Educational Plan n i n g Council. For example, a joint mee t i n g bet w e e n the two groups was held at Escanaba High School in May, 1963.^ Program w e r e represented at the meeting. Nine committees of the Part of the p r o ­ gram consisted of clinics w h e r e individuals could discuss committee objectives and exchange ideas w i t h committee m e m ­ bers. County institutes w e r e utilized by the Upper P e n i n ­ sula Educational Planning Council to stimulate curriculum development by local school districts. P ractically every educational problem in the U.P. is brought to the attention of the UPEPC. In turn, a county institute is held in cooperation w i t h such groups as the Michigan Curric u l u m Planning Committee, D e p a r t ­ m e n t of Public Instruction, Nort h e r n M i c h i g a n University, M i c h i g a n State University, Mich i g a n College of Min i n g and Technology, and the University of Michigan. . . . Institutes have been held on such subjects as: reading, conservation education, aerospace and . . . an institute on economic education was held. Af t e r an institute is held, recommendations are then taken back to the U P E P C . 2 E v e n though no plan for r e g i o nalization was deve l o p e d for the entire M i c h i g a n C o o p e rative C u r r i c u l u m Program, the Committee on School Holding Power devel o p e d its own system of regionalization. The Committee on School Holding Power ^Minutes of the Upper Peninsula Educational Planning Council-Michigan Curriculum Planning Committee, May 16-17, 1963. ^Ibid. 191 developed and utilized a system o f five regions to plan activities and to stimulate prog r a m dev e l o p m e n t by local school districts. The Commi t t e e also structured itself into regional subcommittees to facilitate the w o r k in the five regions. The r e l a t ionship of the D e p a r t m e n t of Public In s t r u c ­ tion to the Prog r a m during this decade continued to be o n e of "cooperative planning and cooperative action" with secretaries of the committees coming from the staff of the Department of Public Instruction. While the "Report of the Activities of Committees of the Mich i g a n Cooperative C u r r i c ­ ulum P r o g r a m During 1958-59" emphasized the cooperative aspects of the Program, it also cauti o n e d that: . . . the S u p e r intendent of Public Instruction and the Department of Public Instruction, however, have w e l l - defined functions and responsibilities. There­ fore, in the legal sense, the Superintendent of Public Instruction retains the r i g h t and responsibility of executive action. Actually, however, actions are u s u ally carried o u t on a simple, cooperative basis w i t h ­ o ut any great d i s t inction between cooperative, advisory and executive f u n c t i o n s .2 D uring this decade the Michi g a n Cooperative Cu r r i c u l u m Program was maintained by two elected State Superintendents of Public Instruction: C l a i r L. Taylor and L y n n M . Bartlett. At the end of this decade the office of State Superintendent of Public Instruction was changed from an elected position ■^"Report of the Activi t i e s of the Mich i g a n Cooperative Curric u l u m Program During 1958-59," News of the Week (Michigan Department of Public Ins t r u c t i o n ) 26 (Au g u s t 14, 1959) : 91. 2Ibid. 192 to an a p p ointed position. On J a n u a r y 1, 1964, a new c o n ­ stitution1 for the state of M i c h i g a n took effect wh i c h made several changes in the o r g a n i z a t i o n of education at the state level. The State Board of Educa t i o n was enlarged from three to eight mem b e r s and the statutory provisions which p r e v i o u s l y had been ves t e d in the elected State S u p e r ­ intendent of Public Instruction w e r e transferred to the State B oard of Education. A n enlarged Depart m e n t of E d u c a ­ tion was created and the position of State S u p e r intenden t of Public Instruction became an a p p o inted post. The State Superi n t e ndent w o u l d serve as the administrative head of the Department of Educa t i o n and also serve as the chief e x e c u ­ tive o f f i c e r responsible for the execution of policies adopted by the State Board of Education. Thus the final months of this decade were a time of anticipated change and re-organization. A t the completion of the term of the last elected State Super i n t e n d e n t of Public Instruction, State Board of Educa t i o n became the "the policy-making body at the state level w i t h resp o n s i b i l i t y to assert leadership and to have g eneral supervisi on over all aspects of education 2 in Michigan." ^Michigan, 2 C o n s t i t u t i o n , art. 8. "Suggested Functions and Responsibilities," M i c h i g a n E d u c ation Journal 41 (December 1963): 17. 193 P roducts Devel o p e d by the P r o g r a m The third de c a d e of the M i c h i g a n C o o p e rative C u r ­ r i culum P r o g r a m continued to be a v e r y p r o d u c t i v e period. C u r r i c u l u m committees prep a r e d publications, veys, s p o nsored conferences and workshops, tion statements, conducted s u r ­ developed posi­ and assis t e d w i t h the implementation o f n e w federal legislation. During this period the second ma j o r philosophical statement about educa t i o n in M i c h i g a n was completed. Publications continued to be a m a j o r activity of the Mi c higan Co o p e r a t i v e C u r r i c u l u m P r o g r a m during this, third, d ecade of its existence. the The Int e r i m Commi t t e e for C u r r i c u l u m Re v i e w and R e c o m mendations suggested that the C u r r i c u l u m Plan n i n g Co mmi t t e e assume a m o r e active role in relation to the publications of the P r o g r a m and act as a clearing house on p u b l i cations and articles being prepared by the various cu r r i c u l u m committees. Fur t h e r the Interim C o m m ittee suggested that all "proposed p u b l i cations by CPC c o m m i t t e e s be submitted in out l i n e form to the Comm ittee of the D e p a r t m e n t of Public Instruction for preliminary approval."^ This would help the P u b l i cations Committee anticipate budge t a r y needs and m i g h t save the curric u l u m committees the disap p o i n t m e n t of not ha v i n g a ma n u s c r i p t published. The C u r r i c u l u m Plan n i n g C o m m i t t e e did not ■^Minutes of the Interim Committee for Curriculum Review and Recommendations, June 28, 1955. 194 implement the s u g g e s t i o n of b e c o m i n g a clea r i n g house for publications but d i d m a i n t a i n an inter e s t in improving the effectiveness of publications. In June, 1965, the staff o f the State D e p a r t m e n t of Public I n s t r uction m a d e the f o l l o w ­ ing r e c o m mendations a b o u t the poli c i e s and prob l e m s of publications: A. B. C. D. Place in a central d e p o s i t o r y a copy of all p u b l i ­ cations p r e p a r e d by vari o u s committees and state agencies so that these will be avail a b l e to all groups. A committee should exam i n e the p e r t i n e n t literature in the field be f o r e the p u b l i c a t i o n of new b u l l e ­ tins. The chairman of the committee should be invited to attend any meet i n g s of the p u b l i cations committee w h e n decisions are rea c h e d on the issuing and publication of a new bull e t i n by his committee. A n outline of all proposed bulle t i n s should be p r e ­ pared and submitted to the p u b l i cations committee of the DPI and m a i l e d to the secretaries of all c o m m i t t e e s .^ A t the May, 1958, m e e t i n g of the C u r r i c u l u m Pla n n i n g Committee the e s t a b lishment of a publications committee w a s recommended. An A d Hoc C o m m i t t e e on C u r r i c u l u m Publica t i o n s Policy was appointed by State S u p e r i n t e n d e n t Bart l e t t and g reported to the C u r r i c u l u m Plann i n g Commi t t e e in August, 1958. The C u r r i c u l u m P l a n n i n g C o m m ittee rev i s e d and then accepted the statement and prop o s a l of the Ad Hoc Committee on C u r r i c u l u m Publications Po l i c y before it was transmi t t e d to State Superintendent B a r t l e t t . The po l i c y statement ^Minutes of the Interim Commi t t e e for C u r r i c u l u m Review and Recommendations, June 11, 1956. 2 Minutes of the Curriculum Planning Committee, August 8, 1958. 195 outlined the need for c u r r i c u l u m p u b l i c a t i o n s ; m a d e r e c o m ­ mendations for policies concer n i n g such prob l e m s as type, quality, distribution, and joint efforts w i t h o t h e r a g e n ­ cies? and a c k n o wledged the r e s p o n s i b i l i t y of the State D e p a r t ­ ment of P ublic Instruction, in co o p e r a t i o n w i t h the c o m m i t ­ tees of the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m Program, for formulating and p u b l i s h i n g instructional m a t e r i a l s .1 A survey of c u r r i c u l u m committees * publications planned for 1958-59 indicated that 13 committees w e r e p r e ­ paring 18 d i f f e r e n t publications. E a c h pu b l i c a t i o n w o u l d have to stand on its own me r i t s and adhere to the r e q u i r e ­ ments of the p u b l i c a t i o n po l i c y ado p t e d by the C u r r i c u l u m Planning Committee in August, 1958, and subsequently be a p p r o v e d by the State S u p e r i n t e n d e n t of Public Instruction. The p o s ­ sibility of using National Defense Educa t i o n A c t monies for publications was to be explored. 2 C u r r i c u l u m committees w e r e urged to provide a s u g ­ gested d i s t r i b u t i o n for each n e w p u b l i cation to insure that the p u b l i cation reached those it was desi g n e d to serve. part of its re p o r t to State S u p e r i n t e n d e n t Bartlett, As the Curri c u l u m Plan n i n g Commi t t e e noted that "publications are 1 Ibid. 2 Minutes of the Curriculum Planning Committee, September 24, 1958. 196 of m i n i m u m effectiveness unless there is a local structure for d i s s e mination and u s e . " ’*' Publications w e r e a ma j o r item of d i s c u s s i o n at the Mid-Winter Joint M e e t i n g of the M i c h i g a n C u r r i c u l u m Planning Committee and Commi t t e e C h a i r m e n and Secretaries in January, 1964. In speaking of committee activities, Canja stated: It goes w i t h o u t ques t i o n that a g r e a t deal of the w o r k done by m a n y committees is s i g n i ficant and important and should be reported. However, I think it critical that we underscore the following point: W e must not m a k e the p r e p a ration and p u b l i c a t i o n of a bulletin the sole or even foremost concern of a committee. A pub­ lication or bull e t i n should be the cumulative result of the work, the efforts, and the thinking of a committee and not v i c e - v e r s a .2 Commenting o n w h e t h e r m a n u s c r i p t s submitted by the various committees w o u l d be published, C a n j a further stated that: The final deci s i o n as to whet h e r or not a bulletin or* any other w r i t t e n mate r i a l is approved or d i s a p prove d rests w i t h the State Superintendent. . . . The Michigan Cooperative C u r r i c u l u m Pro g r a m through its committees and the C.P.C., in the final analysis, acts in an advisory capacity to the State Superintendent. D i r ectly or indirectly, a p u b l i cation that is published by the De p a r t m e n t of Public Instruction and that goes out w i t h the s u p e r i n t e n d e n t 1s name on its c o v e r — the contents of such a p u b l i c a t i o n is taken to be the o f f i ­ cial position of the s u p e r intendent and the D e p a r t ­ ment. . . . Not o n l y m u s t the S u p e rintendent be responsible for statements of policy to be found in publications from the department, he is also responsible for the publication ^Memorandum from the C u r r i c u l u m Planning Commi t t e e to Lynn M. Bartlett, Superintendent, A u g u s t 7, 1959. 2 A l e x Canja, "Curriculum Committee P u b l i c a t i o n s — P r e p a r a t i o n - P r o c e d u r e - P u b l i c a t i o n , " address presented at the joint C u r r i c u l u m Planning C o m m i t t e e — Chai r m e n and Secretaries, Lansing, Michigan, Januar y 20, 1964. 197 as a whole. He m u s t ask himself the question: What kind of impression will this m a k e on the public? On school people? O n legislators? Is it really w e l l w r i t ­ ten, or is it quite elementary and sophomoric? Does it really say w h a t it means? Is it a p u b l i cation that is attractive and does it favorably repre s e n t the w o r k of the department?-*Committee secretaries w e r e charged w i t h greater responsibility for determining the need for a publication, cost of production, obtai n i n g D e p a rtment of Pu b l i c I n s t r u c ­ tion approval, providing guidance during preparation, and finally in evaluating the publication after it has been used. Secretaries m u s t keep the Department of Public Instruction informed of publication -plans and progress to assist in the assessment of the entire Mich i g a n C o o p e rative C u r r i c u l u m 2 Program. Two. curric u l u m committees produced newletters for short periods of time during this decade in an effort to increase communications about their activities. Education Committee, The Alcohol a subcommittee of the Committee on School Health and formed in cooperation w i t h the State Board of Alcoholism, began a newsletter in the fall, 1 9 5 4 . 2 The newsletter reported on activities of the Alcohol Educat i o n Committee, announced audio-visual materials, on alcohol education, 1 Ibid. 3 reviewed laws and announced the a v a i l ability of 2Ibid. Minutes of the Curriculum Planning Committee, October 12, 1955. 198 scholarships to study alcohol education. The Policy on Alcohol E ducation w h i c h was developed by the Alc o h o l E d u ­ cation C o mmittee was re-adopted b y the Alc o h o l Educatio n Conference sponsored by the Committee in September, 1954: Alcohol education has the same aim as all other education: to dev e l o p whole s o m e personalities by p r o ­ m o ting habits and attitudes that w i l l be conducive to happy and healthful living. The boys and girls of the State of M i c h i g a n are entitled to k n o w about the e c o n ­ omic, sociological, psychological, and physiological effects of the use of alcoholic beverages. Respo n s i ­ bility for education in this ma t t e r rests w i t h both the home and the s c h o o l . The school is charged w i t h the responsibility of presenting current scientific infor­ m ation concerning alcoholic beverages and their effects on the human system. The school also should assist the students to analyze their feelings and attitudes about the p roblem of drinking alcoholic beverages and should help them to acquire a sense of responsibility toward themselves and their community. The second newsletter was published by the Committee on School Holding Power as a source of information for the general public and to encourage local school districts to study the drop-out problem. The fall, 19 61, issue of "News 2 and Views" contained articles w r i t t e n by both the committee chairman and secretary describing school drop-out projects and job-upgrading programs in M i c h i g a n and across the nation. The Subcommittee on C o m m u nication of the C u r r i c u l u m Planning Committee suggested a newsletter for the total Program in its May, 1957, report: 1 Ibid. 2 Michigan Committee on School Holding Power, and Views" 2 (Fall 1961). (Mimeographed.) "News 199 The p u b l i c a t i o n o f a n e w s l e t t e r w h i c h w o u l d report on c u rrent committee projects, their progress, and o t h e r items of interest to commi t t e e members. A proposed layout was prep a r e d c a r r y i n g the name The C u r r i c u l u m C o u r i e r . The proposal and format w e r e appro v e d by the CPC w h i c h requested that this c o m m i t t e e a p p o i n t an editorial staff to pro c e e d w i t h publication. *• The proposal for the newsle t t e r w a s s u p p orted b y committee chairmen and secretaries as they m e t w i t h the C u r r i c u l u m Planning Committee in May, 1957, b u t d i d n o t receive ap p r o v a l from the Depart m e n t of Public Instruction C o m m i t t e e on P u b ­ lications. Courier" Sup p o r t for i m p l ementation of the "Curricul u m idea came a g a i n a y e a r later at the May, 1958, meeting of the C u r r i c u l u m Planning C o m m i t t e e and committee chairmen and secretaries. matter of publis h i n g a And in September, 'Curriculum C o u r i e r ' ” 1961, 2 "the was again proposed by the C u r r i c u l u m Plann i n g Commi t t e e b u t no funds were available in the Depart m e n t of Pu b l i c Instruction b u d ­ get for that purpose. Impetus for the revision of the Basic Instructi o n a l Policy for the M i c h i g a n C u r r i c u l u m P r o g r a m ^ came w h e n the Curriculum Planning C o m m ittee r e c o m mended to . . . the S u p e r i n t e n d e n t of Public I n s t r u c t i o n that in v i e w of the interest and conc e r n in our schools as e x p r essed by local citizens groups B u l l e t i n 314 be ^Minutes of the C u r r i c u l u m P l a n n i n g Committee, May 28-29, 1957. 2 Minutes of the C u r r i c u l u m Plann i n g Committee, September 28, 1961. 3 Michigan, Department of Public Instruction, Basic Instructional Policy. 200 revised and p r o d u c e d as soon as possible, and that the rev i s i o n be m a d e in language u n d e r s t a n d a b l e to lay p e r s o n s .1 Work on the revis i o n b e g a n w i t h the a p p o i n t m e n t of a C u r riculum P l a n n i n g C o m m i t t e e s u b c o m m i t t e e in February, 1958. 2 The C u r r i c u l u m Plan n i n g C o m m i t t e e "agreed that the state 3 policy on c u r r i c u l u m r e s p o n s i b i l i t y should be covered" in the r e v i s i o n and also raised the follo w i n g issues: a. b. c. d. e. f. ‘ Should rese a r c h results be incl u d e d in the rev i s i o n ? H o w w o u l d the local d i s t r i c t use the statement? Should hot issues such as the science issue be dealt with? Should it be keyed to i l l u s t r a t i v e a u d i o - v i s u a l aids? Should the whole span, k i n d e r g a r t e n to 14, be covered? 4 Should it p r e s e n t a p h i l o s o p h y for pu b l i c educat i o n ? The s u b c o mmittee p r e s e n t e d a p l a n for the revision which was accepted by the C u r r i c u l u m P l a n n i n g Committee, and State S u p e r i n t e n d e n t B a r t l e t t agreed to a p p o i n t a rewrite 5 committee and give h i g h p r i o r i t y to the project. August, 1959, In final revi s i o n of the m a n u s c r i p t w a s submitted to the C u r r i c u l u m Plan n i n g C o m m i t t e e . The Committee agreed 1 Min u t e s of the C u r r i c u l u m P l a n n i n g Committee, November 26, 1957. 2 Min u t e s of the C u r r i c u l u m P l a n n i n g Committee, February 4, 1958. The C o m m i t t e e c o n s i s t e d of E l i z a b e t h Binda, chairman; L e o n S. Waskin, R o b e r t Fox, J. J. Harris, Daniel A. Nesbitt, and Doris Young. 3I b i d . 5 4 Ibid. Minutes of the Curriculum Planning Committee, May 20-21, 1958. 201 "that the m a n u s c r i p t m e t the need for a n e w s t a t e m e n t of educational philos o p h y and c u r r i c u l u m process."'1' T h e r e was a d e l a y of several m o n t h s in p u b l i s h i n g the b u l letin after the C u r r i c u l u m P l a n n i n g C o m m i t t e e had approved the manuscript. This d e l a y ca u s e d suspic i o n s to be raised that perhaps there w a s go i n g to be a change f r o m the belief in local control to a be l i e f in grea t e r contr o l from the State D e p a rtment of Pu b l i c Instruction. The f o l ­ lowing r e s olu t i o n was adopted by the C u r r i c u l u m P l a n n i n g Committee in an attempt to expedite the p u b l i c a t i o n of the manuscript: W h ereas the prop o s e d revi s i o n of "Basic Instr u c t i o n a l P o licy for Educa t i o n in Michi g a n " has b e e n delayed; Whereas the issue of local r e s p o n s i b i l i t y ve r s u s state control is being w i d e l y debated; Whereas an influential legislator has p r o p o s e d that the L e g i s lature assume m o r e control o v e r c u r r i c ­ u l u m affairs; W h e reas the policy of the N a t i o n a l Council o f Chief State School Officers has b e e n p r o p o s e d as an a l ternate to the existing policy; And Whereas the State S u p e r i n t e n d e n t of Pu b l i c I n s t r u c ­ tion is constantly b e i n g g i v e n n e w duties and r e s p o nsibilities w h i l e suffering from r e d u c e d m a n ­ power, reduced m o n e y for p u b l i c a t i o n s and reduce d m o n e y for travel; BE IT RESOLVED: T h a t the "Basic Instructional Pol i c y for E d u c a t i o n in M ichigan" be immediately p u b l i s h e d in 40,000 copies, w i t h such editing as is n e c e s s a r y for clarification, as proposed by the C u r r i c u l u m Plan n i n g C o m m i t t e e at the Bellaire m e e t i n g o n A u g u s t 7; T h a t the Presidents and r e p r e s e n t a t i v e s of E x e c u t i v e Boards of the M i c h i g a n A s s o c i a t i o n of School A dministrators, the M i c h i g a n A s s o c i a t i o n for ^"Minutes of the Curriculum Planning Committee, August 7, 1959. i 202 S u p e r v i s i o n and C u r r i c u l u m Development, the M i c h i g a n C o n g r e s s of Parents and Teachers, the M i c h i g a n E d u ­ c a t i o n Association, and the! M i c h i g a n A s s o c i a t i o n of S c hool Boards be asked to m e e t w i t h the C u r r i c u l u m P l a n n i n g C o m m ittee for the purpose of asc e r t a i n i n g their w i l l i n g n e s s to help estab l i s h a clear and firm po l i c y on state-local roles b a s e d on the d e m o ­ cr a t i c princ i p l e of local responsibility; T h a t r eali z i n g that the adoption of a principle w i t h o u t the i m p l ementation through resources is m e a n i n g ­ less, every eff o r t be m a d e to augment the resources of the D e p a r t m e n t of Public Instruction; A n d that the C h a i r m a n of the C u r r i c u l u m Plan n i n g C o m ­ m i t t e e be empowered to appoint a committee to c o n ­ sult w i t h Dr. Bartlett and in o t h e r ways to impl e ­ m e n t the resolution.! At its next m e e t i n g the C u r r i c u l u m Plan n i n g C o m m ittee received a r eport that the m a n u s c r i p t "was in its 5th and final d r a f t and that it was hoped to have it approved, p r o c essed and 2 printed in great numbers." T h e only changes reported were semantic revisions and the addition of a statement on moral and s p i r itual values. Three mem b e r s of the C u r r i c u l u m P l a n ­ ning C o m m i t t e e w e r e appointed to a subcommittee to review 3 the final d r a f t be f o r e printing. A c c e p t a n c e of this new bulletin, A Statement of Basic 4 Philosophy R e g a rding Education in M i c h i g a n , is demonstr a t e d M i n u t e s of the C u r r i c u l u m Planning Committee, January 20, 1960. 2 Min u t e s of the C u r r i c u l u m Planning Committee, March 2, 1960. 3I b i d . ^Michigan, D e p a rtment of Public Instruction, A Statement of Basic P h i l osophy Regarding Public E d u c a t i o n in M i c h i g a n , Bull e t i n No. 364 (Lansing: Department of Public Instruction, 1960). 203 by the unanimous e n d o r s e m e n t it rece i v e d b y participants in the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m b y the f o l l o w ­ ing a ction at the Spring Evalua t i o n Workshop: M o v e d and carried that the Spring E v a l u a t i o n W o r k ­ shop firmly endorse the philosophy as expressed in Bulletin 364, A Statement o f Basic Philos o p h y Regarding Public Educa t i o n in M i c h i g a n , and urge that the s t r u c ­ ture and activities of the M i c h i g a n C u r r i c u l u m Progr a m c o n form to this philosophy.^E d e l f e l t noted in his review of this philosophic a l statement that it was b o t h timely and c o u r a g e o u s : T imely because p h i l osophy in e d u c ation is on trial in America. Courag e o u s because .the M i c h i g a n philoso p h y is and has been among the m o s t liberal and pe r m i s s i v e in the n a t i o n . . . . P h ilos o p h y is o f t e n taken for granted. In times of stability and m i n i m u m change there m a y be some safety in ma k i n g assumptions about w h a t we stand for, b ut not today. Re-examining a philos o p h y of education today is crucial not only to reassess a position in a rapidly c hanging society but also to bring into clearer focus the m a n y forces w h i c h challenge the basic premises of public educa t i o n in M i c h i g a n . 2 E d elfelt further stated that Surprisingly, the degree of freedom local school districts have to estab l i s h school programs in Michi g a n is not recognized very clearly. Ignorance, apathy, and pressures combined have made some of us content to permit others to deter m i n e curriculum. Recently, fe d ­ eral legislation, private foundations, and a host of self-appointed critics have increased the pressures on local school p r o g r a m s . . . . ■^Minutes of the C u r r i c u l u m Planning Committee, May 25, 1961. ^Roy A. Edelfelt, "A Challenge: Can It Be Ignored?" Michigan E ducation Journal 38 (January 1961): 358. 204 The point is not whet h e r a school and community accept the suggestions, services, benefits o r advice of an outside influence; but w h e t h e r ideas and inno ­ vations are accepted by choice because they are d e s i r ­ able and defensible.^ The first paragraph of A Statement of Basic P h i l o s ­ ophy Regarding Public Educa t i o n in M i c h i g a n emphasizes the fact that the new bulletin is not a change in ph i l o s o p h y b u t rather a refinement of an existing philosophy. The ideas and thoughts expressed here are not new. W h a t is new, however, is the effort to restate and r e a f f i r m the basic philosophy under which the D e p a r t ­ m e n t of Public Instruction f u n c t i o n s .3 R ecognizing the diverse situations in the state, of Michigan, a basic feature of the M i c h i g a n p h i l osophy is stated as f o l l o w s : T hough we strive for common objectives and are united and dedicated to the purpose of educating free m en for a dynamic, democratic society, we believe that the p rogram of any school can best be determined by the people living in that school community w i t h the help of competent, experienced educators and technical personnel having a broad, comprehensive knowledge of educational needs at the local, state and national l e v e l s .3 A section on values highlights the bases for dec ision making w i t h i n the schools of Michi g a n and suggests that our schools should reflect the following values: 1. We believe that every person is important, has worth, and is endowed w i t h human dignity. . . . 1Ibid. 2 Michigan, Department of Public Instruction, A Statement cf Basic Philosophy, p. 11. 3Ibid., p. 1. 205 2. 3. 4. We accept the fact that everyone is unique. . . . We accept the fact that chil d r e n are citizens. . . . We believe that Ameri c a n citizens are born free and equal. . . . 5. We believe ev e r y person has a right to the o p p o r t u ­ nity to reach his potential. . . . 6 . We believe that close cooperation bet w e e n home and school is essential. . . . 7. We believe that the school m u s t promote the d e m o ­ cratic i d e a l . . . . 8 . We believe in the use of all available information and resources to help in d e t e rmining w h a t the e d u ­ cation of each child should be. . . . 9. We believe in the freedoms essential to the p e r ­ petuation of a democratic society. . . . 10. We believe in education for imaginative, logical and critical thinking. . . . 11. We believe that the school, in addition to the family and c o m m u n i t y — each in its own a r e a — is responsible for the moral and spiritual concepts . so necessary to a democracy and a free people. . . . The M i c h i g a n C u r r i c u l u m Pjrogram is acknowledged as "one m eans used by the Depart m e n t of Public Instruction to 2 bring about improvements in c u r r i c u l u m s ." Large numbers of individuals participate in the w o r k of the Mich i g a n C u r ­ riculum P rogram through rotating committee memberships. . . . Thus, there are provided opportunities from local school systems throughout the state to look at common curriculum problems and share new ideas through p a r t i c i ­ pation in committees and in state and regional w o r k ­ shops. C u r r i c u l u m resource materials are developed and published. Local districts are stimulated to review their programs, try new approaches, and develop a p p r o p ­ riate curriculum guides. Thr o u g h this process the growth of teachers and school personnel is promoted and through them the quality of their school programs is continually i m p r o v e d .3 F ollowing the publication of A Statement of Basic Philosophy Regarding Public Education in M i c h i g a n , the C u r ­ riculum Planning Committee embarked on the development of a ^Ibid., pp. 6—8. ^Ibid., p. 8. ^Ibid., p. 9. 206 short p u b l i c a t i o n to give a q u i c k o v e r v i e w of the M i c h i g a n Cooperative C u r r i c u l u m Program. D e s i g n e d to give the h i g h ­ lights of the P r o g r a m and inte n d e d to as s i s t in the i m p l e ­ m e n t ation of the Basic Philosophy, two circu l a r s e n t i t l e d The M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m 1 w e r e p u b l i s h e d in 1963 and 1964, respectively. T h e s e circulars expla i n e d the p h i l o sophy and be l i e f s of the P r o g r a m as they rela t e d to a d e m o cr a t i c society, the nature o f learning, nature of curric u l u m change. and the D e s c r i b e d as a v e h i c l e for "educator and citizen c o o p e r a t i o n and active participation, the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m prov i d e s leadership, information and in spiration for be t t e r school programs." Both of these circulars w e r e intended to be used in the o r i e n t a t i o n of n e w part i c i p a n t s in the M i c h i g a n C o o p e r ­ ative C u r r i c u l u m Pro g r a m and to inform educa t o r s and the lay public of the existence of the P r o g r a m as "an out s t a n d i n g 3 model of democratic c u r r i c u l u m d e v e l o p m e n t in action." In another c o o p erative endeavor, the C u r r i c u l u m Committee of the M i c h i g a n A s s o c i a t i o n of Secon d a r y School Principals d i s t r ibuted a report, "The M i c h i g a n Co o p e r a t i v e ^Michigan, D e p a r t m e n t of Public Instruction, Th e M i c h i g a n C o o p e rative C u r r i c u l u m Program; A C o o p e r a t i v e Effort to Improve Educa t i o n in the State of M i c h i g a n (Lansing: Department of Public Instruction, 1963); Michigan, De p a r t m e n t of Public Instruction, The M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m , Circ u l a r No. 50 (Lansing, D e p a r t m e n t of Public Instruction, 1964). 2Ibid., [p. 6J. 3Ibid., [p. 5] 2 207 Curric u l u m Program: A c t i v i t i e s S i g n i f i c a n t to the M i c h i g a n Secondary Schools Du r i n g 1960-62," in an att e m p t to k e e p the m e mbers of the A s s o c i a t i o n info r m e d about c u r r i c u l u m activities th r o u g h o u t the state. Each curriculum committee of the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m w a s asked to comment on its activities du r i n g 1960-61 w h i c h had interest for secondary school people and o u t l i n e the plans for 1961-62. Beginning w i t h a brief o v e r v i e w of the M i c h i g a n C o o p e r a t i v e Curric u l u m Program, the p u b l i c a t i o n then summar i z e d the activities of 21 c u r r i c u l u m commit t e e s for 1960 - 6 1 using the following categories: pilot studies, publications, and o t h e r activities. conferences, 2 surveys, C o m m i t t e e plans for 1961-62 h aving significance for secondary e d u c a t i o n w e r e then outlined. The re p o r t c o n c l u d e d w i t h a listing of the committee chairmen and secretaries and the suggestion that they be c onta c t e d for further information. Thus a p r o f e s ­ sional o r g a n i z a t i o n assis t e d the P r o g r a m by communicati n g with its mem b e r s and e n c o uraging ac t i v e p a r t i c i p a t i o n in the Program. The M i c h i g a n A s s o c i a t i o n of Schools and Colleges continued to function through 19 64-65 as the agency for ■^Michigan A s s o c i a t i o n of S e c o n d a r y School Principals, "The M i c h i g a n C o o p e r a t i v e C u r r i c u l u m Program: A c t i v i t i e s S ignificant to the M i c h i g a n S e c o n d a r y Schools Du r i n g 1960-62" ([East Lansing, Michigan]: M i c h i g a n A s s o c i a t i o n of S e c o n ­ dary School Principals C u r r i c u l u m Committee, 1961). (Mimeo­ graphed. ) 2lbid., p. 2. 208 m a i n t a i n ing the a g r e e m e n t s w i t h coll e g e s and universit i e s which had been formulated by its predecessor, Secondary School-College A g r e ement. Thus, the M i c h i g a n a relationship which d e v e loped in the first d e c a d e of the M i c h i g a n C u r r i c ­ ulum P r o g r a m as p a r t o f the M i c h i g a n Study of the S e c o n d a r y School C u r r i c u l u m c o n t inued as the M i c h i g a n A s s o c i a t i o n of Schools and Colleges w o r k e d "to pro m o t e cl o s e r coo p e r a t i o n and b e tter under s t a n d i n g b e t w e e n secon d a r y schools and c o l ­ leges and u n i v e r s i t i e s " ^ u s i n g the follo w i n g major o b j e c ­ tives : To enrich and improve the e d u c a t i o n of all youth, b o t h college b o u n d and n o n - c o l l e g e bound, through p r o ­ g r a m improvement w i t h i n all m e m b e r schools. To foster i m p r o vement of programs desi g n e d for all students w i t h i n each m e m b e r i n s t i tution of higher e d u ­ cation. To provide a base of c o o p e r a t i v e act i o n and mu t u a l assistance for the d e s i g n e d purp o s e s among all schools and colleges. To develop and m a i n t a i n effec t i v e c o m m u n i c a t i o n among me m b e r colleges, among m e m b e r schools, and b e t w e e n schools and colleges c o n c e r n i n g p r o g r a m i m p r o v e m e n t .^ A nn u a l reports c o n t i n u e d as an i m p o rtant me a n s of communicating the activi ties of the M i c h i g a n C u r r i c u l u m P r o ­ gram. Continuing the m e t h o d u s e d at the end of the last decade, the annual reports for the first seven years were published in the Mews of the W e e k . 1960-61, For three years, 1959-60, and 1961-62 the e n t i r e expan d e d issue of the News ^"MASC Adds N e w School to M e m b e rship," News of the Week (Michigan D e p a r t m e n t of P u b l i c Instruction) 32 (Septem ber 25, 1964): 8 . 2Ibid. 209 of the W e e k w a s devoted to the annual report of the M i c h i g a n Cooperative C u r r i c u l u m Program.^" Du r i n g the final three years of the decade the annual reports w e r e publi s h e d as bulletins of the State D epart m e n t of Public Instruction. These enlarged p u b l i cations allowed m o r e extensive reports of the activities of the total P r o g r a m and the individual c o m m i t t e e s .^ Areas of Concern and Activities of the Program M a j o r concerns during this period were: (1) the effect federal and state legislation wo u l d have on the Michigan philos o p h y of local control, (2) the effect such technological advances as educational television w o u l d have "Great Deal of Progress E x p e r ienced in Making Curriculum Changes and In Upgrading Qua l i t y of Instruction During Past Year," News of the W e e k (Michigan Departmen t of Public Instruction) 27 (June 10, 1960); "More School Districts E s t a b l i s h C u r r i c u l u m Programs," News of the Week (Michigan D e p a r t m e n t of Public Instruction) 28 (June 23, 1961); "Challenge of Rapid Change Must Be Met," News of the Week (Michigan Depart m e n t of Public Instruction) 29 (June 22, 1962) . 2 Michigan, Depart m e n t of Public Instruction, Michigan C o o p e rative C u r r i c u l u m Program: Annual Report for 1 9 6 2 - 6 3 , Bull e t i n No. 533 (Lansing: Department of Publ i c Instruction, 1963); Michigan, Depart m e n t of Public I n s t r u c ­ tion, M i c h i g a n C o o p e rative C u r r i c u l u m Program: Annual Report for 1 9 6 3 - 6 4 , Bulletin No. 533 (Lansing: Department of Public Instruction, 1964); Mich i g a n Depart m e n t of Public Instruction, M i c h i g a n Cooperative C u r r i c u l u m Program: Annual Report for 1 9 6 4 - 6 5 , Bull e t i n No. 533 (Lansing: Department of Public Instruction, 1965). 210 on l o c a l control, and (3) i n c r e a s i n g the e f f e c t i v e n e s s of the P r o g r a m at the local level. Self-evaluation continued to b e a n integral p a r t of the M i c h i g a n C o o p e r a t i v e C u r r i c ­ ulum Program. T h e Impact P r o j e c t b e g u n in 1959 w a s a n a t t e m p t to increase the e f f e c t i v e n e s s of the M i c h i g a n C u r r i c u l u m P r o g r a m and to a s c e r t a i n its i n f l u e n c e o n local school programs. T h e f o l l o w i n g p u r p o s e s g u i d e d the a c t i v i t i e s of the I m p a c t Project: 1. C r e a t i n g a d i r e c t o r y of (a) f u l l - t i m e i n s t r u c t i o n a l specialists, (b) c u r r i c u l u m committees, (c) r e s o u r c e s of i n s t i t u t i o n s of h i g h e r ed u c a t i o n , (d) c h a i r m e n of c u r r i c u l u m committees. 2. E s t a b l i s h i n g a c h a n n e l of c o m m u n i c a t i o n to c u r r i c ­ u l u m w o r k e r s at the local level. 3. H a v i n g all m a j o r school d i s t r i c t s r e p r e s e n t e d o n state c u r r i c u l u m c o m m i t t e e s . 4. H o l d i n g state w o r k s h o p s for i n s t r u c t i o n a l s p e c i a l ­ ists . 5. P r o v i d i n g s y s t e m a t i c r e g i o n a l services. 6 . E n l i s t i n g c o m m i t t e e and o f f i c i a l and v o l u n t a r y a g e n c i e s in m o r e i m p a c t f u l p r o j e c t s .1 As p a r t o f the I m p a c t P r o j e c t a p a c k e t of c u r r i c u l u m m a t e r i a l s w a s sent to all school s u p e r i n t e n d e n t s a n d o t h e r inter e s t e d persons. A l o n g w i t h a l e t t e r f r o m Dr. Bartlett i n troducing the n e w bulletin, A S t a t e m e n t o f B a s i c P h i l o s o p h y R e g a r d i n g P u b l i c E d u c a t i o n in M i c h i g a n , the p a c k e t inc l u d e d m a t e r i a l s o n an e f f e c t i v e d e m o c r a t i c c u r r i c u l u m program, i n f o r m a t i on o n w o r k s h o p s for c u r r i c u l u m specialists, brief d e s c r i p t i o n of the M i c h i g a n C u r r i c u l u m Program. and a In Michigan, Department of Public Instruction, The Michigan Curriculum Program: 1960-61, Bulletin No. 515 (Lansing: Department of Public Instruction, 1961), p. 1, 211 his letter to school superintendents, Dr. Bartl e t t stated. . . . that success for any c u r r i c u l u m improvement p r o ­ g r a m we plan will depend upon y o u r conti n u e d aid and cooperation. A committee me m b e r or mem b e r s from your di s t r i c t can, of course, involve your dist r i c t in the M i c h i g a n C u r r i c u l u m Pro g r a m in a d i r e c t m a n n e r th rough an effective method of reporting in your c o m ­ munity. A t a time w h e n the importance o f cu r r i c u l u m study and improvemen t has increased so greatly, we feel that by working t o g e t h e r — lay citizens, educators, and p a r e n t s — effective results can be r e a l i z e d .1 The w o r k shops for curric u l u m specialists held in 19 60 w e r e an attempt to assemble c u r r i c u l u m specialists representing various segments of the school program. These conferences reviewed the Michigan C u r r i c u l u m Program, explored ways to plan local curric u l u m programs, and o u t ­ lined the plans for the National Defense Educa t i o n Act. A second type of w o r k s h o p was held for districts wit h o u t a particular structure or process for local c u r r i c u l u m d e v e l ­ opment .^ Representation on the standing committees of the Mi c h i g a n C u r r i c u l u m P r o g r a m was analyzed in 1959-60 and 1960-61. As a result of the Impact Project, repres e n t a t i o n on state curric u l u m committees increased from 149 school districts to 199 and the county school representation increased from 15 to 20. A t the same time the number of b e t t e r from Lynn M. Bartlett, State Super i n t e n d e n t of P ublic Instruction, to Superintendents, M a y 23, 1960. 2 Michigan, Department of Public Instruction, Michigan Curriculum Program: 1960-61, p. 10. 212 lay a n d p r o f e s s i o n a l m e m b e r s o t h e r than e d u c a t o r s on state curriculum committees increased f r o m 83 to 102.^* A n a n a l y s i s o f the eff o r t s m a d e by indivi d u a l c o m ­ m i t t e e s to incr e a s e impact a t the local level in 1961-62 found c o m m i t t e e ac t i v i t i e s A. B. C. D. E. F. G: H. I. in the f o l l owing areas: C o o r d i n a t i o n and C o n t a c t s of C o m m i t t e e s w i t h O r g a n i z a t i o n s and U n i v e r s i t i e s C o o r d i n a t i o n B e t w e e n C o m m i t t e e s of the M i c h i g a n C u r r i c u l u m P r o g r a m and w i t h o t h e r State C o m m i t t e e s C o o r d i n a t i o n w i t h M E A and MFT M e e t i n g s and P u b l i ­ cations C o m m i t t e e P a r t i c i p a t i o n in C o u n t y Instit u t e s and C o u n t y Inservice P r o g r a m s C o m m i t t e e C o o p e r a t i o n and C o n t a c t s w i t h Local I nservice P r o g r a m s a n d L o c a l Sc h o o l Studies Publications Sponsored by Committees C o n f e r e n c e s S p o n s o r e d by C o m m i t t e e s Regionalization 2 Use of News of the W e e k by C o m m i t t e e s S e v e nteen c o m m i t t e e s w e r e id e n t i f i e d as h a v i n g an a c t i v i t y r e q u iring c o o r d i n a t i o n w i t h o t h e r o r g a n i z a t i o n s or universities. F o r example, the A e r o s p a c e C o m m i t t e e c o o p e r ­ ated in a seminar w i t h the A e r o s p a c e E d u c a t i o n Cou n c i l and the A i r Force Associ ation; the E c o n o m i c E d u c a t i o n C o m m i t t e e h ad a joint p r o j e c t w i t h E a s t e r n M i c h i g a n University, N o r t h e r n M i c h i g a n College, and W e s t e r n M i c h i g a n University; the E l e m e n t a r y E d u c a t i o n C o m m i t t e e c o n t a c t e d the M i c h i g a n M e d i c a l S oci e t y and the M i c h i g a n Dental S o c i e t y r e g a r d i n g 1 Ibid., p. 7. 2 Michigan, D e p a r t m e n t of Public Instruction, "An A n a l y s i s of the Impact of the M i c h i g a n C u r r i c u l u m P r o g r a m as to C e r t a i n Goals A c c e p t e d as R e s p o n s i b i l i t i e s of A l l C o m m i t t e e s in 1961-1962" (Lansing: D e p a r t m e n t of Public Instruction, 1962), p. 1. (Mimeographed.) 213 purposes, problems, and trends in e l e m entary education; the Safety C ommi t t e e c o o r d i n a t e d a c t i vities w i t h the School a n d C o l l e g e Divi s i o n of the M i c h i g a n Safety Conference; the P h y sical E d u c a t i o n Commi t t e e w o r k e d w i t h the M i c h i g a n C o n ­ s ervation De p a r t m e n t on a s c h o l arship program; and the S c i e n c e C o m m i t t e e held a joint m e e t i n g w i t h repres e n t a t i v e s of the M i c h i g a n A s s o c i a t i o n for S u p e r vision and C u r r i c u l u m D e v e l ­ opment. ^ This analysis of committee min u t e s reve a l e d c o o r d i ­ n a tion activities ranging from re v i e w of committee m i n u t e s to joint s p o n sorship of c o n f e rences and publications. E x a mples of c o o p e rative committee activities during this p eriod include: the A e r o s p a c e and Science Committees p l a n n e d the use of the Spacemobile; the E d u c a t i o n for C i t i z e n s h i p and E l e m e n t a r y E d u c a t i o n committees sponsored a confere n c e on elemen tary student councils; the He a l t h E d u c a t i o n and P hysical E d u c a t i o n C o m m i t t e e s m e t to discuss physical f i t ­ ness; and the Secon d a r y Council invited the Hol d i n g Pow e r C o m m ittee to discuss the use of mater i a l s produ c e d by the 2 Holding Power Committee. D uring the period analyzed nine commit t e e s c o o r d i ­ nated some of their activities w i t h the M i c h i g a n E d u c a t i o n A s s o c i a t i o n or M i c h i g a n Federa t i o n of Teachers. example: For the A l c o h o l Commi t t e e p a r t i c i p a t e d in nine regional meetings of the M i c h i g a n E d u c a t i o n A s s o c i a t i o n in October, ^Ibid., pp. 1-5. ^Ibid., pp. 5-6. 214 1961; the A e r o s p a c e C o m m i t t e e p a r t i c i p a t e d in two r e g i o n a l meeti n g s of the M i c h i g a n E d u c a t i o n A s s o c i a t i o n in October, 1961; several committees, ship, E l e m e n t a r y Education, Mathematics, including E d u c a t i o n for C i t i z e n ­ I n t e r national Understanding, and offered their services in c o n d u c t i n g regi o n a l me e t i n g s in 1962 for the M i c h i g a n E d u c a t i o n Association; and the C u r r i c u l u m Research C o m m ittee p r e p a r e d m o n t h l y art i c l e s for the M i c h i g a n E d u c a t i o n J o u r n a l .^ Five committees p a r t i c i p a t e d in C o u n t y Institutes d u r i n g the pe r i o d analyzed: Education, Aerospace, Elemen t a r y Education, Creativity, Economic I n s t r uctional M a t e rial s and C u r r i c u l u m Research Committees. E i g h t c o m m ittees p a r ­ t i c i pated in local in-service programs or local school studies: the Industrial A r t s Commi t t e e w a s invited by a Mt. C l e m e n s High School commi t t e e to evaluate the indu s t r i a l arts program; the C r e a t i v i t y C o m m i t t e e w o r k e d w i t h the St. C l a i r Shores School o n a joint project; and the Core C o m m i t t e e surveyed local schools on the p r e - s e r v i c e and in-service prog r a m for the p r e p a ration of core teachers. 2 E i g h t e e n commit t e e s w e r e eng a g e d in the p r e p a r a t i o n of p u b l i c ations dur i n g this period. For example: The B e t t e r Human Relations C o m m i t t e e was p r e p a r i n g a b u l l e t i n on re l i gious d i f f e rences in the classroom; the E d u c a t i o n for C i t i z e n s h i p Commi t t e e was w o r k i n g on a b u l l e t i n on the 1Ibid., pp. 7-8. 2Ibid. 215 teaching of M i c h i g a n his t o r y in the e l e m e n t a r y school; the P o s t - T w e lfth Grade C o m m i t t e e w a s w r i t i n g a bull e t i n on the purposes, lege; role, function, and p r o g r a m of the community c o l ­ the Research Commi t t e e w a s propo s i n g a bulletin o n the steps in the m o d i f i c a t i o n and e v a l u a t i o n of curric u l u m using N D E A as an example; and the Trade and Technical C o m ­ m i t t e e was planning a guide for c u r r i c u l u m d e v e lopment in industrial e d u c a t i o n .1 F if t e e n conferences were sponsored by ten committees during 1961-62. Conference, Conferences included the Annual Research Trade and Industrial Teac h e r s Conference, door E d u ca t i o n Conference, ference, Out­ W a t e r Safety Clinic, Core C o n ­ High School C i t i z e n s h i p Conference, cation Workshop, Physical Edu2 and C o n s e r v a t i o n E d u c a t i o n Conference. One of the first projects of the Impact Project was the h o lding of two works h o p s in January, 1960, for school d istricts w i t h full-time c u r r i c u l u m specialists. These w o r k ­ shops had the following purposes: 1. 2. 3. 4. To consider large issues affec t i n g instructional improvement programs and to exchange information and to solve pres s i n g c u r r i c u l u m problems To deal w i t h the structure, processes and a c t i v i ­ ties of the M i c h i g a n C u r r i c u l u m Prog r a m To further the a c q u a intance of field and consu l t a n t staffs and to p l a n better consultative programs and relationships. To re v i e w the programs and plans of the Department of Public Instruction, such as the National Defense Education Act, and to advise the Depart m e n t of Public Instruction on programs and on the need for c u r r i c u l u m guides. XIbid., pp. 9-10. 2Ibid., pp. 10-11. 216 5. 6. To help plan be t t e r local instructional improve m e n t programs To v i s i t the various offices of the D e p a r t m e n t o f Public I n s t r u c t i o n .1 In p r e p a r a t i o n for the conferences, w e r e asked to nomi n a t e p roblems for s t u d y . ” "School di s t r i c t s 2 The responses were c o n s o l i d a t e d into a list of 24 prob l e m s for c o n s i d e r a ­ tion by the conferees. frequency, The ten prob l e m s w i t h the highe s t as identified by individuals c o n c e r n e d w i t h c u r ­ r i c u l u m improvement in local school districts, were: 1. 2. 3. 4. 5. N D E A — h o w g e t m a x i m u m benefits [sic]— h o w can p r o ­ v isions become m o s t me a n i n g f u l for s c h o o l s — i m p l i ­ cations of S ugge s t e d state course of study or g u i d e s — w h a t are characteristics of guides and c u r r i c u l u m m a t e r i a l s that are m o s t likely to prom o t e improvement in i ns t r u c t i o n — to w h a t extent is there a need for a state o r national cu r r i c u l u m d e s i g n — l e a d ership of D epart m e n t of Public Instruction C u r r i c u l u m i m p r o vement at local l e v e l — raising standards of i n s t r u c t i o n — e x t r a - c u r r i c u l a r activities (too m a n y ? ) — build i n g c u r r i c u l u m to m e e t needs of all s t u d e n t s — fitting area fields, such as English, to c a p a b ilities of all s t u d e n t s — h o w m u c h testing, guidance, c o u n s e l i n g — over-all g u i d a n c e p r o g r a m for s chool— need for all teachers to contri b u t e in area of rea d i n g i m p r o v e m e n t — practical m e t h o d s of solving reading p r o b l e m s — bala n c e in the c u r r i c u l u m — team w o r k approach Individual d i f f e r e n c e s — are m u l t i - t r a c k programs the answer to individual d i f f e r e n c e s — p r o b l e m of p r o v i d i n g for needs of able student in small school s y s t e m — p r o v i d i n g for needs of e d u c a t i o n a l l y retarded s tudent in small s y s t e m — seminars for gifted s t u ­ d e n t s — abi l i t y g r o u p i n g — w h a t changes m a y be a n t i c i ­ pated for secondary schools W h a t are future prosp e c t s relative to: mental h e a l t h d e v e l o p m e n t s — junior high school t r e n d s — Michigan, Department of Public Instruction, Report of Workshops for Curriculum Specialists (Lansing: Department of Public Instruction, 19 60), p . xl ^Ibid., p. 1. 217 6. 7. 8. 9. 10. study hall p r a c t i c e s - - b l o c k - t i m e p r o g r a m s — pupil m a r k i n g — social e d u c a t i o n — industrial arts pro g r a m s Deal w i t h structure processes and activities o f the M i c h i g a n C u r r i c u l u m P r o g r a m — inter p r e t a t i o n of activities of c u r r iculum committees to local school faculty through efforts of the De p a r t m e n t of P u b l i c Instruction and other c u r r i c u l u m committee m e m b e r s — how to facilitate the use of D e p a r t m e n t o f Public Instruction and college consultants in local school p r o g r a m s — feasibility of conduc t i n g regular w o r k ­ shops in the state to interpret policies and plans o f the D e p a r t m e n t of Public Instruction on a h a l f ­ day basis for convenience of schools w h i c h cannot give full relea s e d time for c o n f e rences or those w h o m u s t spend m a j o r part of day in tra v e l — method s of improving a w o r k i n g r e l a t ionship w i t h Departme n t of Public Instruction in areas of c u r r i c u l u m — p h i l o s o ­ phy for free men In-service education of t e a c h e r s — the role of c o l ­ leges and public schools in regard to teacher e d u ­ cation— c o n s u l t a n t service— laboratory schools Science and m a t h e m a t i c s — w h a t are the b e s t ways to increase m a t h e m a t i c a l competence of elementary t e a c h e r s — w h a t are develo p i n g trends in m a t h e m a t i c s , elementary through high s c h o o l — w h a t should be the structure of the science c u r r i c u l u m in the school s y s t e m — what are the trends pertai n i n g to length of school day to accommodate increased emphasis on l a n g u a g e s , science and ma t h e m a t i c s Foreign l a n g u a g e s — w h a t is place of foreign l a n ­ guages in p r o g r a m of e l e m entary schools— h o w can a language labora t o r y be e f f e c tively used to s u p p l e ­ m e n t the m o r e c o m p r ehensive language p r o g r a m i n v o l v ­ ing both reading and w r i t i n g — improvement of t e a c h ­ ing of foreign language p r o g r a m — w h a t is trend relative to m o d e r n language instruction, eleme n t a r y through h i g h school— how can m o d e r n languages be introduced into elemen t a r y school on top of al r e a d y crowded curriculum Elementary p r o g r a m — goals, areas to be covered and time usage of elementary school p r o g r a m — cu r r i c u l u m g u i d e s — how shall staff be organ i z e d for improvement of curric u l u m and of i n s t r u c t i o n .1 A n examination of the M i c h i g a n C u r r i c u l u m P r o g r a m by the w o r k s h o p s established that "the philosophy of the M i c h i ­ gan C u r r i c u l u m Pro g r a m has been based on the be l i e f in ^"Ibid., pp. 1-2. 218 almost c omplete local auton o m y and lack of p r e s c riptio n or imposition from the state l e v e l ."1 Three methods were i d e n ­ tified as having been used by the D e p a rtment of Public Instruction to provide leadership consistent with this philosophy: 1. 2. 3. A structure of state committees, drawing m e m b e r ­ ship from schools, colleges and citizens* o r g a n i z a ­ tions . . . wor k i n g under a general framework and philosophy governed by the State Curric u l u m Pl a n n i n g Committee. An annual series of conferences designed to bring people w i t h common interests together to w o r k on their p r o b l e m s . A staff of consultants assigned to assist local communities on call, to help in clarifying their educational problems and in organizing to solve t h e m .2 Local curriculum specialists attending the first conference were urged to make use of the members of the state curric u l um committees as resource people in their local c u r ­ r i culum programs, keep local superintendents informed of the work of the state curriculum committees, and to encourage local faculty members to participate in the Mich i g a n C u r r i c ­ ulum Program. In a summary of the second conference, local c urric u l um development was again stressed: Curriculum study and revision requires the i n v o l v e ­ m e n t of teachers. However, leadership cannot be la c k ­ ing. The administrator m u s t truly want to improve the curriculum, m u s t encourage and aid c u r r iculum study, m u s t also become expert in curric u l u m theory and the process of ma k i n g change, and m u s t recognize the wo r k of those teachers involved in curric u l u m study. . . . If M i c h i g a n is to have better education, the c o m ­ m u n i t y m u s t be involved. This includes not only the 1Ibid., p. 7. 2Ibid., p. 8. 219 m e m b e r s of the school board, n o t o n l y m e m b e r s of the P.T.A., n o t o n l y the p a r e n t s b u t all m e m b e r s of the community. P a r t i c i p a n t s at the w o r k s h o p s s t r o n g l y r e c o m m e n d e d that the p h i l o s o p h y as e x p r e s s e d in the B a s i c I n s t r u c t i o n a l P o l i c y for E d u c a t i o n in M i c h i g a n not be c h a n g e d as the p u b l i ­ c a t i o n was b e i n g r e v i s e d and f u r t h e r that the r e v i s i o n "include s u g g e s t i o n s for i m p l e m e n t i n g the p h i l o s o p h i c a l statements." At the same time the p a r t i c i p a n t s also r e c o m ­ m e n d e d that the D e p a r t m e n t of P u b l i c I n s t r u c t i o n its r o l e in r e l a t i o n to l e a d e r s h i p function. "examine A more positive a p p r o a c h c a l l i n g for c o n s u l t a t i v e s e r v i c e s in s p e c i f i c c o n 3 tent areas m a y be necessary." Cooperation with other professional groups continued to be an i m p o r t a n t c o m p o n e n t of the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m Program. A c t i n g on the g r o w i n g c o n c e r n s "about the p r e s e n t l e a d e r s h i p at the s e c o n d a r y level a n d on o v e r 4 l a p p i n g and u n n e c e s s a r y d u p l i c a t i o n in this a r e a ," the S u p e r i n t e n d e n t of P u b l i c I n s t r u c t i o n a p p o i n t e d an Ad Hoc C o m m i t t e e o n S e c o n d a r y E d u c a t i o n and L i f e A d j u s t m e n t to study the p r o b l e m and m a k e r e c o m m e n d a t i o n s . The ad hoc c o m m i t t e e surveyed the v ar i o u s a g e n c i e s and o r g a n i z a t i o n s w o r k i n g in the field of s e c o n d a r y e d u c a t i o n to d e t e r m i n e the types o f a c t i v i t i e s they sponsored. 1 Ibid., p. 11. 2 Ibid., p. S e c o n d a r y sch o o l s w e r e 3. 3Ibid. ^Minutes of the Curriculum Planning Committee, July 13, 1955. 220 sampled in an ef f o r t to d e t e r m i n e the "kinds o f servic e s se c o ndary schools w o u l d like to have p r o v i d e d from the state level."'*' Wh i l e in the re p o r t of the ad hoc c o m m i t t e e to the C u r r i c u l u m P l a n n i n g C o m m i t t e e and the S u p e r i n t e n d e n t of P u b l i c Ins t r u c t i o n . . . no specific p l a n for the f o r m u l a t i o n of a c o u n c i l was made, it r e c o m m e n d e d that there be a c o n t i n u i n g c o m m ittee of some sort w h i c h w o u l d have o n it r e p r e ­ sentatives of the var i o u s o r g a n i z a t i o n s c o n c e r n e d w i t h se c o n d a r y education. T h e funct i o n s o f such a council m i g h t include: (1 ) p u b l i s h i n g a journal, (2 ) c o n s i d e r ­ ing accreditation, (3) c o n s i d e r i n g D e p a r t m e n t of P u b l i c I n s t r uction approval, (4) c o n s i d e r i n g c u r r i c u l u m p r o b ­ lems, (5) b r i d g i n g the total e d u c a t i o n p r o g r a m at the s e c o n d a r y level, and (6 ) studying the function of any c o m m ittee n o w serving in a special a r e a of e d u c a t i o n at the s e c o ndary level. . . . T h e m a i n pur p o s e of the c o u ncil w o u l d be to stimu l a t e local and state c u r r i c ­ u l u m d e v e l o p m e n t .2 The C u r r i c u l u m P l a n n i n g C o m m i t t e e then a p p o i n t e d a s u b c o m ­ m i t t e e to study the p o s s i b i l i t y of setting up a council. the final proposal for the c r e a t i o n of the council, organizations, agencies, In 15 and i n s t i tutions w e r e p r o p o s e d for m e m b e r s h i p in the council. Prop o s e d functions of the n e w X Ibid. 2Ibid. 3 Min u t e s of the C u r r i c u l u m P l a n n i n g Committee, May 15-16, 1956. Gr o u p s p r o p o s e d were: Michigan Secondary School Association, M i c h i g a n C o l l e g e A s s o ciation, M i c h i g a n A s s o c i a t i o n of School Ad minis t r a t o r s , M i c h i g a n Secon d a r y S c h o o l - C ollege A g r e e m e n t Committee, M i c h i g a n A s s o c i a t i o n of C o l l e g i a te Regist r a r s and O f f i c e r s of Admission, State N o r t h - C e n t r a l A s s o c i a t i o n Committee, B u r e a u of School S e r ­ vices of the U n i v e r s i t y of Michigan, C l a s s r o o m T e a c h e r s Association, M i c h i g a n F e d e r a t i o n of Teachers, C u r r i c u l u m Pl a nning Committee, Upper P e n i n s u l a E d u c a t i o n a l Poli c i e s Council, Re p r e s e n t a t i v e s f r o m e a c h of the five regions o f the M i c h i g a n S e c o n d a r y S c h o o l - C o l l e g e A g r e e m e n t Program, 221 council w e r e identi f i e d as: . . the s t i m u l a t i o n of local and state c u r r i c u l u m d e v e l o p m e n t programs. Other general functions would be p r o m o t i o n of r e s e a r c h a n d c o o r d i n a t i o n o f servi c e s to schools. It should be s t r e s s e d that all d e c i s i o n s a f f e c t i n g the o p e r a t i o n and f u n c t i o n i n g of m e m b e r o r g a n ­ izations w o u l d be a c h i e v e d o n l y t h r o u g h c o n c e n s u s a n d not through m a j o r i t y vote. T h e c o u n c i l ' s b a s i c ro l e w o u l d be advisory and c o o r d i n a t i n g rather than a d m i n ­ istrative . O r g a n i z e d in September, 1956, the M i c h i g a n C o u n c i l on S e c o n dary E d u c a t i o n functi o n e d as a c o o r d i n a t i n g a g e n c y for s e c o n d a r y e d u c a t i o n in the state. The Council requested that the D e p a r t m e n t of Pu b l i c I n s t r u c t i o n fur n i s h the s e r ­ vices of a secretary to facili t a t e o p e r a t i o n of the Council. In May, 1959, the C u r r i c u l u m P l a n n i n g C o m m i t t e e a p p r o v e d the r e c o m m e n d a t i o n that the M i c h i g a n C o u n c i l on S e c o n d a r y E d u ­ cation be g i v e n the status of a C o m m i t t e e on S e c o n d a r y E d u ­ c ation and be c o n s i d e r e d p a r t of the M i c h i g a n C u r r i c u l u m P r o gram. For the 1959-60 y e a r the M i c h i g a n Council o n S e c o n d a r y E d u c a t i o n remained "an i n d e p e n d e n t o r g a n i z a t i o n b a s e d on c o n s t i t u e n t o r g a n i z a t i o n s but that Dr. B a r t l e t t is a p p o i n t i n g 3 its m e m b e r s to a C u r r i c u l u m C o m m i t t e e on S e c o n d a r y Ed u c a t i o n . " D e p a r t m e n t of Public Instruction, D e t r o i t M e t r o p o l i t a n B u reau of C o o p e r a t i v e School Studies and M i c h i g a n A s s o c i a t i o n for S u p e r v i s i o n and C u r r i c u l u m Development. M a y 28, L Ibid. 2 Min u t e s of the C u r r i c u l u m P l a n n i n g Committee, 1959. 3Minutes of the Curriculum Planning Committee, August 7, 1959. 4 222 As part of the M i c h i g a n C u r r i c u l u m Program, the c o m m i t t e e was g i v e n the following charges: 1. 2. 3. 4. 5. 6. The educa t i o n of the g i f t e d The h o l d i n g power o f M i c h i g a n s e c o n d a r y school s The tota l i t y of the c o m p r e h e n s i v e s e c o n d a r y sc h o o l program The probl e m s of a c c r e d i t a t i o n of M i c h i g a n s e c o n d a r y schools R e o r g a n i z a t i o n of school d i s t r i c t s C o m m u n i c a t i o n s r e g a r d i n g s e c o n d a r y school a d v a n c e ­ m e n t and research-^ The e s t a b l i s h m e n t of the C o u n c i l o n S e c o n d a r y E d u c a ­ tion is a clear example of an o r g a n i z a t i o n a l a r r a n g e m e n t to e n c o u r a g e groups w i t h a common c o n c e r n to w o r k w i t h i n the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m as they d e a l t w i t h clearly identified issues facing education. A n o t h e r example of c o o p e r a t i o n w i t h i n s t i t u t i o n s of higher e d u c a t i o n is the c o o p e r a t i o n of the C o m m i t t e e o n E d u ­ c ation for C i t i z e n s h i p and "a g r o u p of c u r r i c u l u m and r e s e a r c h d i r e c t o r s of public school systems of p l a n n i n g c o o p e rative efforts [who] m e t for the p u r p o s e in the e v a l u a t i o n of t h e i r educat i o n al programs w i t h special emphasis in the a r e a of 2 critical thinking." A s s i s t e d b y the B o a r d of E x a m i n e r s of M i c h i g a n State University, the p a r t i c i p a t i n g schools f o r m e d the I n t e r -school C o m m i t t e e o n E v a l u a t i o n and Instruction. 1 Ibid. 2 M e m o r a n d u m from the C o m m i t t e e on E d u c a t i o n for C i t i z e n s h i p and the Inter-school C o m m i t t e e on E v a l u a t i o n and Instr u c t i on to C o m m i t t e e s of the M i c h i g a n C u r r i c u l u m Program, A u g u s t 21, 1955. P a r t i c i p a t i n g cities included: Lansing, Flint, Dearborn, E a s t Lansing, H i g h l a n d Park, Gr o s s e Pointe, Kalamazoo, and Bay City. 223 In a joint m e m o r a n d u m to all commit t e e s of the M i c h i g a n C u r r i c u l u m Program, the C o m m i t t e e o n E d u c a t i o n for C i t i z e n ­ ship and the Inter-school C o m m i t t e e on E v a l u a t i o n and Instr u c t ion o u t l i n e d the m a t e r i a l s a v a i l a b l e "to bette r u n d e r s t a n d and evaluate the pl a c e of critical thin k i n g in an instru c t ional program. "J‘ A l l commit t e e s were as k e d to "promote di s c u s s i o n of o b j e c t i v e s of critical thinking and its r e l a t i o n s h i p to the i m p r o v e m e n t of i n s t r uction in local in-service training p r o g r a m [sic] and state c u r r i c u l u m 2 workshops." A l l commit t e e s w e r e also urged to prom o t e the d e v e l o p m e n t of m a t e r i a l s in the area of critical t h i n k i n g and to e ncourage schools to p a r t i c i p a t e in the proj e c t s of the I n ter-school Commi t t e e on E v a l u a t i o n and Instruction. Speci f i c ally e a c h commi t t e e in the M i c h i g a n Co o p e r a t i v e C u r r i c u l u m P r o g r a m was asked to: 1. 2. 3. 4. 5. 6. 7. Promote d i s c u s s i o n of o b j e c t i v e s of critical t h i n k ­ ing and its r e l a t i o n s h i p to the improvement of instruction in local i n - s ervice training p r o g r a m [sic] and state c u r r i c u l u m workshops. E n c o urage schools that are d e v e l o p i n g or w i s h to deve l o p m a t e r i a l in the area of critical thinking to share them w i t h the Interschool C o m m i t t e e on E v a l u a t i o n and Instruction. Encou r a g e schools who w i s h to join the pro j e c t to con t a c t the Interschool C o m m i t t e e on E v a l u a t i o n and Instruction. Promote use of the guide "Critical Thinking" (A G u i d e to I n s t r uction a n d Evaluation). Promote the use of criti c a l thinking tests. Encou r a g e schools interested in d e v e l o p i n g an e l e ­ m e n t a r y school test in crit i c a l thinking to p a r t i c i ­ pate . Promote use of tape recor d i n g of a p r o b l e m c e n t e r e d class discussion.^ 1Ibid. 3Ibid. 3Ibid. 224 A n example of attempts to legislate c u r r i c u l u m during this period was House Bill 336, introduced in the Mi c h i g a n House of Representatives in the spring of 1962. This bill prop o s e d to . . . amend the School Code to req u i r e that beginn i n g in the fall of 1962 there shall be conducted in all M i c h i g a n h i g h schools a course in comparative gove r n m e n t w h i c h shall be not less than 30 hours and shall e m p h a ­ size the free competitive economic system of the U n i t e d States in cont r a s t with the doctrines, objectives, and techniques of c o m m u n i s m .1 The C u r r i c u l u m Planning C o m m ittee r e - a f firmed its posi t i o n that the State Department of Public Instruction should n o t select specific textbooks or pre p a r e a course of study for 2 use by all schools of the state. The State S u p e r intendent of Public Instruction c o m ­ m u n i c a t e d to the Chai r m a n of the Commi t t e e on E d u c a t i o n for C i t i z e n s h i p charging the C o m m i t t e e w i t h a study of how schools can best m e e t the challenge of teaching about v a r ­ ious forms of government: Like many Americans, I am de e p l y conce r n e d with the spread of commu n i s m throughout the world, and p a r ­ t icularly w i t h the inroads it has m a d e in our n e i g h ­ b oring republics in Latin America. Like m a n y educators, I feel that positive steps should be taken by schools to r e a f f i r m our faith in A m e r i c a n democracy, and to point out the dangers inherent in communism. I a m taking this m e a n s to invite your committee to explore this subject w i t h a v i e w to doing the following: ^"Minutes of the C u r r i c u l u m Plan n i n g Committee, April 9, 1962. 2 Minutes of the Curriculum Planning Committee, ^Minu March 4, 1962 225 1. Sug g e s t w h a t the role of the D e p a r t m e n t of P u b l i c I n s t r u c t i o n should be in provi d i n g leadersh i p in the sensi t i v e but highly important p r o b l e m of m a k i n g y o u t h aware of the v alues of A m e r i c a n democracy, and of the insidiousness of all forms of totalitarianism. 2. Sug g e s t ways in w h i c h teachers can become b e t t e r informed regarding the perils of communism, its p h i l o s o p h i c a l bases, goals, and methods. 3. Suggest the grade levels w h e r e it m i g h t be a p p r o p r i a t e to o f f e r ins t r u c t i o n in polit i c a l i d e o l o ­ gies, e s p e c i a l l y communism. 4. Sug g e s t w a y s in w h i c h the issues and facts about c o m m u n i s m can be prese n t e d a c c u r a t e l y and f a i r l y .1 A f t e r c o n s i d e r a b l e study the Commi t t e e d e v e l o p e d a s tatement w h i c h s u g g ested an appropriate role for the State D e p a r t m e n t of Pu b l i c I n s t r uction in this hi g h l y sensitive area. The s t a t ement w h i c h was submitted to the C u r r i c u l u m Planning C o m m i t t e e and the State S u p e r i n t e n d e n t of Public I nstru c t i on read as follows: Historically, the L e g i s l a t u r e of M i c h i g a n has d e l e ­ g a t e d the r e s p o n s i b i l i t i e s of educa t i n g the yo u t h of M i c h i g a n to local boards of education. The r e s p o n s i ­ b i l i t y of the D e p a r t m e n t of Public I n s t r uction has b e e n one of gi v i n g leadership, help, and e n c o u r a g e m e n t to local boards of educa t i o n in or d e r that they m i g h t b r i n g a b o u t i m p r o vement in curricula and m e t h o d s of instruction. In v i e w of rec e n t implications due to w o r l d affairs and w o r l d events, it becomes the conc e r n of the D e p a r t m e n t of Public Instruction that an a w a r e ­ ness be d e v e l o p e d in the schools as well as among the . p e o p l e of the state of M i c h i g a n that there are many "sociological and ideological" forces at work, one of these b e i n g communism. In kee p i n g w i t h the stated p h i l o s o p h y of the D e p a r t m e n t of Public Instruction, "We b el i e v e in the freedoms essen t i a l to the p e r p e t r a ­ tion of a d e m o c r a t i c s o c i e t y ,1,1 we would urge that all school d i s t r i c t s and those persons c o n c erned w i t h e d u ­ c a t i o n to reeval u a t e pre s e n t prog r a m s of instruction, practices, resou r c e s and m a t e r i a l s p e r t aining to this principle. Le t t e r from L y n n M. Bartlett, Superintendent, to E dward T. Spink, Chairman, C o m m i t t e e on E d u c a t i o n for C i t i z e n ­ ship, O c t o b e r 25, 1961. 226 The D e p a r t m e n t of Pub l i c Instruction w i l l assure the local commu n i t y the o p p o r t u n i t y to d e v e l o p any p r o ­ g r a m of c i t i z e n s h i p e d u c a t i o n w h i c h the local c o m m u n i t y feels is c o n s i s t e n t w i t h its needs and the w e l f a r e of society. The D e p a r t m e n t of Public I n s t r uction will e n c o urage the d e v e l o p m e n t in our young pe o p l e an aware ness of the true m e a n i n g of p o l i tical freedom and democracy, the ac cept a n c e of res p o n s i b i l i t i e s w h i c h are entai led by citizens of a free and d e m o c r a t i c society, and the d e v e l o p m e n t of patt e r n s of b e h a v i o r consist e n t w i t h the basic princi p l e s of freedom and democracy. Care m u s t be taken to insure that "freedom to inquire" is p r o t ected in o u r public e d u c ational i n s t i ­ tutions . -1-The D e p a r t m e n t of Pu b l i c Instruction. A Stat e m e n t of Basic P h i l o s o p h y R e g a r d i n g Public E d u c a t i o n in M i c h ­ igan. Bull e t i n 364, Lansing? Michigan: T h e Department. I960.1 To deal w i t h the o t h e r concerns expre s s e d by the State S u p e rintendent of Public Instruction, Devel o p m e nt of Understanding, a "Prospectus for the Appreciation, and Exerc i s e of Am e r i c a n Democr a t i c W a y of L i f e w i t h the Backgr o u n d of the C o n t e m p o r ary World Setting" was d e v e l o p e d following the Spring E v aluation W o r k s h o p and prese n t e d to the C u r r i c u l u m 2 Planning Committee in June, 1962, for reaction. The formal proposal was submitted to foundations in attempts to secure funding. Designed as a two-year study, the entire M i c h i g a n C u r r i c u l u m P r o g r a m wo u l d be involved in the pro j e c t w i t h i mportant roles being assumed by the C o m m i t t e e o n E d u c a t i o n for Citizenship, C u r r i c u l u m Rese a r c h Committee, Core and General E ducation Committee, C u r r i c u l u m Research Committee, ^"Minutes of the C u r r i c u l u m Plann i n g Committee, April 9, 1962. n Minutes of the Curriculum Planning Committee, June 1, 1962. 227 International U n d e rstanding Committee, and the Science C o m m i t t e e .1 As a d e m o n s t r a t i o n - r e s e a r c h proj e c t three phases w e r e proposed. define goals, Phase I w o u l d deter m i n e needs and survey current practices and school programs dealing w i t h the study of comparative governments, analyze e xisting materials. desig n i n g a K-12 program, an$ Phase II wo u l d con s i s t of develo p i n g new m a t e r i a l s and, c onduc t i n g pilot programs in selected schools, ing w o r k s h o p s for teachers across the state. and c o n d u c t ­ Phase III w o u l d be an evalua t i o n of the programs and e x t e n s i o n of the 2 p r o m ising p r a c t i c e s . The proposal received strong support from the C u r r i c u l u m Plan n i n g Commi t t e e but was not funded. This approach to solving current educational problems illustrates the conti n u e d commit m e n t to demonstrationr e s earch as a w a y of stimulating local study of cu r r i c u l u m problems. Educational television continued to be a concern of the C u r r i c u l u m Planning C o m m ittee during this decade. The State S u p e r intendent of Public Instruction appointed a Citizens Committee on Educational T e l e v i s i o n w h i c h first ^Minutes of the C u r r i c u l u m Planning Committee, D e c ember 7, 1962. 2 Michigan, D e p a r t m e n t of Public Instruction, "A Study o f C o m p a rative G o v e r n m e n t (Including Democratic and C o m m u n i s t i c ) : Leading to a Fuller Understanding, A p p r e c i a ­ tion and Exercise of A m e r i c a n D e m o cratic W a y of Life w i t h the B a c k g r o u n d of the C o n t e mporary W o r l d Setting" (Lansing: De p a r t m e n t of Public Instruction, 19 63), pp. 4-6. (Mimeo­ graphed .) * 228 met in October, 1958. The C u r r i c u l u m Plan n i n g Committee had representation on that Committee.^* Following extensive discussion of the e x p a nsion of the use of educational t e l e ­ vision# the C u r r i c u l u m Planning Committee reaffirmed to the State Superintendent of Public Instruction "the need for a committee to study the instructional aspects of educational TV and that this committee should certainly include repre2 sentatives from the various aspects of education." Subse­ quently# a committee was appointed# composed largely of educators# with responsibilities to: 1. 2. 3. 4. determine the status of educational TV in Michigan, identify needed research in this area and come up w i t h some research p r o p o s a l s , prepare w h a t e v e r publications are needed# and assume the usual responsibility of all curriculu m committees to give leadership to local school d i s t r i c t s .3 This group became known as the Work i n g Committee o n Educational Television. Ac t i n g on a suggestion by the chairman of the Working Committee on Educational Television, the C u r r i c u l u m Planning Committee agreed "to prepare a brief statement covering pe rtinent philosophy, possibilities, 4 problems and hazards of E T V . " Drafts of proposed statements ^Minutes of the C u r r i c u l u m Plan n i n g Committee, October 8-9, 1958. ^Minutes of the C u r r i c u l u m Planning Committee, N ovember 12, 195 8 . 3 Minutes of the C u r r i c u l u m Planning Committee, January 8 , 1959. ^Minutes of the Curriculum Planning Committee, March 13, 1959. 229 were reviewed at subsequent meetings w i t h little progress o r a greement on the best course of action. A Subcommittee o n Educational Television was then appointed and in its first report to the Curriculum Planning C o m m ittee suggested that "each committee concern itself w i t h a d i s c u s s i o n of the impli­ cations [of educational television] for the w o r k of that p a r ­ ticular committee and place a representative from each o f the interested committees on the ETV subcommittee."^ Pall C u r r ic u l u m Workshop in September, I960, A t the a prelimina r y copy of the "Report on Educational Television," as submitted by the subcommittee, was d i s t r ibuted to all participants with the request that they react to it in writing. The C u r ­ r i culum Planning Committee appointed a n e w subcommittee to revise the report and a subsequent revision was distributed 2 to the Curriculum Planning Committee for reaction. The report was again submitted to the Spring Evaluation W o r k s h o p for discussion, revision and recommendation. report in May, Following the 1961, the report on educational television had been rewritten for the final time and the C u r r i c u l u m Planning Committee submitted the manusc r i p t "Educational Television and Curriculum Policy" to the Superintendent of Hlinutes of the C urriculum Planning Committee, Novem b e r 19, 1959. 2 Minutes of the Curriculum Planning Committee, April 13, 1961. 230 Public Instruction for publication. 1 The m a n u s c r i p t c o n ­ cluded : The future m a y indeed be a r e m a r k a b l e one, and the State of M i c h i g a n in its inst r u c t i o n a l p r o g r a m should m a k e changes as rapidly as possible. Car e f u l c o o p e r ­ ation among e d u c a tional leaders and w i t h citi z e n s is essential. In summary, we have r e a s s e r t e d the ed u c a t i o n a l policy now in effect and have u r g e d local school systems to review, in terms of state c u r r i c u l u m p o l i c y and in terms of their o w n purposes and philosophies, w h a t w o u l d b e s t serve them. The s u g g ested guides to school systems m i g h t be helpful in d e t e r m i n i n g the role of ed u c a t i o n a l television as an impor t a n t teaching aid. E ducational television prese n t s an exci t i n g i n v i t a ­ tion to experiment. W e urge all c o n c e r n e d to e x p e r i m e n t w i t h open m i n d s and keen p e r c e p t i o n s .^ Interest in e d u c a tional televi s i o n c o n t i n u e d for the r emainder of the year. cational television, Due to legislative inte r e s t in e d u ­ the C u r r i c u l u m P l a n n i n g C o m m i t t e e r equested that the b u l l e t i n E d u c a t i o n a l T e l e v i s i o n and C u r riculum Policy be sent to all legislators. 3 Concerns w e r e raised by the developments in the field of e d u c a tional television, Committee, including the roles of the C u r r i c u l u m P l a n n i n g Working Commi t t e e on E d u c a t i o n a l Television, the Citizens Committee on E d u c ational Television. and However, a proposal to have a committee on e d u c a tional televi s i o n become part of the M i c h i g a n C u r r i c u l u m P r o g r a m did not May 25, ^Minutes of the C u r r i c u l u m Plan n i n g Committee, 1961. 2 Ibid. 3Minutes of the C u r r i c u l u m P l a n n i n g Committee, January 19, 19 62. Michigan, D e p a r t m e n t of Pu b l i c Instruction, Educational Televi s i o n and C u r r i c u l u m P o l i c y , B u l l e t i n No. 517 (Lansing: Depart m e n t of Public Instruction, 1961). 231 gain s u pport among the m e m b e r s of the C u r r i c u l u m P l a n n i n g Committee. 1 F o l l o w i n g up o n one of the suggestions m a d e in the p olicy s tatement on e d u c a tional television, a subcommi t t e e of the C u r r i c u l u m P l a n n i n g C o m m i t t e e was appoi n t e d to prepare a guide to as s i s t local educators the use of e d u c a tional television. the subcommittee, D e c i s i o n Making," in m a k i n g d e c i sions a b o u t The final report of "Educational Television: A Guide for 2 w a s p r e s e n t e d to the C u r r i c u l u m Pla n n i n g C o m m i t t e e in October, 1964, and after r e v i e w was submitted for publication. Interest conti n u e d in the e s t a b l i s h m e n t of a new co m m i t t e e on e d u c a tional televi s i o n to be a p a r t of the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m Program. The committee was a p p o i n t e d in the spring of 1965, w i t h repres e n t a t i o n from the s u b c o mmittee p r e p a r i n g the m a n u s c r i p t of the latest 3 p u b l i c a t i on on e d u c ational television. Commit t e e s conti n u e d to engage in a w i d e v a r i e t y of activities. C o m m i t t e e s w e r e e n c o u r a g e d to be creat i v e in finding solutions to probl e m s and in p r o v i d i n g state-wide leadership. State S u p e r i n t e n d e n t of Pu b l i c Instruction ^Minutes of the C u r r i c u l u m P l a n n i n g Committee, M a r c h 2, 1962. 2 Min u t e s of the C u r r i c u l u m Plann i n g Committee, O c t o b e r 21-22, 1964. 3 Minutes of the Curriculum Planning Committee, April 15, 1965. 232 Bartlett, speaking to the p a r t i cipants at the An n u a l M i c h i ­ gan C u r r i c u l u m W o r k s h o p in September, 1957, e m p h a s i z e d this by stating: Giving leadership, in essence, m e a n s "to do" and that is w h a t happens w h e n w e ask commit t e e s to go to work. As a m e m b e r of a commi t t e e y o u w i l l find y o u r s e l f — 1. P lanning for and carrying o u t rese a r c h studies. 2. You will stimulat e and give g u i d a n c e to d e m o n s t r a ­ tion resea r c h projects. The proj e c t s are usuall y c ommunity projects like the p i l o t p r o j e c t o n c o n ­ servation educa t i o n n o w b e i n g condu c t e d by one of our c o m m i t t e e s . 3. Part of your w o r k w i l l b e to examine the a d e q u a c y of our teacher education programs and m a k e r e c o m ­ m e ndat i o n s concer n i n g their i m p r o v e m e n t w i t h special r eference to m e e t i n g n e w needs. 4. Y ou will h e l p to d e v e l o p state c u r r i c u l u m pol i c y t hrough the d e l i b e r a t i v e w o r k of c o m m i t t e e s . 5. You will aid in sponso r i n g in-ser v i c e e d u c a t i o n conferences for teachers, a d m i n i s t r a t o r s and citizens. , 6 . D e fining and testing new techniques of teac h i n g and instructional pla n n i n g will be p a r t of y o u r e x p e r i ­ ences . 7. You will m e e t and talk w i t h o t h e r people about schools and about the met h o d s used in schools. 8 . And, w h e n necessary, you will also p u t d o w n in b l a c k and w h i t e w h a t you have learned. A l l of these activities, when added up, m e a n the kind of dynamic leader s h i p that a d y n a m i c state such as ours needs.^ C o m m i t m e n t to the community school c o n c e p t by the M i c h i g a n C u r r i c u l u m P r o g r a m continued in this de c a d e as e v i d e n c e d by the accept a n c e as a m a j o r empha s i s for the 1955-56 school year "the practical a p p l i c a t i o n of the Lynn M. Bartlett, "Comments o n the W o r k s h o p and M a j o r Proposals for the I m p r ovement of M i c h i g a n Educatio n , " address g iven before the Ann u a l M i c h i g a n C u r r i c u l u m W o r k ­ shop, St. Marys Lake, Michigan, Septe m b e r 26, 1957. 233 c ommunity school c r i t e r i a . " ^ A l l co m m i t t e e s of the M i c h i g a n C u r r i c u l um P r o g r a m w e r e charged w i t h the task of activ e l y applying the c o m m u n i t y school crit e r i a w h i c h had been d e v e loped by the C o m m i t t e e on the I n s t r uctional P r o g r a m of the C o m m u n i t y School. A short paper was p u b l i s h e d to h e l p c u r r i c u l u m commit t e e s m e e t this charge and to g i v e g u i d a n c e as they d evel o p e d activities to implement school criteria. the community Exam p l e s of action proj e c t s h i g h l i g h t e d each of the criteria: 1. 2. 3. 4. 5. 6. 7. 8. 9. The c o m m u n i t y school surveys c o m m u n i t y needs and resources. . . . The c o m m unity school gives initial l e a d e r s h i p to c o n s t ructive com mu n i t y i m p r o vement p r o j e c t s . . . . The c o m m unity school helps to d e v e l o p a sense of c ommu n i t y in b o t h children and a d u l t s . . . . The c o m m unity school expands and diffu s e s l e a d e r ­ ship throug h o u t the c o m m u n i t y . . . . The commu n i t y school practices and promotes d e m o ­ cratic p r o c e d u r e s . . . . The commu n i t y school coordinates all con s t r u c t i v e efforts to improve commu n i t y l i v i n g . . . . The commu n i t y school uses human and m a t e r i a l resources in the instructional p r o g r a m . . . . The c o m m u n i t y school involves all persons c o n c e r n e d in pl an n i n g and appraising the school p r o g r a m . . . . The c o m m u n i t y school is g e n u i n e l y l i f e - c e n t e r e d as a social institution.^ A n a l y s i s and Summary This decade concl u d e d 30 years of the M i c h i g a n C o o p e r a t i ve C u r r i c u l u m P r o g r a m as an a d v i s o r y and action Michigan, D e p a r t m e n t of Pu b l i c Instruction, "C o m m u ­ nity School C r i t e r i a of the M i c h i g a n C u r r i c u l u m Program" (Lansing: D e p a rtment of Public Instruction, 1955), p. 1. (Mimeographed.) 2Ibid., pp. 1-3. 234 group appointed by an elected State S u p e r i n t e n d e n t of P u b l i c Instruction. A c c e p t a n c e of the P r o g r a m as an impor t a n t force in e d u c ation at the state level is suppo r t e d by the gro w t h in parti c ipation and number of committees appointed to the Program. topics: tions, This period will be analyzed u s i n g the following philosophy, activities, kinds of people, structure and organization, communica­ and purposes. Underlying Philosophy The Michi g a n C o o p e rative C u r r i c u l u m P r o g r a m con t i n u e d to be b ased on a philos o p h y of local d e v e l o p m e n t of the school curriculum. this decade, This philosophy was restated during giving increased offi c i a l approval of a lo n g ­ standing belief and me t h o d of opera t i o n at the state level. The citizenship education and the commu n i t y school emphases of the P r ogram are m a n i f estations of this belief in the strength of local democratic action as opp o s e d to c e n t r a l ­ ized d e c ision making. Activities Activities of the various c u r r i c u l u m committees w e r e centered on stimulating and helping locals school distric t s plan and initiate curriculum improvement projects. Participants Participants in the Mich i g a n C o o p e r a t i v e C u r r i c u l u m Program continued to represent a wide range of individuals. 235 Committee members represented local and county school d i s ­ tricts, private schools, the State Department of Public Instruction, other state departments, sities, professional associations, colleges and u n i v e r ­ and lay participants and representatives of organizations interested in education. Communications A var i e t y of techniques w e r e utilized during this decade to increase communications. The annual fall c u r r i c ­ ulum conference continued to be an important vehicle for increasing communications among committees and also among representatives of other organizations interested in e d u ­ cation. Publications were used to describe the Program and to report the accomplishments of the committees. Structure and Organization The Pro g r a m was sanctioned and participants were appointed by the elected State Superintendent of Public Ins t r u c ­ tion. The official structure of the Prog r a m remained as.devel-* oped near the end of the first decade of the Program. The C u r ­ riculum Planning Co mmittee provided over-all direction and coordination to the Program. The Upper Peninsula Educational Planning Council functioned in that part of the state to provide guidance in local curric u l u m development. Indi­ vidual curriculum committees were discharged as their tasks 236 were completed and n e w committees w e r e appointed to m e e t changing conditions. Purpose The Mich i g a n Cooperative C u r r i c u l u m Pro g r a m sought to increase voluntary co operation among all i n d i v i d u a l s , groups, and institutions interested in education. The Program provided the means of developing local leadersh i p and stimulating local curriculum development. \ CHAPTER VII MICH I G A N C O O P E RATIVE C U R R I C U L U M PROGRAM FINAL YEARS (1965-66— 1967-68) Overview The final years of the M i c h i g a n Coo p e r a t i v e C u r r i c ­ ulum Program m a y be c h a r a c t e r i z e d as years of intensive self-study and e x a m i nation as well as a highly producti v e period for the individual committees. Several factors c o n ­ tributed to the increased concern for strengthening and mo d i f y i n g the Program: the adoption of the new C o n s t i t u t i o n for the state of Michigan, w h i c h provided for an appointed State S u p erintendent of P.ublic Instruction; continued attacks on the philosophy of local control; and changes in the person holding the office of State Super i n t e n d e n t of Public Instruction. T he Program u n d e rwent several m a j o r m o d i f i c a t i o n s in 1967-68 and was o f f i cially terminated in September, 1968. The State D e p a rtment of Educa t i o n substituted a n other group of advisory committees related m o r e close l y to specific segments of the Department. This n e w a r r a n g e ­ ment failed to succeed and was d i s c o n t i n u e d early in 1970. 237 238 O r g a nization and Structure The basic o r g a n izational structure of the c o m m i t t e e s within the Michigan C o o p e r a t i v e Curriculum P r o g r a m c o n t i n u e d with o n l y minor modi f i c a t i o n s during this period. an emerging concern, To m e e t a C o m m ittee on Early C h i l d h o o d E d u c a ­ tion was added to the Prog r a m in 1965-66. Only o n e m i n o r change took place in 1966-67 as the Science-A e r o s p a c e E d u c a ­ tion Committee became the Science Committee. three committees were not re-appointed: on Secondary Education, Planning Council, In 1967-68 the M i c h i g a n C o u n c i l the Upper Peninsula E d u c a t i o n a l and the C o m m ittee for International U n d e r ­ standing which was combined with the Commi t t e e on E d u c a t i o n for Citizenship. * Thus during this period 25 of 28 co m m i t t e e s functioned for three years. The program had a range of from 25 to 28 individual committees (see Table 9). Table 9.— Number of committees appointed. 1965-66 Total Committees 28 1966-67 1967-68 28 25 The Curriculum Planning Committee served as the coordinating group for the Program for the first two years of this period, membership. and continued to have a bro a d l y based In the final year of the Program, a major 239 change o c c u r r e d as the C u r r i c u l u m P l a n n i n g C o m m i t t e e be c a m e the M i c h i g a n C u r r i c u l u m C o o r d i n a t i n g Council, composed "of the c h a i r m e n of the 24 p r i n cipal commit t e e s of the pro g r a m this year, m e m b e r s of the St a t e D e p a r t m e n t of Education, m e m b e r s of the former C u r r i c u l u m P l a n n i n g Committee, 3 and 3 additi o n al m e m b e r s w i t h special conc e r n s about m e e t i n g the e d u c a t i o nal needs of d i s a d v a n t a g e d y o u t h in o u r citie s . ' " ^ 'inner This r e p r e s e n t e d a s i g n i ficant change in the c o m p o s i t i o n of the m a j o r c o o r d i n a t i n g c o m m i t t e e of the P r o ­ gram. It was, however, similar to the m e t h o d used in 1949-50 when c h a i r m e n of committees also compo s e d the Curric u l u m P l a n n i n g Committee. M e m b e r s h i p in the c o o r d i n a t i n g gro u p s for the P r o ­ gram d u r i n g this pe r i o d ra n g e d from 28 to 37 m e m b e r s Table 10). (see The app o i n t m e n t of the chai r m a n of the former Table 1 0 . — C u r r i c u l u m P l a n n i n g C o m m i t t e e / C u r r i c u l u m C o o r d i n a t ­ ing Cou n c i l membership. 1965-66 Total M e m b e r s h i p 28 1966-67 33 1967-68 37 C u r r i c u l u m Plan n i n g C o m m i t t e e to the same posit i o n in the newly c r e a t e d M i c h i g a n C u r r i c u l u m C o o r d i n a t i n g Coun c i l p r o ­ vided for a c o n t i n u i t y of leadership. 1 L e t t e r from Ira Polley, State S u p e r i n t e n d e n t of Public Instruction, to Dr. Charles A. Blackman, September 11, 1967. 240 The P r o g r a m rea c h e d its p e a k o f p a r t i c i p a t i o n in 1966-67 w i t h 910 m e m b e r s a p p o i n t e d to the var i o u s cu r r i c u l u m committees (see T a b l e 11). d i f f e r e n t l y in 1967-68, C o m m i t t e e m e m b e r s h i p was treated a c c o u n t i n g for the s i g n i f i c a n t d r o p in p a r t i c i p a t i o n in the final year of the Program. o r i g i n a l l y as a year of transition, Viewed no n e w p e r s o n n e l were added to the c u r r i c u l u m c o m m i t t e e s in 1967-68; commi t t e e m e m ­ bership was limited to p a r t i c i p a n t s from the prev i o u s year who w i s h e d to cont i n u e to serve. T h e r e s u l t a n t r e d u c t i o n in c ommittee size cau s e d some p r o b l e m s and as early as the fall conference some commit t e e s w e r e as k i n g to have additiona l m e mbers a p poi n t e d to ach i e v e bet t e r ra c i a l balance, representation, o r g a n i z a t i o n a l representation, geographic and broad r e p ­ resen t a t i o n from b o t h i n s t i tutions of hi g h e r e d u c a t i o n and local school districts. Table 1 1 . - - A p p ointments to committees. Total P a r t i cipants 1965-66 1966-67 1967-68 900 910 600 The Better Hu m a n R e l a t i o n s C o m m i t t e e m a d e the m o s t drama t i c proposal. T h e y r e c o m m e n d e d "that two additi o n a l m e m ­ bers be a p poi n t e d to each of the committees. Further that these two mem b e r s be from the d i s a d v a n t a g e d c o m m u n i t y to 241 assure their voice in committee d e l i b erations."^ The C o m m i t ­ tee recognized that there would be some problems caused b y including d i s a d v a n t a g e d persons on the committees. would include r e i m b u r s e m e n t for expenses, work, and transportation to the meetings. These released time from The Committee also offered to "provide names of individuals that w o u l d m e e t these 2 criteria and who w o u l d ad equa t e l y serve the various g r o u p s ." Following c o n s i deration of this request, the c o m ­ mittees w e r e notified that approval has n o w been received for adding individuals to the diffe r e n t committees who are knowledgeable about the problems of the inner-city and of those living in poverty, and for securing additional Ne g r o r e p r e s e n t a ­ tives to obtain better racial balance on our committees. Insofar as other kinds of additions are concerned, it p r o b a b l y will be better to stay with the original r e c o m ­ m e n d a t i o n of the last y e a r ’s Curriculum Planning C o m m i t ­ tee study g r o u p and continue the year w i t h the present m e m b e r s h i p .3 Committees w e r e encouraged to solve their specific problems by inviting guests to their meet i n g s or by including others on w o r k i n g subcommittees. The Fall C u r r i c u l u m W o r k s h o p for all Program p a r t i c i ­ pants was held in October, 1967. A p r e - c onference mee t i n g of committee chairmen and secretaries w a s held to describe the M e m o r a n d u m from Clyde LeTarte, Secretary, Better Human R e l a tions Committee, to Leon Waskin, Deputy Associ a t e Superintendent, Novem b e r 1, 1967. 2I b i d . ^Memorandum from Leon S. Waskin, Deputy Associate Superintendent, to Secretaries of C u r r i c u l u m Committees, December 5, 1967. 242 restructuring of the M i c h i g a n C o o p e rative Curriculum Pro g r a m and to outline the goals of the Pro g r a m for the current year. The school year 1967-68 is a year of b o t h challenge and o p p o r t unity for the committees of the M i c h i g a n State C u r r i c u l u m Program. It is also a year of transition. For years we have m a i n t a i n e d that e d u c ation and schools should be adapted to m e e t the needs of the individual students. T h e events of the past summer in Michigan as w e l l as throughout the United States have clearly d e m o n ­ strated that the educational programs and services p r o ­ vided to disadvantaged youth in o u r so-called "inner cities" have been, w i t h some not a b l e exceptions, ina d e ­ quate. The problem is not a problem for city school systems alone. It is a prob l e m of concern to all the p e ople of the state and the country. Wh i l e education c annot provide all of the answers to m e e t i n g the needs of our d i s a d vantaged youth, Dr. Ira Polley*s charge to all of our state curriculum c o m m i t t e e s — that serious study be given to the d e v e l opment of recommendations, activities, and projects that prope r l y should fall w i t h i n the scope of the s c h o o l 's pro g r a m and services for these y o u t h — is m o s t a p p r o p r i a t e .1 In his address to nearly 400 memb e r s of the c u r r i c ­ ulum committees at the opening session of the Fall Curric u l u m Conference in 1967, the State S u p e r intendent again stressed the charge to all committees as he spoke o n "Some Crucial Social Issues and the Schools." identified as being paramount. Citing 12 issues, two were First was the education of the child r en of the poor, described as "Negro, M e x i c a n American, Puerto Rican, Na t i v e Indian and White, many of whom are experiencing their third generation of i m p o v e r i s h m e n t ."3 n Minutes of the Curriculum C o o r d inating Council, October 1-3, 1967. 2 "Basic Educational Needs Cited to MCCP," Michig a n Education News (Michigan Department of Education) 35 (October 20, 1967): 2-3. 3Ibid., p. 2. 243 Since the children of the poor are found in all parts of the state, all schools "have a d e e p r e s p o nsibility for provi d i n g i educational programs and services for them." ' The second paramount issue identified was the necessity to proc e e d w i t h the desegr egation of schools, services, the integration of staff, and instructional materials. For the first time in the Mich i g a n C o o p e rative C u r ­ riculum Program, individual committees were assi g n e d to one of four cluster groupings. Grouped thematically, the c l u s ­ tering of committees was an att e m p t to increase comm u n i c a t i o n among committees and provide an o p p o r tunity for wor k i n g on common concerns. For example, cluster meet i n g s w e r e held during the fall conference in October, 1967, during the school year, and again as part of the evaluation meetings in May, 1968. cluster I, composed of the committees on Creativity, Better Human Relations, C i t i z enship and Intercultural U n d e r ­ standing, Conservation Education, School Holding Power, during the year: Economic Education, and identified two crucial issues for study encouraging the relatedness of committees and relating the charge of the Human Relations Commi t t e e to 2 all committee efforts. The efforts of this Cluster resulted in a specific proposal being presented to the May, 1968, m e e t ­ ing of the Curriculum Coordinating Council, which, in part, stated: XIbid. 2Minutes of the Mee t i n g of Cluster I Committees, October 2-3, 1967. 244 A clu s t e r of c u r r i c u l u m c o m m i t t e e s of t h e M i c h i g a n Cooperative Curriculum Program . . . having met through­ o u t the year to d i s c u s s the charge m a d e b y Dr. P o l l e y at the fall B o y n e M o u n t a i n m e e t i n g t h a t all c u r r i c u l u m c o m m i t t e e s address themse l v e s to the p r o b l e m of the e d u c ation of d e p r i v e d youngsters, and h a v i n g c o n c l u d e d on the basis of its d i s c u s s i o n and study that b e c a u s e of the seriousness a n d m a g n i t u d e of the problem, a c t i o n pr o g r a m s should b e initiated, m a k e s the following r e c o m m e n d a t i o n to the C o o p e r a t i v e C u r r i c u l u m C o u n c i l for its c o n s i d e r a t i o n a n d p o s s i b l e implementation: T h a t the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m C o u n c i l initiate; under the ausp i c e s 1of the M i c h i g a n *D e p a r t m e n t of Education, a T e a c h e r - E x c h a n g e P r o g r a m w i t h i n the S tate of Michigan, w h e r e b y w h i t e faculty m e m b e r s from schools that are p r e d o m i n a t e l y w h i t e in facu l t y and s t u ­ d e n t c o m p o s i t i o n e x c h a n g e teaching p o s i t i o n s w i t h N e g r o f a c u l t y m e m b e r s f r o m schools that are p r e d o m i n a t e l y b l a c k in student composition; T h a t such a teacher exch a n g e bet w e e n b l a c k and w h i t e teach ers and schools be at least one school year in duration; T h a t in a d d i t i o n to an exchange of t e a c h i n g p o s i ­ tions, the teachers in the P r o g r a m a l s o e x c h a n g e r e s i ­ dences, so that w h i t e teachers w i l l be c o m e r e s i d e n t s of the N e g r o teachers* c o m m u n i t i e s and N e g r o teac h e r s w i l l b e c o m e m e m b e r s of the white teachers' communities; . . . and T h a t the n e c e s s a r y p e r s o n n e l be a p p o i n t e d by the S u p e r i n t e n d e n t of Pu b l i c I n s t r u c t i o n to o r g a n i z e a n d c o n d u c t the entire T e a c h e r - E x c h a n g e P r o g r a m .1 R e g i o n a l i z a t i o n c o n t i n u e d to be p a r t of the st r u c t u r e of the P r o g r a m thr o u g h the U p p e r P e n i n s u l a E d u c a t i o n a l P l a n ­ ning C o u n c i l for two of the three final years of the Program. In November, 1966, four m e m b e r s of the C u r r i c u l u m Plann i n g C o m m i t t e e m e t w i t h the U p p e r P e n i n s u l a E d u c a t i o n a l P l a n n i n g C o m m i t t e e to increase communications, share m u t u a l concerns, and plan for the e v a l u a t i o n activi t i e s to be c o n d u c t e d b y Cluster I C u r r i c u l u m Committees, "Suggested P r o p o s a l for I n - D e p t h Negro a n d W h i t e T e a c h e r Exchange," re p o r t of C l u s t e r I C u r r i c u l u m C o m m i t t e e s to the M i c h i g a n C u r r i c u l u m C o o r d i n a t i n g Council, E a s t Lansing, [May 19, 1968]. (Mimeo­ g r a p h e d .) 245 the C o u n c i l d u r i n g the r e m a i n d e r of the year. The effec­ tiveness of t r a d i tional m e t h o d s of c o m m u n i c a t i o n b y the Program was.; d i s c u s s e d and three n e w m e t h o d s w e r e p r o p o s e d for u s e in the U p p e r Peninsula: 1. 2. 3. F i l m clips to d o c u m e n t some of the i n n o v a t i v e practices T e l e p h o n e c o n f e r e n c e calls b e t w e e n the U P E P C and other curriculum committees Closed-circuit television in-service training p r o ­ grams p o s s i b l y from d i f f e r e n t p a r t s of t h e P e n i n ­ sula or even a v i d e o tape r e c o r d i n g of s o m e of the t echni q u e s u t i l i z e d in o t h e r c o m m u n i t i e s .1 D i s c o n t i n u a t i o n of the U p p e r P e n i n s u l a E d u c a t i o n a l P l a n n i n g C o u n c i l d u r i n g 1967-68 e n d e d p a r t i a l r e g i o n a l i z a ­ tion of the Program. Since this o c c u r r e d a t the time that new m e m b e r s w e r e not being a d d e d to c u r r i c u l u m co m m i t t e e s , the U p p e r P e n i n s u l a was e s s e n t i a l l y n o t r e p r e s e n t e d in the P r o gram du r i n g its final y e a r of operation. The M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m was c o n ­ tinued b y two a p p o i n t e d State S u p e r i n t e n d e n t s o f P u b l i c I nstru c t ion du r i n g this period: Acting State Superintendent A l e x a n d e r Klo s t e r and S t a t e S u p e r i n t e n d e n t Ira Polley. R e l a t i o n ships w i t h the expa n d e d S t a t e B o a r d of E d u c a t i o n , enlar g e d State D e p a r t m e n t of Education, and the r o l e of the appoi n t e d State S u p e r i n t e n d e n t of P u b l i c I n s t r u c t i o n w e r e c o n t i n u i ng concerns of the p a r t i c i p a n t s in the Program. The r e p o r t of the D e p a r t m e n t of Public I n s t r u c t i o n T a s k ^"Minutes of the Upper Peninsula Educational Planning Council, November 7, 1966. 246 Force C o m m i t t e e o n I m p l e m e n t a t i o n of the N e w M i c h i g a n C o n ­ s t i t ution identi f i e d "the a c h i e v e m e n t of a s e n s i b l e ba l a n c e of f u n c t i o n — among the board, the s u p e r i n t e n d e n t and the d e p a r t m e n t — as o n e of the basic c h a l l e n g e s to M i c h i g a n e d u ­ cation. Du r i n g the e a r l y port i o n of the t r a n s i t i o n period. Ac t i n g S u p e r i n t e n d e n t of Pu b l i c I n s t r u c t i o n A l e x a n d e r K l o ster m e t w i t h a s u b c o m m i t t e e of the C u r r i c u l u m P l a n n i n g Committee. He e n c o u r a g e d an act i v e r o l e for the C u r r i c u l u m Pl a n n i n g C o m m i t t e e in p r o p o s i n g an i m p r o v e d two - w a y f l o w of c o m m u n i c a t i o n b e t w e e n the State D e p a r t m e n t of Education, inclu d i n g the o f f i c e of S u p e r i n t e n d e n t of Public Instruction, and the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m Program. He also encour a g e d s u g g e stions from the C u r r i c u l u m Plan n i n g C o m m i t 2 tee and individual committees. During 1965-66 and 1966-67 the P r o g r a m remained b a s i c a l l y a d v i s o r y to the State S u p e r i n t e n d e n t of Public Instruction. In 1967-68 p a r t i c i p a n t s w e r e a p p o i n t e d by the State S u p e r i n t e n d e n t of Pub l i c Instruction, b u t the var i o u s c u r r i c u l u m c o m m ittees w e r e rel a t e d m o r e c l o s e l y w i t h the B ureau of E d u c a t i o n a l Serv i c e s w i t h i n the State D e p a r t m e n t of Education. To a c c o m m o d a t e this s h i f t in relationship, ^Cited in "Suggested F u n c t i o n s and Responsib i l i t i e s , " p. 17. 2 Minutes of the Curriculum Planning Committee and Committee Chairmen and Secretaries, January 26, 1966. 247 several commi t t e e secre t a r y s h i p s w e r e changed so that a d d i ­ tional p r o f e s s i o n a l staff m e m b e r s from the Bur e a u of E d u c a ­ tional Services w e r e involved in the Program. It was hoped that this closer align m e n t of the c o m m ittees w o u l d result in g r eater c o m m u n i c a t i o n on c u r r i c u l u m m a t t e r s and in prompter c o n s i d e r ation of c o m m i t t e e recommendations. The Curriculum C o o r d i n a ting Cou n c i l served as a clea r i n g c o m m i t t e e on r e c o m ­ m e n d a t i o n s and he l p e d to evaluate the w o r k of the vari o u s c urric u l um committees. The State D e p a r t m e n t of E d u c a t i o n continued to d e f i n e further the function of the curricu l u m c ommittees d u r i n g 1967-68. P roducts Devel o p e d by the Program T he final three years of the M i c h i g a n Co o p e r a t i v e C u r r i c u l u m Pro g r a m w e r e hi g h l y produc t i v e years. The uncert a i n ties a b o u t the cont i n u a t i o n or eventual form of the P r o g r a m failed to reduce committee activi t i e s and m a y have increased m e a n i n g f u l productivity. P u b l i c a t i o n s conti n u e d to be an important activ i t y of the v a ri o u s committees in the final years of the Program. For example, in 196 5-66 committees c o m p leted 20 publications, w h i c h w e r e published by the State Board of Education. And in 19 66-67 commit t e e s had 12 pub l i c a t i o n s acce p t e d for p u b ­ lication and distribution. A State D e p a r t m e n t of E d u c a t i o n survey d uring 1966-67 revealed that 25 committees w e r e p r e ­ paring a total of 55 publications. resented new publications, Of this total, 36 r e p ­ 15 were revisions of previous 248 publications, and 4 were reprints. T h e s e proposed p u b l i c a ­ tions would range from 2 or 3 page brochures to 100 page bulletins with 10,000 copies. requested printings ranging from 1,000 to T h e survey also indicated that the I n s t r u c ­ tional M ater i a l s Committee and the C o n s e r v a t i o n E d u c a t i o n Committees were each in the process of preparing slide-tape presentations. The Instructional Mater i a l s C o m m i t t e e was also preparing two different kits for d u p l i c a t i o n and d i s ­ tribution.'1' A publications program of this m a g n i t u d e continued to cause concern for both the C u r r i c u l u m Planning Comm i t t e e and the State D e p a r t m e n t of Education. Since m o s t of the publications developed out of activities by the curric u l u m committees, frequently neither the C u r r i c u l u m Planning Committee nor the State D e p a rtment of Educa t i o n was informed of plans to prepare a manuscript. This m a d e it impossible for the Curriculum Planning C o m m i t t e e to "look at the total scope of the publications to determine whether there is balance, duplication, or omissions of existing material." 2 Neither was the Committee able to review the m a n u s c r i p t s for consistency w i t h the goals of the Mich i g a n C o o p e rative C u r ­ riculum Program and the educational p h i l osophy inherent in the Program. ■^Memorandum from James E. Walters to the C u r r i c u l u m Planning Committee, Febr u a r y 7, 19 67. 2 Minutes of the Curriculum Planning Committee, December 1, 1966. 249 In an attempt to overcome these problems, procedures were proposed to the C u r r iculum Planning Committee for p r o ­ cessing committee publications. Early notification of c u r ­ riculum committee plans to both the State Depart m e n t of Education and the secretary of the Curriculum Planning C o m ­ mittee was proposed. The final copy of the manusc r i p t was to be submitted to the Curriculum Planning C o m m ittee for placement in the publications program. The final step in the proposed procedure was the review by the Associate Superintendent of the appropriate Bureau of the State D e p a r t ­ ment of Education for accuracy of content, policy c o n s i d e r ­ ation, and general educational soundness.^ continued in the following months, Discussions but the procedures w e r e never adopted for implementation. Conferences and workshops were an important activity in the final years of the Michigan Cooperative Curricul u m Program. Two fall curric u l u m conferences for Program p a r t i c i ­ pants were held during this period. The invitation to c u r ­ riculum committee members for the September, 1965, c o n f e r ­ ence stated that "in addition to providing more committee m e eting time in the program. Dr. Everett Rogers, Michig a n State University, will speak on 'Diffusion of Innovation,' ^Minutes of the Curriculum Planning Committee, January 24, 1967. 250 which is also the title of his m o s t rec e n t b o o k ."1 Nearly 700 m e m b e rs of the cu r r i c u l u m committees m e t a t this c o n ­ ference to begin the work of the year. Confer e n c e p a r t i c i ­ pants w e r e remi n d e d b y Dr. Rogers that It has b e e n said that this is a time of great innovation b u t v e r y little change in education. Th e p o i n t is that m a n y n e w ideas are being promo t e d and adopted in our educational institution, b u t the end result is little alteration in the corpus of education. M a n y of the innovations have been of a fadlike nature, and after their wi d e s p r e a d adoption, it has been d i f f i ­ cult to m e a s u r e increased educational achievement. Other innovations in education w i t h a similar low d e g r e e of relative advantage have been adopted, b u t then d i s ­ continued after a short t i m e .2 He further suggested that m u c h of the past rese a r c h on changes in education had been conce r n e d w i t h the wrong d ependent variable. "Our research should try to explain the consequences of innovation in education, especially educa3 tional quality, rather than innovativeness per s e ." recommended "that we continue to ask: He Innovation For What?" And he concluded by observing that The philosophies of the Mich i g a n C o o p e r a t i v e C u r ­ r i culum Program are generally consis t e n t w i t h this theme. Your activities are based upon the notion that by involvement of educators at all levels from k i n d e r ­ g arten teacher to college professor, you will secure a sounder, albeit somewhat m o r e deliberate, innovation 1 Letter from Nicholas P. Georgiady, Deputy S u p e r i n ­ to C u r r i c u l u m Committee Members, September, 1965. 2 E verett M. Rogers, "On Innovations and Education," paper presented at the Fall C u r r i c u l u m C o n f erence of the Michigan Cooperative Curriculum Program, Boyne Mountain, Michigan, September 24, 1965. tendent, ■^Ibid. ^Ibid. 4 251 rate in education. In a future of grea t e r pressur e s for rapid change in the e d u c a t i o n a l institution, I hope you will not alter your " u p - f r o m - b o t t o m " , ne e d s b a s e d ap p r o a c h . ^ C o m m i t t e es consid e r e d questions and problems rela t i n g to the d i f f u s i o n of ideas and innovations gro w i n g o u t of the M i c h ­ igan C o o p e r a t i v e C u r r i c u l u m P r o g r a m as they p l a n n e d for the year. The October, 1967, fall c u r r i c u l u m conference, p l anned w i t h the theme "Marshalling Our Resources for a C o o p e r a t i v e A t t a c k on the Problems C o n f r o n t i n g E d u c a t i o n in Michigan," prov i d e d the o p p o r t u n i t y for the exchange of ideas among p a r t i c i p a n t s in the P r o g r a m and served as the ve h i c l e for the State S u p e r i n t e n d e n t of Public In s t r u c t i o n to p r e s e n t a theme for the year to the var i o u s c u r r i c u l u m committees. T h e Depart m e n t of E d u c a t i o n conti n u e d to hold the A n n u a l M i c h i g a n C o n f e r e n c e on E d u c a t i o n du r i n g this period. A joint c ommi t t e e of D e p a r t m e n t of E d u c a t i o n p e r s onnel and C u r r i c u l u m Plan n i n g C o m m i t t e e m e m b e r s served as the pl a n n i n g 2 g roup for the May, 1966, conference. The following s t a t e ­ m e n t of p urp o s e was deve l o p e d for the c o n f e r e n c e : A n o p p o r t u n i t y for lay people and educators to learn w h a t the n e w state o r g a n i z a t i o n for e d u c a t i o n in M i c h i g a n is like; to learn w h a t has b e e n d o n e in c u r ­ r i c u l u m in the past, such as through the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m Program; and to dis c u s s w h a t 1 Ibid. 2 Minutes of the Curriculum Planning Committee, February 22, 1966. 252 d i r e ct i o n s are important for e d u c a t i o n in M i c h i g a n in the f u t u r e — issues, concerns, goals, and p r i o r i t i e s .1 T h e plan n i n g g r o u p reque s t e d that e a c h c u r r i c u l u m c ommittee submit two or three princ i p a l issues identi f i e d b y the c o m m i t ­ tees on w h i c h they are curre n t l y working. These will be u s e d for discussion, not as a m e e t i n g of the c o m ­ mittee, but rather as i d e n t i f i c a t i o n and d i s c u s s i o n of problems b y a group broader than the committee. A list w i l l be p r e p a r e d of individuals r e p r e s e n t i n g b o t h lay and p r o f e s s i o n a l groups w h o are or should be i n t e r ­ ested in the issues. This w i l l c o n s titute the basic invitation l i s t .2 It was this citizens' the intent of the plan n i n g commi t t e e that c o n f erence differ from the u s u a l format of 3 being s t rictly a "reporting type of experience." A for­ m a t for the confer e n c e was d e v e l o p e d ar o u n d the w o r k of the v a rious commit t e e s of the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m Program. The c o n f e r e n c e theme, "Mobilizing Resou r c e s for Solving E d u c a t i o n a l Problems," prov i d e d the topic for remarks and addresses by T h e H o n o r a b l e George Romney, nor of Michigan; T h e Honor a b l e Thomas J. Brennan, State B oard of Education; Dr. d e n t of P ublic Instruction; P r o f e s s o r of Education, Ira Polley, President, Superinten­ Dr. Earl C. Kelley, D i s t i n g u i s h e d Eastern M i c h i g a n University; a panel d i s c u s s i o n led by Dr. XIbid. 2 State Gover­ and also Robert C. Lusk, Chairman, Minutes of the Curriculum Planning Committee, March 31, 1966. 3Ibid. 253 M i c h i g a n C u r r i c u l u m Plan n i n g Committee. P a r t i c i p a n t s at the conference also m e t in d i s c u s s i o n gr o u p s w i t h t h e co m m i t t e e s of the M i c h i g a n C o o p erative C u r r i c u l u m Program. Cu r r i c u l u m committee chair m e n served as the d i s c u s s i o n leaders for the group sessions and commi t t e e secretaries served as recorders. The f o l l owing purposes were identified for the d i s c u s s i o n groups: 1. 2. 3. To interpret the purposes and a c t i v i t i e s of the M i c h i g a n C u r r i c u l u m Program. To r e v i e w implications for M C P of C o n s t i t u t i o n a l Changes, a r e o r g a n i z e d and enlarged State D e p a r t ­ m e n t of Education, and the increased a v a i l a b i l i t y of federal funds for c u r r i c u l u m improvement a c t i v i ­ ties . To pe r m i t invited p a r t i c i p a n t s (including l e g i s l a ­ tors and State B o a r d members) to react to and d i s ­ cuss issues presented.^ This confer e n c e provided the c u r r i c u l u m committees with the o p p o r t u n i t y of discus s i n g their w o r k w i t h cit i z e n s from a c ross the state. At the same time committees re c e i v e d input from citizens on the issues p r e s e n t l y being c o n s i d e r e d in c o m m i ttee deliberations. Annual reports were publi s h e d for two of the three years in this pe r i o d and followed the format e s t a b lish e d at the end of the last decade. 2 A brief d e s c r i p t i o n of the ■'■Minutes of the C u r r i c u l u m Planning Committee, April 20, 1966. ^Michigan, D e p a r t m e n t of Education, M i c h i g a n C o o p e r a ­ tive C u r r i c u l u m Program: Annual Re p o r t for 1 9 6 5 - 6 6 , Bu l l e t i n No. 533 (Lansing: D e p a r t m e n t of Education, [1966]); Michigan, D epartment of Education, M i c h i g a n C o o p e r a t i v e C u r r i c u l u m Program: An n u a l Report for 1 9 6 6 - 6 7 , B u l l e t i n No. 533 (Lansing: Department of Education, [1967]). 254 i total p r ogram was followed by reports from 'the individual committees. Committees w e r e asked to pro v i d e c o m p r e h e n s i v e and expanded reports for 1967-68. T h e s e rep o r t s w e r e used by the C u r r i c u l u m Coo r d i n a t i n g Council as part of their report to the State Superintendent of Public I n s t r uction but they were not published by the State D e p a r t m e n t of E d u c a t i o n for general distribution. The request to the curriculum commit t e e s for these expanded annual reports suggested that they were approp r i a t e since this year had been "designated as the second year of study of the effectiveness of the M i c h i g a n C o o p e rative C u r ­ ri culum Program as a m e c h a n i s m for brin g i n g about e d u c a ­ tional improvement throughout the s t a t e ."1 traditional brief annual reports, Rather than the the reports for this year were v i ewed as action reports and the following outline w a s proposed: 1. 2. W h a t activities has the committee Carried o n this year that dealt with: a. education in the inner c i t y and educa t i o n of the children of the poor? b. education problems outside Dr. Polley's specific charge? W h a t recommendat ions does the commi t t e e have for additional activities dea l i n g with: a. educational problems of the inner city and of the poor? b. educational problems out s i d e of Dr. Polley's specific charge? . . . ^Memorandum from Leon S. Waskin, Deputy A s s o c i a t e Superintendent, to Secretaries of C u r r i c u l u m Committees, April 16, 1967. 255 3. 4. 5. B e c a u s e the c u r r i c u l u m p r o g r a m r e p r e s e n t s a c o o p e r ­ a t i v e e f f o r t n o t o n l y ins o f a r as the c o m m i t t e e s t h e m s e l v e s are c o n c e r n e d b u t also b e c a u s e of the n e c e s s a r y i n v o l v e m e n t of o t h e r groups, the r e p o r t s hould inc l u d e r e s p o n s e s to the following: a. W i t h w h a t o t h e r c o m m i t t e e has your c o m m i t t e e w o r k e d this p a s t year? b. W i t h w h a t o u t s i d e g r o u p s has the c o m m i t t e e m e t and w o r k e d 7 . . . W h a t s u g g e s t i o n s d o e s the c o m m i t t e e have for c h a n g e s b o t h insofar as the p r o g r a m as a w h o l e is c o n c e r n e d as w e l l as the p a r t i c u l a r c o m m i t t e e itself? Finally, w h a t ideas d o e s the c o m m i t t e e h a v e for i ncrea s i n g the impact of c o m m i t t e e a c t i v i t i e s u p o n local p r o g r a m s ? 1 T h e s e r e p o r t s a n d r e c o m m e n d a t i o n s became the b a s i s for t h e M a y and June, d i n a t i n g Council. Council, 1968, m e e t i n g s of the C u r r i c u l u m C o o r ­ F o u r d o c u m e n t s w e r e d e v e l o p e d by the w h i c h b e c a m e the annual r e p o r t of the total P r o g r a m and p a r t of the C u r r i c u l u m C o o r d i n a t i n g C o u n c i l * s r e p o r t to the S t a t e S u p e r i n t e n d e n t of P u b l i c Instruction. T w o of the p a p e r s r e l a t e d to c o m m i t t e e a c t i v i t i e s for 1967-68: one r e l a t e d to the ba s i c charge and o n e r e l a t e d to a c t i v i t i e s o t h e r t h a n r e l a t i n g to the basic charge. Two papers were prepared listing committee recommendations: one r e l a t e d to the b a s i c c h a r g e for 1967-68 and one r e l a t e d to a c t i v i t i e s o t h e r than t h o s e r e l a t i n g to the b a s i c c h a r g e . These reports w e r e b a s i c a l l y w o r k i n g p a p e r s for the C u r r i c u l u m C o o r d i n a t ­ ing C o u n c i l and w e r e o r g a n i z e d to f a c i l i t a t e e v a l u a t i o n of the P r o g r a m by the C o u n c i l . R e c o m m e n d a t i o n s w e r e g r o u p e d by c o m m i t t e e C l u s t e r s to p r o v i d e t h e m a t i c continuity, and the C o u n c i l p l a n n e d to e v a l u a t e each r e c o m m e n d a t i o n for p r i o r i t y 1Ibid. 256 in the Program, o u t l i n e n e x t a c t i o n steps, initiate the next action, a s s i g n w h o w a s to and d e t e r m i n e the r e l e v a n c e o f the r e c o m m e n d a t i o n as a spe c i a l issue for the Council. This p r o v e d to be a m o n u m e n t a l task for the C u r r i c u l u m C o o r ­ d i n a t i n g Council. A total of 65 r e c o m m e n d a t i o n s w e r e m a d e r e l a t i n g to the b a s i c charge g i v e n to the c o m m i t t e e s for the year. A n d the r e c o m m e n d a t i o n s n o t r e l a t e d to the b a s i c c h a r g e r e a c h e d a total of 136. U n a b l e to c o m p l e t e this task a t the l a s t sched u l e d m e e t i n g of the C o u n c i l in May, an a d d i t i o n a l m e e t i n g was s c h e d u l e d in June, a t t e m p t to f i n i s h the task. 1968, 1968, in a n A g a i n time d i d n o t p r o v e to be s u f f i c i e n t and m u c h w o r k w a s left to be d o n e o v e r the summer, e s p e c i a l l y r e l a t i n g to the r e c o m m e n d a t i o n s not r e l a t i n g to the b a s i c c h a r g e . T h e Cou n c i l i d e n t i f i e d six areas of c o n c e r n for p r o ­ g r a m e m p h a s i s for the c o m i n g year: (1 ) the c o n t i n u a t i o n of the b a s i c cha r g e s of e d u c a t i n g the c h i l d r e n of the poor i n c l u d i n g an e v a l u a t i o n of e x i s t i n g p r o g r a m s and the fu t u r e of i n t e g r a t i o n efforts, a reas of need, (3) its b r o a d e s t sense, (2 ) c r e a t i n g an a w a r e n e s s of o t h e r the e x a m i n a t i o n of inser v i c e e d u c a t i o n in (4) s t r e n g t h e n i n g the d i s s e m i n a t i o n e f f o r t s of the S t a t e D e p a r t m e n t of Education, (5) involve­ m e n t of the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m in the ^"Minutes of the Curriculum Coordinating Council, June 6, 1968. 257 d e v e l o p m e n t o f g u i d e l i n e s for sex education, and (6 ) a cl o s e r e x a m i n a t i o n of w h a t c o n s t i t u t e s v o c a t i o n a l c o m p e 1 tence. The A c t i o n Rep o r t s s u b m i t t e d b y e a c h c u r r i c u l u m c o m ­ m i t t e e to the C u r r i c u l u m C o o r d i n a t i n g C o m m i t t e e c l e a r l y e s t a b l i s h e d that 1967-68 w a s a v e r y a c t i v e and p r o d u c t i v e 2 year for the Program. For example, s e v e n w o r k s h o p s w e r e c o n d u c t e d by c u r r i c u l u m c o m m i t t e e s i n c l u d i n g w o r k s h o p s o n e c o n o m i c literacy, early childhood education programming, m o r e e f f e c t i v e p r o c e d u r e s for the e x c e p t i o n a l child, gual S p a n i s h courses, sex education. ferences. school h o l d i n g power, and h e a l t h and C o m m i t t e e s also p l a n n e d a n d s p o n s o r e d 15 c o n ­ C o n c e r n s a d d r e s s e d by these c o n f e r e n c e s e l e m e n t a r y student councils, youth, bilin­ included: r e c r e a t i o n for i n s t i t u t i o n a l i z e d and e n v i r o n m e n t a l education. ences w e r e h e l d for s e c o n d a r y youth. Two citizenship confer­ T h e 22nd A n n u a l C o r e C o n f e r e n c e e m p h a s i z e d the u r g e n c y of i n c l u d i n g the l e a r n e r in the e d u c a t i o n process. A n o t h e r c o m m i t t e e s p o n s o r e d "a c o n ­ f e r e n c e o n v u l n e r a b l e y o u t h to prom o t e and s t i m u l a t e r e c r e a ­ tion a n d o t h e r social and e d u c a t i o n a l o p p o r t u n i t i e s for the needy, the impoverished, and the c h i l d r e n w h o are l i v i n g in the i n n e r city.""* X Ibid. 2 Minutes of the Curriculum Coordinating Council, May 16, 1968. 3Ibid. 258 :inservice education activi t i e s w e r e u n d e r t a k e n b y several committees du r i n g 1967-68, as e x e m p lified by a fivew e e k inservice educa t i o n prog r a m on alcohol and alcoho l i s m planned and staffed for the Fa m i l y Helper Service of the Lansing School District. Numerous school v i s i t ations w e r e undert a k en by the committees, student exchanges were arranged, and committees m e t w i t h out s i d e experts and o t h e r professional groups. N i n e publications were completed and d i s t r ibute d by committees during 1967-68. lished a newsletter, The Creati v i t y C o m m i t t e e p u b ­ "Creativity: Notes and Quotes."*^ The Conser v a tion Education Committee compl e t e d a slide-tape kit d e aling w i t h the educational aspects of school-site development, w h i c h was to be d i s t r ibuted through the State Department of Education. Committees continued their involvement w i t h c u r r i c ­ ulum projects across the state. These included five science projects conducted in cooperation w i t h local school dis t r i c t s and the Title III, E l e m e n t a r y and S e c o ndary Educa t i o n Act, Foreign Language project. Committee members served as r esource persons for school districts, conferences, professional groups. and other Commit t e e s continued to m a i n t a i n c o o p ­ erative relationships w i t h a wide range of p r o f e ssional e d u ­ cation groups, agencies, and institutions. Among those noted i M i c h i g a n Curric u l u m Committee o n Creativity, "Creativity: Notes and Quotes" 1 (Fall 1967). 259 in the r eport of activities for 1967-68 w e r e the M i c h i g a n Education Association, M i c h i g a n Cou n c i l for the Social Studies, Mich i g a n Fe d e r a t i o n of Teachers, Governor's C o n ­ ference on V u l n e r a b l e Youth, M i c h i g a n Cou n c i l of Teach e r s of Mathematics, M i c h i g a n E d u c a t i o n Foundation, M i c h i g a n - Ohio Regional E d u c a tiona l Laboratory, Parents and Teachers, Michigan Congress of Na tional Safety Council, Governor ' s Task Force on Fam i l y Relations, M i c h i g a n Of f i c e o f Eco n o m i c Opportunity, M i c h i g a n C o n s e r v a t i o n Department, igan University, Cent r a l M i c h i g a n University, Eastern Mich­ Oak l a n d U n i ­ versity, Univer s i t y of Michigan, M i c h i g a n State University, and several community colleges as well as m a n y local school districts. Areas of Con c e r n and A c t i v i t i e s of the Program The M i c h i g a n C o o p e rative C u r r i c u l u m P r o g r a m was affected by the educational issues w h i c h emerged during this period. At the same time self-study and e v a l uation bec a m e a m ajor activ i t y of the total Program. Teacher education continued to be a m a j o r conce r n during this final period of the M i c h i g a n C o o p e r a t i v e C u r r i c ­ ulum Program. O n e of the proposals submitted "under T i t l e V of PL 89-10 was one to strengthen teacher education and c e r ­ tification services of the Department."^ It was hoped that ■^Minutes of the Curriculum Planning Committee, February 22, 1966. 260 the D e p a rt m e n t could provide a leadership function in the field of inservice and preservice education in addi t i o n to the regulatory function. The Curric u l u m Planning Commi t t e e supported the recomm e n d a t i o n that a c u r r iculum committee be appointed to provide leadership and to serve in an adv i s o r y capacity in this area of teacher e d u c a t i o n .1 The proposed m e m b e r s h ip for the new committee was submitted to the Acting Head of the Bureau of Higher E d u c a t i o n in an att e m p t 2 to avoid a duplicate committee proposed by that Bureau. The committee was not appointed, due largely to the q u e s ­ tions being raised about the function and roles of the c o m ­ mittees. In February, 1967, a subcommittee of the C u r r i c u l u m Commi t t e e was appointed to deal w i t h concerns about teacher education at the suggestion of the State S u p e r intendent of Public Instruction. The first report of the subcommittee suggested that they prepare a proposal for the MCPC, analyzing pre s e n t conditions, listing the basic p r o b ­ lem areas, and probably outlining some objectives. T h e y would identify the agencies and o r g a n izations w i t h w h i c h cooperative relationships would be established, such as the Bureau of Higher E d u c a t i o n wi t h i n the De p a rt m e n t of Education, the Michigan Student Teach e r s A s s o c iation and others. They will prob a b l y suggest the involvement of pi l o t school systems now ready for w o r k ­ ing w i t h educational institutions, and, finally, have some concern w i t h helping teachers get over the hump of teaching things the w a y they were taught. They w ould suggest the use of m e d i a to acquaint students and instructors w i t h n e w m e t h o d o l o g y .3 1 Ibid. ^Minutes of the Curriculum Planning Committee, April 20, 1966. Minutes of the Curriculum Planning Committee, March 7, 1967. 261 The subcommittee submitted a proposal for a Commi t t e e on Teacher Educa t i o n to the Cu r r i c u l u m Planning C o m m i t t e e that contained the following rationale for this n e w committee: W i t h i n the M i c h i g a n Cooperative C u r r i c u l u m Program, there are twenty-seven committees all concerned in o n e w a y or another w i t h the improvement of public education in o u r state. M o s t of them are concerned w i t h the c o n ­ tent and orga n i z a t i o n of subject matter. M o s t of them, w i t h the b e s t of intentions, assume that changing s u b ­ ject ma t t e r in some m a n n e r — shifting foci, sharpening objectives or upda t i n g c o n t e n t — ipso facto will improve the education of Michigan's children. M o s t of the c o m ­ mi t t e e s express g r e a t concern about the veh i c l e to be used to convey their ideas to the teacher, in print e d form or some sort of audio or visual media. But r e l a ­ tively little attention is g i v e n to the presumed d i r e c t re c i pient of these advanced ideas— the teacher in the c l a s s r o o m — or whe t h e r her p r o f e ssional training has conditioned her to a ccept or use effectively the ne w ideas or methodology, or w h e t h e r she works in a climate that will encourage her to be innovative or c r e a t i v e . ■*The committee would de f i n e and propose the role of the p r a c ­ ticing professional in improving teacher education in the state w i t h three proposed charges: (1 ) the critical e x a m ­ ination of u n d e r graduate teacher education programs, (2 ) the critical examination of inservice and continuing education of teachers, and (3) exploring ways "for the public schools 2 to a s s u m e their equity in teacher education." The committee was not appointed for the 1967-68 year since no n e w committees w e r e added to the Program. The concern for teacher education remained a m a j o r priority of ^"Minutes of the Curriculum Planning Committee, April 25, 1967. 2Ibid. 262 the P r o g r a m and s u r f a c e d as o n e of the six stan d i n g c o m m i t ­ tees p r o p o s e d in the r e s t r u c t u r e d p r o g r a m s u b m i t t e d to the S tate S u p e r i n t e n d e n t of Public I n s t r u c t i o n in June, 1967. F ed e r a l funds b e c a m e a v a i l a b l e for s t r e n g t h e n i n g state d e p a r t m e n t s of e d u c a t i o n d u r i n g this period. It w a s a n t i c i p a t e d that T i t l e V o f the E l e m e n t a r y and S e c o n d a r y E d u c a t i o n A c t w o u l d p r o v i d e for the d o u b l i n g of the staff of the State D e p a r t m e n t of E d u c a t i o n w i t h a c o r r e s p o n d i n g increase in ser v i c e to local school districts. The C u r r i c ­ u l u m P l a n n i n g C o m m i t t e e v i e w e d this as an o p p o r t u n i t y to use its i n f l u e n c e to a s s i s t the State D e p a r t m e n t of E d u c a t i o n in d e t e r m i n i n g the best u s e of these funds. The Curriculum P l a n n i n g C o m m i t t e e reque s t e d that the c h a i r m a n indicate to the A c t i n g S u p e r i n t e n d e n t and t h e State B o a r d of E d u c a t i o n its k e e n w i l l i n g n e s s to b e c ha r g e d w i t h furt h e r c o o p e r a t i v e tho u g h t o n T i t l e V as follows: A. Should the D e p a r t m e n t of E d u c a t i o n hire c u r r i c u l u m generalists, s p e c i a l i s t s or both? B. H o w c a n w e st r e n g t h e n the D e p a r t m e n t of E d u c a t i o n a n d r e t a i n local d e c i s i o n m a k i n g and s t r e n g t h e n the q u a l i t y of local l e a d e rship? C. H o w can w e st r e n g t h e n the D e p a r t m e n t of E d u c a t i o n and imp r o v e local d i s t r i c t o b j e c t i v e s ? D. H o w c a n we s t r e n g t h e n the D e p a r t m e n t of E d u c a t i o n and p r o v i d e g u i d a n c e for e l e c t e d bo a r d o f f i c i a l s ? E. H o w can w e s t r e n g t h e n the D e p a r t m e n t of E d u c a t i o n a n d c o n t i n u e to r e c o g n i z e p r o p e r p r i n c i p l e s of c h i l d g r o w t h and d e v e l o p m e n t ? F. H o w c a n w e s t r e n g t h e n the D e p a r t m e n t of E d u c a t i o n and i d e n t i f y goo d ways for local school systems to^ u s e e f f e c t i v e l y m a t e r i a l s and aids m a d e a v a i l a b l e ? ^Minutes of the Curriculum Planning Committee, July 15, 1965. 263 O n e of the seven p r o p o s a l s s u b m i t t e d by the S t a t e D e p a r t m e n t of E d u c a t i o n u n d e r this l e g i s l a t i o n w a s a p r o j e c t for a s t a t e - w i d e study o f e d u c a t i o n in M i c h igan. The pro­ posal r e f l e c t e d c o n c e r n s w h i c h had b e e n e x p r e s s e d by the C u r r i c u l u m P l a n n i n g C o m m i t t e e o v e r the p a s t several y e a r s . ^ This p r o p o s e d study of c u r r i c u l u m d e v e l o p m e n t had as its purpose: T h e state e d u c a t i o n a l a u t h o r i t y should be a s s u r e d that the m e c h a n i s m u s e d for b r i n g i n g a b o u t c o n t i n u o u s e v a l ­ u a t i o n and i m p r o v e m e n t in M i c h i g a n is the m o s t e f f e c ­ tive m e t h o d that m i g h t be employed. Thus a d e p t h study of the M i c h i g a n C u r r i c u l u m P r o g r a m is p r o p o s e d .2 And the scope of the study w a s sta t e d as a n a l y s i s o f the rationale, purposes, inclu d i n g "an o r g a n i z a t i o n and c o o r ­ d i n a t i o n of st a t e - l e v e l d e v e l o p m e n t eff o r t s as c a r r i e d o u t 3 by the M i c h i g a n C u r r i c u l u m Program." T h e p r o p o s a l w a s not funded and the study was not conducted. O t h e r e f f o r t s of the C u r r i c u l u m C o o r d i n a t i n g C o u n c i l to i d e n t i fy c u r r e n t issues in e d u c a t i o n included of the U.S. Riot C o m m i s s i o n Report. m e m b e r s r e p o r t e d in May, the s t u d y A task fo r c e of council 1968: Based upon our r e v i e w of the K e r n e r report, we p r o p o s e the follo w i n g areas as a p p r o p r i a t e for each c o m m i t t e e ' s study d u r i n g the coming year: 1. E x a m i n a t i o n of the r e l e v a n c e of e a c h segment of the c u r r i c u l u m for y o u n g s t e r s of the ghetto. . . . 2. E x a m i n a t i o n of the n a t u r e of an interim c o m p e n s a ­ tory e d u c a t i o n p r o g r a m as a m e a n s to i n d i v i d u a l i z e l earn i n g e x p e r i e n c e s and m a k e t h e m m o r e m e a n ing f u l . ^"Minutes of the Curriculum Planning Committee, November 9, 1965. 2Ibid. 3Ibid. 264 3. 4. 5. 6. 7. 8. Seek to dev e l o p m o r e effective c o l l a b o r a t i v e efforts with such groups as law enforcement agencies, l e g i s ­ lative bodies, welfare, housing, recreation, and urban renewal agencies, etc. E x a m ination of patterns of staff place m e n t and r e t e n ­ tion in (a) center city schools (greater r e t e n t i o n ) , (b) specific subject areas (with special attent i o n to availability of non-w h i t e professionals in each field), (c) schools having no non-white staff. E x a m i n a t i o n of ways to dev e l o p m o r e effective d i a ­ logue between s c h o o l-community leaders (representa­ tive of the total community) and school staffs. D ev e l o p opportunities for the contin u i n g educat i o n of college and u n i v e r s i t y staff m e m b e r s c o n c e r n i n g problems d e a l t with in the Kerner report. C ont i n u e study and r e c o mmendations co n c e r n i n g m i n o r ­ ity group treatment in instructional m a t e r i a l s — a nd the availability of adequate m a t e r i a l s p o r t r a y ­ ing contributions of m i n o r i t y group members. D e v e l opment of specific proposals for intensive in-service education of all school staff members, with specific attention to teacher val u e s and their impact upon s t u d e n t s . To deal w i t h the questions raised about the role of the C u r r i culum Planning Commi t t e e and its rela t i o n s h i p w i t h the r e organized State D e p a r t m e n t of E d u c a t i o n and the n e w l y constituted State Board of Education, a subcommittee of the C urric u l u m Planning Committee was appointed in October, 2 1965. This subcommittee became known as the "QuestionA nswer S u b c o m m i t t e e " as their w o r k p r o g r e s s e d over the years. This subcommittee was "to look at questions w h i c h should be r a i s e d , suggest a priority listing and recom m e n d m e t h o d s May 16, ■'"Minutes of the Curric u l u m C o o r d i n a t i n g Council, 1968. 2 Minutes of the Curriculum Planning Committee, October 19-20, 1965. 265 of o r g a n i z i n g to answer the q u e s t i o n s ," 1 Thus the sub c o m ­ m ittee was to examine and raise questions about the purpose, function, and value of the Mich i g a n Coo p e r a t i v e C u r r i c u l u m Program and began by asking: I. W h a t are the basic assumptions about c u r r i c u l u m improvement upon w h i c h the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m is based? H o w can w e assess their validity? H o w can we d e t e r m i n e the impact of the Michiga n Co o p e r a t i v e C u r r i c u l u m Program? Can these issues (local autonomy, involvement, sharing, cooperation, etc.) survive the increasing forces w h i c h are antagonistic to them? II. W h a t is the role of CPC? Are we really advi s o r y to the S u p e r i n t e n d e n t on curriculum matters? W h a t is our role in forming, d i s s o l v i n g and c o m ­ bining committees? . . . W hat is our role in approving posi t i o n statements, manuscripts, and other mater i a l ? . . . W h a t guidelines will dir e c t the rapid future e x p a n ­ sion of the instructional services of the Depart m e n t of education? . . .^ The subcommittee recognized that u n p r e c e d e n t e d p r e s ­ sure had been placed on the State Department of E d u c a t i o n due largely to the existing and new state and federal l e g i s ­ lation affecting educa t i o n and also believed that the questions about role, purpose, and function were being ra i s e d at this time for the following reasons: M e m o r a n d u m from W i l l i a m C. Miller, subcommittee chairman, to Memb e r s of the "Question Subcommittee," October 26, 1965. 2Ibid. 266 T h e r e is a growing u n e a siness on the part of m a n y MCCP mem b e r s concerning their responsibilities, and their purposes. W e are conce r n e d about actions taken (or not taken) w h i c h appear to ignore the "traditional M i c h i g a n w a y of d o i n g things" (i.e., involvement; cooperation; local autonomy; res p e c t for divergence; and the D e p a r t m e n t as a leader in, rather than a regulator of, education). W e (and o t h e r M i c h i g a n educators) feel there has b e e n a serious breakdown in c o m m u nication bet w e e n the D e p a rt m e n t of E d u c a t i o n and educators and educational g roups in the state (including M C C P ).1 The subcommittee propo s e d 15 possible actions for the C u r r i c u l u m Plan n i n g C o m m ittee in an a t t e m p t to find solutions to the quest i o n s and concerns w h i c h had been raised. The first proposed ac t i o n called for the Curri c u l u m Pl a nning Commi t t e e to request that the State Board of E d u c a ­ tion and the State Superintendent of Public Instruction r e a f f i r m the p h i l osophy expressed in A State m e n t of Basic 2 Philo s o p hy Regarding Public E d u c a t i o n in Mich i g a n and o u t ­ line the a p p r o priate role for each to assume in curricu l u m m a t t e r s at the state level. Mee t i n g w i t h the Ac t i n g S u p e r ­ intendent of Public Instruction, the subcommittee continued to explore ways of assessing the w o r k of the Curriculum P l a nning Committee. The w o r k of this subcommittee led to an important m e e t i n g of the C u r r i c u l u m Planning Commi t t e e in 3 May, 1966. Based on the work of the Question and Answ e r ’'"Minutes of the C u r r i c u l u m Planning Committee, N o v ember 9, 1965. 2 Michigan, Department of Public Instruction, A Statement of Basic P h i l o s o p h y . 3 Minutes of the Curriculum Planning Committee, May 20-24, 1966. Subcommittee, the entire C u r r i c u l u m Plan n i n g Commi t t e e m e t in a four-day seminar planned as a s e l f - evaluation session. The seminar produced three gr o u p reports w h i c h m a d e r e c o m ­ mendations about the w o r k of the C u r r i c u l u m Plan n i n g C o m ­ mittee, the w o r k of the M i c h i g a n C o o p e r a t i v e Curriculum Program, and the general concerns about c u r r i c u l u m deve l o p ment in Michigan. These reports formed the basis for a discussion w i t h newly appointed State S u p e r intendent of Public Instruction Ira Polley and representatives of the Curriculum Planning Committee in June, 1966. Beyond the three general reports d e v e l o p e d by the seminar, specific recommendations w e r e devel o p e d for further r eview and study: 1. 2. 3. 4. 5. T h a t there be a regular and continuous study of the sources of committee m e m b e r s h i p to see who is being involved w i t h regard to geographic factors, d i s ­ tricts, organizations, public and non-public e d u ­ cators, and noneducators. That po l i c y be developed for the selection of m e m ­ bership for M C C P and MCPC w h i c h w i l l assure c o n ­ tinuity of program development, and a limitation of an i n d i v i d u a l s p a r t i cipation o n a single c o m ­ mi t t e e be held to five consecutive years. MCCP and MCPC should have increased repre s e n t a t i o n from business, industry, politics, and nonschool governmental agencies. State mo n i e s should be earmarked for the c o o r d i n a ­ tion (this implies a dire c t o r and special office) of Department of Educa t i o n staff, and p a r t time regional consultants w h o are available at state expense to assist in local rese a r c h and program development. Proper involvement and use of individuals may require funding, and we believe the MCPC-MCCP program is in line with appropriate federal 1Ibid. 268 activities emphasizing state creativity. Funds would n o t be used for honorariums or fees but should b e m a d e available for expenses. 6 . To establish a steering c o m m ittee for MCPC, and MCCP, based on a staggered, rotational m e m b e r s h i p plan, which w o u l d m e e t regul a r l y w i t h the Supe r i n ­ tendent of Public Instruction. 7. The agenda for the MCPC should origi n a t e w i t h the Superintendent, the Depart m e n t o f Education staff, and MCPC Steering Committee and M C P C members. 8 . Committees should receive a charge from the State Superintendent, and task forces should have spe­ cific direction, sufficient time and proper staff help to insure results. The d u r a t i o n of a task force should be stated w h e n it is appointed. 9. W h a t are the goals of the M i c h i g a n Cooperative C u r ­ riculum Program? 1. Satisfy local dist r i c t (expectations) expressed needs for state leadership in curriculum i nfor­ mat i o n and guidance. 2. Encourage diver s i t y of instructional programs in the interests of chil d r e n to be served and in terms of the capacity of the staff and a v a i l ­ ability of resources. 3. Encourage local districts, intermediate d i s ­ tricts, the State Board of Education, and l eader­ ship of the M i c h i g a n Cooperative Curriculum P rogram to examine in w h a t respects local a u t o n ­ omy should be preserved or strengthened or altered in terms of instruction. 4. Locate and facilitate the gr o w t h of local l e a d e r ­ ship. 5. Undertake by appropriate m e a n s the analysis of national and other curricular and instructional trends, practices, innovations and proposals for the purpose of providing guidance and d i r e c ­ tion to the Department of Education. 10. That there be a continuing study to d e t e rmine what the curriculum urgencies are and the adequacy w i t h w h i c h they are n o w being m e t by the M C C P and the D epartment of Education. 11. A recommendation is that survival of committees and CPC itself be related to systematic collection of data performed each year to attempt to assess c u r ­ riculum needs and interests in local districts. 1Ibid. i 269 The State Superintendent of Public Instruction called for the study of the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m in t w o c o m m u n i c a t i o n s e a r l y in 1966-67. In this le t t e r of a p p o i n t m e n t to c o m m i t t e e m e m b e r s the r a t i o n a l e and charge for the s t u d y w e r e sta t e d as follows: The M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m has served the teachers, c h i l d r e n and schools of the s t a t e since 1935. In those years, m a n y c h a n g e s h a v e occurred. However, in the p a s t f e w years, we h a v e seen a g r e a t l y i n c r eased tempo of a c t i v i t y in education, the a d v e n t of n e w federal programs, the r e c o n s t i t u t e d S t a t e B o a r d of Education. In v i e w of these u n p r e c e d e n t e d c h a n g e s , I h a v e r e q u e s t e d that d u r i n g the c o m i n g sc h o o l y e a r the c o m ­ m i t t e e s of the M C C P n o t o n l y c o n t i n u e their past v a l ­ u a b l e eff o r t s to i d e n t i f y and seek s o l u t i o n s for the p r o b l e m s in their i m m e d i a t e a r e a o f c o n c e r n but a l s o study i n t e n s i v e l y the p r e s e n t status of our total e d u ­ c a t i o n a l p r o g r a m as it has b e e n i n f l u e n c e d b y rec e n t d e v e l o p m e n t s and to r e c o m m e n d to m e cha n g e s in the M C C P b e l i e v e d to be a p p r o p r i a t e to the d e m a n d s of the times. T h i s study, hopefully, w i l l p r o d u c e i n f o r m a t i o n that w i l l be u s e f u l in i d e n t i f y i n g and e f f e c t u a t i n g d e s i r ­ a b l e o r g a n i z a t i o n a l and p r o c e d u r a l c h a n g e s .1 Instead of the usual full c u r r i c u l u m w o r k s h o p a t t e n d e d by all c o m m i t t e e m e m b e r s o n e - d a y c o n f e r e n c e of chairmen, in the Program, secretaries, u l u m P l a n n i n g C o m m i t t e e was held. a fall and the C u r r i c ­ In his l e t t e r of i n v i t a ­ tion the State S u p e r i n t e n d e n t of P u b l i c I n s t r u c t i o n a g a i n e m p h a s i z e d the n e e d for the study of the M i c h i g a n C o o p e r a ­ tive C u r r i c u l u m P r o g r a m and also r a i s e d some s p e c i f i c q u e s ­ tions to b e considered: ^•Letter from Ira Polley, State Superintendent of Public Instruction, to Dr. Charles Blackman, Chairman, Curriculum Planning Committee, August 12, 1966. 270 In m y judgement the M i c h i g a n C u r r i c u l u m Program, representing as it does the m e a n s by w h i c h literally thousands of Michigan*s educators and other citizens can w o r k cooperatively to find m u t u a l l y acceptable s o l u ­ tions to educational problems, is too important a m e c h ­ a nism for us to either neglect or to ignore. A meeting such as the one planned for October 4 should provide an o p portunity for an intensive d i s c u s s i o n of both the unique responsibilities and functions of e a c h c o n ­ stituent committee as well as a r e v i e w of the structure and operation of the program as a whole. Mem b e r s of committees w e r e appointed because of the special i n t e r ­ ests and capacities to identify and to deal w i t h p r o b ­ lems in the general area of con c e r n to each committee. For this reason I sincerely hope that each committee will continue throughout the coming year to ca r r y on its responsibilities at least as v i g o r o u s l y as it has in the past. In addition I would like to ask each c o m ­ m i t t e e to look at the C u r r i c u l u m Pro g r a m as a w h o l e as well as in the light of the particular problems wh i c h it has identified in its own specialized area of concern and to de velop suggestions to be transmitted to m e and to the State Board of Educa t i o n that will help us m a k e the Mich i g a n Curriculum Program an even m o r e effective instrument than it has b e e n in the past. Today we face a different w o r l d in m a n y respects from the one w h i c h we faced ten years ago, twenty years ago or thirty years ago. N e w forces are affecting our schools. N e w problems have appeared. Is our prese n t committee structure the best we can devise to help us find solutions to these problems? Do our m e t h o d s of selecting committee members assure us that we are involving sufficiently those with the best talent and the greatest interest? A r e the chairmen of our c o m ­ m i t tees providing m a x i m u m o p p o r tunity for releasing the creative ability of our committee members? C a n the technical and professional assistance of those D e p a r t ­ m e n t of Education members who serve as committee s e c ­ retaries be improved? W h a t can be done to improve c o m ­ m u n i cation not only with m y office but among all committees? How can the annual reports wh i c h each committee is asked to prepare be m a d e m o r e effective? Is there a proper balance between any special charges from m y office to a particular committee and the o p p o r ­ tunity to w o r k on priority problems identified by the 271 committee itself? If there is u a tion be improved? . . .1 not, h o w can the sit ­ Building on the evalua t i o n activities of the previous year, p a rt i c u l a r l y the 1965-66 m i d w i n t e r m e e t i n g o f commi t t e e c hairmen and secretaries, and the questions raised by the State Superintendent of Public Instruction, a subcommittee of the C urric u l u m Planning Committee prep a r e d the agenda for the combined meet i n g of committee chairmen and secretaries and the C u r r i c u l u m Planning Committee. A series of questions were posed for d i s c u s s i o n in small group sessions related to finding the best way of organi z i n g the Program and improving the o p e r a t i o n of the Program du r i n g the c u r r e n t year. subcommittee further identified the c o n c e r n for The role, respon­ sibility, and purpose as the basis for the problems being experienced at this time by the Mich i g a n C o o p e r a t i v e C u r r i c ­ ulum Program. In the introductory remarks at this meet i n g a c hange in the focus of the evaluation of the Program during the previous year was noted. Early last year the question was "'How can we do better.' At the spring meeting. this changed to . . , 'Is w h a t we are doing w h a t we ought to be doing?"'2 The State Superintendent of Public addressed the meeting, Instruction raising questions about establishing 1Letter from Ira Polley, Superintendent of Public Instruction, to Dr. Charles Blackman, chairman, Curricu l u m Planning Committee, September 8 , 1966. 2 Minutes of the Curriculum Planning Committee and Chairmen and Secretaries, October 4, 1966. 272 desirable priori t i e s for the c u r r i c u l u m committees, d e s i g n ning programs and services for the educa t i o n of the ch i l d r e n in the ghetto, and d e v e l o p i n g educational experiences for preschool children. A n o t h e r problem identified w a s the need to develop prog r a m s that would g i v e pupils an adeq u a t e ability to read. Further clar i f i c a t i o n was g i v e n o n the charge to study the P r o g r a m and all c o m m ittees w e r e asked to complete all studies underway this year and to have no i other unfinished business at the close of the year. The m e e ting closed w i t h a panel d i s c u s s i o n in w h i c h the c h a i r ­ m a n of the panel op e n e d the d i s c u s s i o n by noting that "Those w ho w o r k in c u r r i c u l u m in this state are commi t t e d to the idea that all pers o n s w h o w o r k in curric u l u m should have a chance to w o r k together." 2 A n d further, that it was un i q u e in M i c h i g a n educa t i o n that it was d e s igned w i t h the dream that the State Superintend e n t and his staff would listen to the local districts. In a l m o s t every other state, all the lines of c o m m u ­ n i c ation go from the s u p e r intendent to the local d i s ­ trict. M u c h of our concern today has been in the ways in w h i c h w e haven't succeeded in keeping the lines of comm u n i c a t i o n o p e n .2 Suggestions were m a d e for c o m m ittee o p e r a t i o n and study during the coming year. Hope was expressed that State D e part m e n t of E d u c a t i o n support for the Pro g r a m in terms of both staff and funds wo u l d be increased. ended by recognizing that ■^Ibid. 2Ibid. 3Ibid. The panel 273 there is a real challenge to all of us to look at the crucial and critical problems w h i c h re l a t e to the p a r ­ ticular c o m m ittees on w h i c h w e are work i n g and to d e f i n e them, not in terms of o u r o w n v e s t e d interest, but in terms of the needs of chil d r e n and teachers and better education g e n e r a l l y in the state of Michigan. This could b e the begin n i n g o f one of the m o s t exciting years we have e x p e r ienced in a long time.-*The State S u p e r i n t e n d e n t agreed to m e e t regula r l y with the leadership of the M i c h i g a n C o o p e r a t i v e Curric u l u m P r ogram during the y e a r to assess prog r e s s be i n g m a d e in the evaluation of the program and to dis c u s s o t h e r mutual concerns. The Cu r r i c u l u m Planning C o m m i t t e e dev o t e d a maj o r portion of its time in 1966-67 to d i s c u ssions o n h o w to provide leadership in the extensive r e a p p r a i s a l of the total Program. O n e source of input for d e t e rmining the prio r i t y concerns about education was identified as the survey c o n ­ ducted by the Mich i g a n - O h i o Regional E d u c a t i o n a l Laboratory. Interviewers found that the m a j o r concern was related to pupil need: How can schools improve learning? How can we g e t kids to learn and to w a n t to learn? H o w do we deal w i t h d e v i a t e b ehavior in the classroom setting? . . . The second m a j o r concern was related to teacher needs: Tea c h e r education, b o t h preser v i c e and inservice. H o w do we help teachers g e t new skills? T h e r e was m u c h conce rn about teacher-pupil r e l a t i o n ­ ships and how to improve them. The third highest m e n ­ tioned item w a s drop-outs. T h e r e was conc e r n a b o u t how to reach the cultura lly deprived, and there were c o n ­ cerns related to needs of school s y s t e m s — getting 1Ibid. 274 q u a l i f i e d staff, t a s k s .1 h o w to r e t r a i n staff for c h a n g i n g A t a s k f o r c e c o m m i t t e e of the C u r r i c u l u m P l a n n i n g C o m m i t t e e d e v e l o p e d a list of s i g n i f i c a n t p r o b l e m s in e d u ­ ca t i o n w h i c h was to b e u s e d to screen the a c t i v i t i e s of the curriculum committees to d e t e r m i n e if the P r o g r a m w a s in fact " t a ck l i n g t h e s i g n i f i c a n t p r o b l e m s w i t h i n the program.*' B e g i n n i n g w i t h t h r e e questions, 15 p r o b l e m s w e r e identified: W h o o u g h t to w o r k on these? W h a t ' s the u n i q u e r o l e of the S t a t e D e p a r t m e n t ? W h a t p r o c e d u r e s should we u s e to g e t o u t p r o b l e m s ? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. W h a t to d o w i t h the j u n i o r h i g h school? A l t e r n a t i v e s to d e p a r t m e n t a l s t r u c t u r e w i t h i n h i g h sc h o o l (to f a c i l i t a t e c u r r i c u l u m development) 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 (difficult b e c a u s e of m a t e r i a l s a v a i l a b l e ) . T e a c h e r p r e p a r a t i o n for the c e n t e r city. N e e d s of y o u n g s t e r s in small sc h o o l districts. Ways to l o o k at p r o b l e m s o f "the large city," "the small town" ( i n t e r d i s c i p l i n a r y ) . P s y c h o l o g i c a l p r o b l e m s in l e a r n i n g — self-conce p t . M o r e e f f e c t i v e i n - s e r v i c e e d u c a t i o n for teachers. W h a t shall be taught? When? (How c h a l l e n g e w h a t is?) A l o o k at change in e d u c a t i o n - f u n c t i o n - r o l e s . I m p l i c a t i o n s for D e p a r t m e n t of E d u c a t i o n Mechanisms needed Role of p r o f e s s i o n a l tea c h e r o r g a n i z a t i o n s W h o shall be involved in the t e a c h i n g process. N e e d to l o o k at r e l a t i o n s b e t w e e n p r o f e s s i o n a l o r g a n i z a t i o n s ’ w o r k a n d MCCP. E v a l u a t i o n of school programs. H o w d o we d i s s e m i n a t e ideas a d e q u a t e l y ? C o o r d i n a t i o n of r e s e a r c h e f f o r t s .3 Minutes O c t o b e r 4, 1966. 2 of the C u r r i c u l u m P l a n n i n g C o m m i t t e e , Minutes of the Curriculum Planning Committee, December 1, 1966. 3Ibid. 2 275 Each c o mmittee was asked to r e v i e w the list for reac t i o n and to m a k e suggestions for possible additions. In an attempt to open communications between the various curriculum committees and the C u r r i c u l u m Plann i n g Committee/ each m e m b e r of the Curric u l u m Planning Comm i t t e e agreed to attend the m e e t i n g s of specific curriculum c o m m i t ­ tees and to give special attention to the minutes of these committees.^ It was hoped that this w o u l d increase the awareness of the Curr ic u l u m Planning C o m m i t t e e of the p r o b ­ lems being faced by the curriculum committees. In addition, a m a s t e r calendar of all committee m e e t i n g s scheduled for the year was prepared and distributed to facilitate c o m m u ­ n i c ation and cooperation among the c o m m i t t e e s . In another attempt to increase c o m m unication among the several curric u l u m committees and between the Curr i c u l u m Planning Committee and the State Depart m e n t of Educati o n was the mee t i n g of committee secretaries held in January, 1967. C haired jointly by the chairman and secretary of the Curric u l um Planning Committee, the m e e t i n g consisted of a program report o n the evaluation of the M i c h i g a n C o o p e r a ­ tive C u rric u l u m Program, a d i s c u s s i o n of the next steps for the C u r riculum Planning Commi t t e e as well as for each c u r ­ riculum committee, a report o n the status of publications and m a n u s c r i p t s t and a discussion of extending efforts to 1Ibid. 276 develop cooperative efforts w i t h other professional groups and a g e n c i e s .^ From the discussions of the Curriculum Planning Committee it became apparent that there needed to be c o n ­ sensus on the goals of the total program if there was to be a meaningful evaluation. Three goals were identified and widely distributed for discussion and reaction: 1. 2. 3. To provide, as requested by the State S u p e r i n t e n ­ dent and his staff, advice and recommendations on current instructional issues and long-range c u r r i c ­ ulum needs. . . . To take initiative in assessing state and national trends, educational needs, curriculum practices, innovations and proposals, and to recommend a p p r o p ­ riate action to the State Superintendent. . . . To aid the State Depart m e n t of Educa t i o n in p r o ­ v iding human resources needed to stimulate and give leadership to curriculum improvement at all levels of education in the state. . . . This statement received general acceptance and became the basis for the evaluation of committee activities. In January, 1967, the Curric u l u m Planning Commi t t e e considered a six-step procedure for evaluating and d e v e l o p ­ ing a n e w structure for the Program: ify goals; (2) Accept list of goals; (1) Identify and c l a r ­ (3) Assess present Program in terms of goals; (4) Task force of personnel from M i c h i ­ gan Cooperative Curriculum Program, State Department of E d u c a ­ tion, Curriculum Planning Committee, and outside expertise ^Meeting of the Curriculum Committee Secretaries, January 5, 1967. 2Ibid. » i 277 to consider what type of structure would m o s t effective l y meet the goals of the Program; (5) Total m e m b e r s h i p of the Program m e e t to hear the re p o r t of the task force and the Curriculum Planning Committee recommends n e w structure to the State Superintendent of Public Instruction; structure implemented.^ and (6 ) N e w This proposal became the model for the evaluation activities u n d e rtaken during the remainder of the y e a r . W ith limited financial support from the State Department of Education the E v a l uation W o r k s h o p planned by the Curriculum Planning Committee convened in May, 1967. Task Force personnel invited to attend the Evaluation W o r k ­ shop consisted of selected Mich i g a n C o o p erative Curricu l u m Program members and committee chairmen, Planning Committee members, Education staff members, selected Curric u l u m selected State Department of and special resource persons r e p ­ resenting former Program participants and educational p l a n ­ ners from Mich i g a n and outside the state. A total of 37 persons were invited to be part of the T a s k Force to attend the Evaluation Workshop. W orkshop participants were provided with all m a t e ­ rials prepared to assist in the evaluation prior to the o p e n ­ ing session. These background documents and survey responses "^Minutes of the Curriculum Planning Committee, January 24, 1967. 278 were to serve as resource mater i a l s du r i n g the delibera t i o n s of the T a s k Force. The Evaluation Work s h o p opened w i t h a brief o v e r ­ view of the task to be accomplished by the T a s k Force and a message from State S u p e r intendent of Public Instruction Ira Polley. The participants in the Work s h o p were divided into five discussion groups to evaluate the structure and a c t i v i ­ ties of the Michigan C o o p e r a t i v e Curric u l u m Program. assist the discus s i o n groups, To a framework was d e v e l o p e d for considering concerns and applying these concerns against tasks and steps to be taken in organizing a curriculum program (see Figure 1). At the final session of the Evalua t i o n Work s h o p a report was drafted for submission to the mee t i n g of the C u r ­ riculum Planning Committee, Committee Chai r m e n and S e c r e ­ taries, and three additional members of each committee scheduled for May 19, 1967. Following m u c h discus s i o n the Task Force developed 18 significant elements for assessing the structure and organization of a state-wide program for curriculum improvement: 1. 2. 3. 4. Attacks significant social and educational problems and issues (both self-generated and identified b y the State Superintendent of Public Instruction) Responds rapidly to problems and issues of the m o m e n t Examines educational problems in the context of the total school program Recognizes needs of local school distr i c t s w i t h o u t adequate curriculum leadership, as w e l l as those having persons designated to give leadership to curriculum development. 279 CONCERNS BELIEF SYSTEMS - VALUES CONTINUING EDUCATION OF PROFESSIONAL STAFF SMALL DISCUSSION STATE DEPARTMENT OF EDUCATION FUNCTION AND GOALS GROUPS co OU w Eh CO tH CO O CO 53 CO Py tH CO Sources Agenda for the Evalua t i o n Workshop, M i c h i g a n Cooperative C u r r iculum Program, M a y 14-16, 1967. F igure 1. Discussion framework for organizing a curric u l u m program 280 5. Contributes to both continued p r o f e ssional e d u c a ­ tion (especially l e a d ership development) for p e r ­ sons involved and to change in the educational setting 6 . Involves m a n y p a r t icipants from all levels of education, as w e l l as p r o v i d i n g for broad lay representation 7. Includes both a contribution by the local d i s t r i c t and a co mmit m e n t to m a k e appropriate u s e o f the results of the p r o g r a m 8 . Distinguishes bet w e e n the role a n d func t i o n of other educationa l groups and i n s t i t u t i o n s , yet coordinates and supports the total efforts of these g roups and institutions 9. Bases action o n the results of r e s e a r c h 10. Increases the impact of the State Depart m e n t o f E d u ­ cation in bring i n g about educational change 11. A ss u r e s bala n c e in the total pro g r a m o f the State D e p a r t m e n t of E d u c a t i o n fs efforts toward educat i o n a l i mprovement 12. Provides feed-back from the field to the State D e p a r t m e n t of Ed ucation 13. Disseminates w i d e l y the ideas g e n e rated by the p rogram utilizing a wide range of met h o d s and t e c h ­ niques, including d e m o n s t r a t i o n projects 14. Opens communication channels: a. betw e e n all levels in the structure of the program, b. among commi t t e e s in the program, c. to ot h e r professional and lay groups, d. to all parts of the State Depart m e n t of E d u c a ­ tion , and e. by publicizing the p r o g r a m to the general public 15. C on t i n u o u s l y evaluates b o t h the structure and o u t ­ comes of the program 16. U tilizes the results of evaluation to provide continuity and flexibility in program, procedures or org a n i z a t i o n 17. O perates from clearly stated purposes, b o t h long and short range, w i t h d e f i n i t e tasks and time l i m i ­ tations 18. Operates from an adequate budget for unde r w r i t i n g the cost of the activities, for r e l e asing personnel, and for other appropriate supporting services and r esource materials. *■ 1 "Planning Confer e n c e for Evalua t i o n of the Mic h i g a n C ooper a t i ve C u r r i c u l u m P r o g r a m , ” Progress Report of the M i c higan C o o p e r a t i v e C u r r i c u l u m Program E v a l u a t i o n Workshop, East Lansing, M a y 19, 1967. (Mimeographed.) i 281 A n d as a l t e r n a t e o r g a n i z a t i o n a l p r o p o s a l s w e r e e v a l ­ u a t e d the f o l l o w i n g q u e s t i o n s w e r e d e v e l o p e d as a m e t h o d of e x a m i n i n g the structure: . 2. 3. 4. 5. 6. 7. 8. 9. S c o p e — H o w broad? W h a t should be the c h a n n e l s ? Sh o u l d t h e y be s t r i c t l y c u r r i c u l u m or h a v e a b r o a d e r e d u c a t i o n a l impl i c a t i o n ? S i z e — W h a t d e g r e e of p a r t i c i p a t i o n ? How many p e o p l e do w e w a n t to involve? M a k e - u p of C o m m i t t e e s — W h a t d e g r e e of s t a t e d e p a r t ­ ment involvement? The c o n n e c t i o n w i t h the S t a t e D e p a r t m e n t — W h a t kind of c o n n e c t i o n w i t h w h a t p a r t of the State Department? A l l p l a n s inc l u d e a c o o r d i n a t i n g c o u n ­ c il and h a v e as d i r e c t a r e l a t i o n s h i p as p o s s i b l e w i t h the S t a t e S u p e r i n t e n d e n t . A d hoc or n o t ? T h e y s h o u l d be the c o l l a p s i b l e p l a s ­ tic bags, e x c e p t the C o o r d i n a t i n g Council. W h a t should b e the u n i t for o r g a n i z i n g o f c o m m i t t e e s ? O r g a n i z e d around issues o r i n n o v a t i o n s ? Or a n o t h e r focus? The role of the m o v e m e n t — is it a d v i c e or acti o n ? It is m a i n l y a d v i c e b u t it o u g h t to be a d v i c e that leads to action. The a c t i o n m i g h t n o t b e that of the committees. G e t c o m m i t t e e a d v i c e o n action, b ut not d o m u c h a c t i o n themselves. A d v i c e vs. action. M o n e y — if u n d s ,d o l l a r s — If we w a n t to d o all these o t h e r t h i n g s — w i d e r p a r t i c i p a t i o n , ad hoc c o m m i t t e e s — all takes money, and the idea of r e l e a s e d time. How funds are a d m i n i s t e r e d w o u l d m a k e all the othe r ans w e r s possible. L o c a l school d i s t r i c t s — To w h a t d e g r e e d o we w a n t to inv o l v e the local school d i s t r i c t ? To w h a t d e g r e e a r e w e able to?l The E v a l u a t i o n W o r k s h o p r e c o m m e n d e d a n e w title for the c u r r i c u l u m p r o g r a m — M i c h i g a n C o o p e r a t i v e P r o g r a m for E d u c a t i o n a l I m p r o v e m e n t — and a r e s t r u c t u r i n g o f c o m m i t t e e s in the program. Council, The m a j o r u n i t w o u l d b e a C o o r d i n a t i n g r e p l a c i n g the C u r r i c u l u m P l a n n i n g Committee. XIbid. 282 Reporting d i r e c t l y to the State Superintendent of Public Instruction, the proposed functions for the Coordinating Council reflect this relationship: — C o o r d inates activi ties of the Michigan Cooperative Programs for Educational Improvement and the D e p a r t ­ m e n t of Education — Receives charges from Superintendent — Expresses concerns to Superintendent from the c o m ­ m i t t e e program — Recommends creatio n of committees, suggests a p p o i n t ­ m e nts — Devises strategy for handling particular problems — A r t i culates results of action by committees to Su perintendent — A r t i culates charges for action from the Superinte n d e n t — A r t i culates charges for policy d e v e lopment from the Su perintendent — Helps Superintendent decide role of committee and/or Department1 The Coordinating Council w o u l d be composed of the chairmen of the other committees in the Program, Superintendent of Public Instruction, State other C u r r iculum P l a n ­ ning Committee mem b e r s and from the State Department of Education, the "Chief of Bureau, Director of Curriculum D i v ision and other Bureau Chiefs and Division Directors w h e n 2 appropriate." In addition to the Coordinating Council, levels of committees were proposed: area, state-wide, and finally school district committees. four regional, The stat e ­ wide committees w o u l d be Committees on Curric u l u m Design; these w e r e proposed as small facilitating groups w i t h the functions o f : 1Ibid. 2Ibid. 283 1. 2. A g e n da-making for other three levels of committ e e s Coordinating, processing and forwarding w o r k of groups w h e n needed Hearing n e w proposals and referring to appropri a t e groups Initiating new curriculum studies . Initiating evaluative activities of the program 3. 4. 5. The Committees on C u r r i c u l u m De s i g n w o u l d be organized around broad areas of concern and w o u l d examine all levels of the school program. The committees would be organiz e d around such areas as instructional materials, arts, communications, humanities, and would be composed of members r e p ­ resenting a wide range of interest areas and skills. The functions of these Committees on Curric u l u m Design would include providing continuity and balance in the total p r o ­ gram as well as considering the total scope and depth in the program. These committees were to be a permanent part of the Program. Also proposed as a state-wide group were Committees for Policy and Curric u l u m Studies. These committees were described as ad hoc committees w i t h specific assignments to r e s earch and develop proposals for other elements of the P r ogram and also to research and refine concerns identified for the Coordinating Council and other committees in the Program. The final group of state-wide committees proposed were A c t i o n Committees. committees appointed to: 1Ibid. Again, these were to be ad hoc 284 — — — — — — — — d i r e c t funded r e s e a r c h p r o j e c t s conduct conferences conduct workshops p l a n a n d p r e p a r e p u b l i c a t i o n s and o t h e r m a t e r i a l s serve as ta sk forces serve as a source of c o n s u l t a n t s conduct demonstration projects , c o n d u c t a c t i o n and survey r e s e a r c h The r e g i o n a l and a r e a c o m m i t t e e s w e r e less w e l l defined. T h e s e c o m m i t t e e s w e r e t o t r a n s l a t e the f u n c t i o n s of s t a t e - w i d e c o m m i t t e e s as r e l a t e d to a p a r t i c u l a r r e g i o n or area of the state. The widest possible representation was p r o p o s e d for the m e m b e r s h i p s of the committees. The r e p o r t o f the E v a l u a t i o n W o r k s h o p was p r e s e n t e d to a P l a n n i n g C o n f e r e n c e for E v a l u a t i o n of the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m Program. C u r r i c u l u m P l a n n i n g Committee, the c u r r i c u l u m committees, Participants included the c h a i r m e n and s e c r e t a r i e s of and three a d d i t i o n a l m e m b e r s from e a c h of the 27 c u r r i c u l u m committees. This conference a gain u t i l i z e d the c r i t e r i a d e v e l o p e d for a s s e s s i n g a s t a t e ­ w i d e c u r r i c u l u m p r o g r a m and the q u e s t i o n s for e x a m i n i n g the structure of a program. Five d i s c u s s i o n g r o u p s r e a c t e d to the p r o p o s a l d e v e l o p e d b y the E v a l u a t i o n Works h o p . Many q u e s t i o n s a n d c o n c e r n s w e r e r a i s e d by the p a r t i c i p a n t s r e v i e w ­ ing t h e p r o p o s a l for a n e w s t a t e - w i d e c u r r i c u l u m p r o g r a m in Michigan. T h e g r o u p s q u e s t i o n e d w h e t h e r the a d v i s o r y and a c t i o n roles c o u l d be separated, w o u l d s t i m u l a t e innovation, 1Ibid. w h e t h e r the n e w scheme and w h e t h e r the c o n c e r n s 285 identified wo u l d assist those w o r k i n g at the local level to develop a rele v a n t curriculum. In addition, the five groups also m a d e several re c o m m e n d a t i o n s including the retenti o n of some of the pre s e n t committees, the p r o v ision for the chairman of the C o o r d i n a t i n g Coun c i l to devote full time to that responsibility, and the de v e l o p m e n t of role defini t i o n s for all participants in the program. eral r e s ervations about the proposal. T h e r e also were s e v ­ T h e r e was the fear that the n e w proposal would not increase impact at the local level or increase the p a r t i c i p a t i o n of class r o o m teachers. Participants also c r i t icized the proposal for an apparent lack of a grass roots appr o a c h since the function of in i t i a t ­ ing a c tion rested larg e l y w i t h the Coor d i n a t i n g C o u n c i l .1 The C u r r i c u l u m Plan n i n g Commi t t e e was n o w faced w i t h the task of d e v e l o p i n g the final recommendations to the State S u p e r i n t e n d e n t of Public Instruction. The proposal de v e l o p e d by the E v a l u a t i o n Works h o p and the reactions of the g roups at the subsequent Planning Confer e n c e were reviewed by the C u r r i c u l u m Planning Committee. Using this information the C o m m ittee m o d i f i e d the structure of the proposed committees under the Coor d i n a t i n g Council and finalized their r e c o m mendations in the Program. 2 1Minutes of the Curric u l u m Planning Commi t t e e and Ch a rimen and Secretaries, M a y 19, 1967. 2 Minutes of the Curriculum Planning Committee, May 25, 1967. 286 In June, 1967, the compl e t e d re p o r t w a s delive r e d to the State S u p e r i n t e n d e n t of Public Instruction. report, div i d e d into two parts, background, Program, The prov i d e d a br i e f histo r i c a l a d e s c r i p t i o n of the p r e s e n t activi t i e s of the a re v i e w of concerns, and c o n c l u d e d w i t h a proposal for r e s t r uctured state-wide c u r r i c u l u m pro g r a m in M i c h i g a n for c o n s i d e r a t i o n by the State S u p e r i n t e n d e n t of Public I n s t r u c t i o n .1 The report identified "major conce r n s or weakn e s s e s in the p re s e n t p r o g r a m " : 1. 2. 3. 4. 5. 6. 7. L a c k of adequate c o o r d ination between the Prog r a m and the on-g o i n g activi t i e s of the D e p a r t m e n t of Education L a c k of adeq u a t e financial support L a c k of commi t t e d staff time to p r o p e r l y implement committee efforts The need for un d e r s t o o d and well m a n a g e d proce d u r e s to respond to committee proposals Need for gre a t e r d i r e c t i o n from the Super i n t e n d e n t and his staff Lack of adequate c o m m u n i c a t i o n b e t w een/among c o m ­ mitt e e s and b e t w e e n given committees, o t h e r agencies and the Depart m e n t of E d u c a t i o n 2 U n n e c essary o v e r l a p p i n g of some committee efforts. Pour o t h e r factors w e r e enumerated illustrating inadequacies of the p r e s e n t program: 1. The increased c o n t r ibution (through ac t i v e p a r t i c i ­ pation) of those opera t i n g in the political realm, w h i c h n e c e s s i t a t e s closer w o r k i n g r e l a t ionships and m o r e effective c o m m u n i c a t i o n between the p r o ­ fessional educator and elected o f f i c i a l s Michi g a n C u r r i c u l u m Planning Committee, "A Re p o r t to the State Superi n t e n d e n t of Public Instruction on the E v a l u a ­ tion of the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m Program," Lansing, J u n e '7, 1967. (Mimeographed.) 2Ibid., p. 27. 287 2. 3. 4. T h e need to speak m o r e qui c k l y to m o r e — and m o r e s i g n ificant— social and educational problems/ issues A built-in d e v i c e to help terminate a g r o u p or c o m ­ m i t t e e w h e n its m a j o r task is completed The need for systematic and regular evalua t i o n as a means to respond to n e w demands and to respond m o r e ef f e c t i v e l y to contin u i n g c o n c e r n s .1 Further, the report lists six goals for the pro p o s e d M i c h i g a n C u r r i c u l u m Program for Educational Improvement w h i c h consider educational and societal concerns: 1. T he MCPEI is a m e a n s for assisting the State E d u c a ­ tion A u t h o r i t y in achieving educational improvement as m e a s u r e d by social c o n s equential ends. 2. It is also a means in assisting the State E d u c a t i o n A u t h o r i t y in effectuating individual d e v e l o p m e n t of teachers and students as they live in the social setting. 3. The MCPEI is a m e a n s of assisting the State E d u c a ­ tion A u t h o r i t y to activate a political, social and educational dialogue as appropriate representat i v e s are orie n t e d to a specific task, issue or innovation. 4. The MCPEI can assist the State Education A u t h o r i t y in communicating, in d i s s e minating and in diffu s i n g educational changes suggested by n e w and p r o m is i n g programs to local educational agencies specifically and to society in general. 5. T h e MCPEI is a m e a n s for assisting the State E d u c a ­ tion A u t h o r i t y in co n f r o n t i n g the political, social and educational establishments w i t h the assumptions listed and assis ting these groups in accepting them. 6 . The MCPEI is a m e a n s for facilitating the State E duca t i o n A u t h o r i t y ' s leadership for assisting local educational units to m o d i f y their structures w h i c h will m a k e them m o r e able to activate change and innovation leading to quality education for all c h i l ­ dren, youth, and a d u l t s .2 The proposal for the new c u r r iculum program was d e s i g n e d "to add support to the strengths and to reduce the 1Ibid., p. 28. 2Ibid., p. 34. 288 weakne s s e s or l i m i t a t i o n s "1 of the M i c h i g a n Co o p e r a t i v e C u r r i c u l u m Program. Major elements in the final prop o s a l consisted of a coordi nating council and six standing committees w i t h provisions for appoin t i n g ad hoc committees and task groups to c o m plete specific assignments. Regional and area c o m ­ m i ttees w e r e dropped from the final recommendations. Local impact teams w e r e proposed w h i c h w o u l d "relate the Prog r a m back to the field and to individual teachers." 2 Suggested charges for the six standing committees were o u t l i n e d as: 1. 2. 3. 4. M a n in Society a. W h a t are man's problems in and responsibilities to our present and emerging s o c i e t y — to other societal relationships? . . . b. Identify ma n ' s problems and responsibilities specifically c. Dev e l o p a broad framework in w h i c h education programs m u s t be devel o p e d for developing b o t h teachers and students. . . C ontin u i n g Tea c h e r E d u c a t i o n Identify problems, develop criteria guidelines for p rogram d e v e l o p m e n t and deve l o p suggested progr a m m o d e l s for teacher improvement. . . Educational Design a. Des i g n mo d e l s for system modi f i c a t i o n s and relate w i t h teacher education programs b. Design mo d e l s for system m o d i f i c a t i o n to handle role redefinition changes c. Design models for m a k i n g local systems more responsive to societal needs and expectations d. Develop strategy for implementing models. . . Evaluation a. To evaluate the effectiveness of the MCEIP b. Scan field for perceived problems by local schools. . . 1Ibid., p. 37. 2Ibid. 289 5. 6. Dialogue To b r i n g t o g e t h e r p o l i t i c a l , so c i a l and e d u c a t i o n a l r e p r e s e n t a t i v e s to p a r t i c i p a t e in a c o n t i n u o u s d i a l o g u e for i n c r e a s e d u n d e r s t a n d i n g of e a c h o t h e r a nd d e v e l o p a c o m m o n language. Finance a. A s s e s s f i n a n c i a l n e e d s in the state b.A s s e s s f i n a n c i a l r e s o u r c e s for e d u c a t i o n in the state c. R e c o m m e n d p r i o r i t y of r e s o u r c e s for e d u c a t i o n a l needs. . .1 The final p r o p o s a l also s u g g e s t e d that the n e w M i c h i g a n C o o p e r a t i v e P r o g r a m for E d u c a t i o n a l I m p r o v e m e n t have a c l o s e r r e l a t i o n s h i p w i t h the State D e p a r t m e n t of E d u c a t i o n by b e i n g m a d e a p a r t of C u r r i c u l u m S e r v i c e s D i v i s i o n of the B u r e a u of E d u c a t i o n a l Services. This relationship would tend "to c e n t r a l i z e the f u n c t i o n s of the c o m m i t t e e s an d . . make their w o r k and their services m o r e integral of the c u r r i c u l u m c o n s u l t a n t s in the D e p a r t m e n t . " . to th e w o r k 2 The D i r e c t o r of the C u r r i c u l u m S e r v i c e s D i v i s i o n was v i e w e d as h a v i n g a key role in the n e w program. A m e m b e r s h i p of 15 p e r s o n s w a s p r o p o s e d for the n e w Educational I m p r o v e m e n t C o o r d i n a t i n g Council. The chairman was to be the head of the E d u c a t i o n a l S e r v i c e s B u r e a u of the State D e p a r t m e n t of E d u c a t i o n w i t h a c o - c h a i r m a n a p p o i n t e d from r e p r e s e n t a t i v e s at large in the Council. The secretary w o u l d be the D i r e c t o r of the C u r r i c u l u m S e r v i c e s Division. O t h e r m e m b e r s of the C o u n c i l w o u l d be " r e p r e s e n t a t i v e s of the o t h e r four Bureau heads, XI b i d ., pp. 40-42. the c h a i r m e n of the six s t a n d i n g 2Ibid., p. 37. 290 commit t e e s and t h r e e r e p r e s e n t a t i v e s at large, appointed by the S u p e r i n t e n d e n t of Public I n s t r u c t i o n .1,1 T h e T a s k G r o u p s and A d H o c C o m m i t t e e s w o u l d a l s o be a p p o i n t e d b y the S t a t e S u p e r i n t e n d e n t o f P u b l i c Instruction. Many of the s u b c o m m i t t e e s of the C u r r i c u l u m P l a n n i n g C o m ­ m i t t e e w o u l d b e c o m e ad h o c c o m m i t t e e s or task groups. T he r e p o r t to the State S u p e r i n t e n d e n t o f P u b l i c I n s t r u c t i o n c o n c l u d e d w i t h some t r a n s i t i o n steps, continuing p r o b l e m s , and "fact o r s to be cons idered in c o m m i t t e e a p p o i n t ­ ments" : 1. 2. 3. 4. 5. 6. I n c r e a s e p e r c e n t a g e of teac h e r r e p r e s e n t a t i o n , to a t l e a s t 35 p e r cent. Assure wide geographic representation. C o n t i n u e sp r e a d of r e p r e s e n t a t i o n from all p r o ­ f essional groups. I n crease r e p r e s e n t a t i o n f r o m b u s i n e s s a n d industry. I n c r e a s e r e p r e s e n t a t i o n f r o m lay public. Increase representation from nonpublic s c h o o l s . ^ The State S u p e r i n t e n d e n t of P u b l i c I n s t r u c t i o n m e t w i t h the total C u r r i c u l u m P l a n n i n g C o m m i t t e e l a t e r in J u n e to c o n t i n u e the d i a l o g u e a b o u t the e v a l u a t i o n of the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m Program. "He read a list of 12 q u e s ­ tions he c o m p i l e d a f t e r r e v i e w i n g the r e p o r t " : 1. 2. 3. W h a t is the p u r p o s e of the M i c h i g a n C o o p e r a t i v e P l a n n i n g P r o g r a m ? [sicj If the p u r p o s e is, o r if the p r i n c i p l e p u r p o s e is, to a s s i s t in impro v i n g c u r r i c u l u m programs, h o w is this p u r p o s e to b e a c h i e v e d m o s t eff e c t i v e l y ? If the p u r p o s e is to o f f e r a s s i s t a n c e in i m p r o v i n g c u r r i c u l u m programs, w h a t o r g a n i z a t i o n a l r e l a t i o n ­ ship should the c u r r i c u l u m c o m m i t t e e s h a v e to the D i v i s i o n of C u r r i c u l u m in the B u r e a u of E d u c a t i o n a l S ervices? 1Ibid., p. 39. 2Ibid., p. 45. 291 4. If the p u r p o s e is to o f f e r a s s i s t a n c e in i m p r o v i n g c u r r i c u l u m programs, w h a t are the b e s t w a y s of o f f e r i n g this a s s i s t a n c e to the teachers, to the c u r r i c u l u m specialists, and the a d m i n i s t r a t o r s in the local d i s t r i c t s ? 5. In an a g e of v e r y g r e a t special i z a t i o n , h o w c a n the D i v i s i o n o f C u r r i c u l u m a n d the c u r r i c u l u m c o m m i t ­ tees c o n c e n t r a t e o n the larger issues and p e r f o r m a k i n d of i n t e g r a t i n g f u n c tion? . . . 6 . W o u l d c o m m i t t e e s of this k i n d p r o v i d e a s s i s t a n c e in a c h i e v i n g these two purposes: (a) p r o m o t e a r t i c u ­ l a t i o n and c o m m u nication, for example, am o n g e l e ­ m e n t a r y teachers, junior h i g h teachers, s e n i o r high and c o l l e g e t e a c h e r s in the area (b) a s s i s t in w i n n i n g a c c e p t a n c e of n e w p r o p o s a l s as w e l l as a s s u r i n g their w o r k a b i l i t y ? 7. H o w c a n w e keep the c o m m i t t e e s t r u c t u r e and the sets of r e l a t i o n s h i p s that the c o m m i t t e e s have, for example, w i t h i n the Department, r e a s o n a b l y sim p l e and c l e a r so that initiative, d e s c r i p t i o n of p u r ­ pose a n d r e s p o n s i b i l i t y w i l l b e r e a d i l y u n d e r s t o o d ? 8 . H o w c a n w e d e c i d e w h a t area, topics, o r issues have the g r e a t e s t u r g e n c y and s i g n i f i c a n c e at the m o m e n t ? 9. H o w can w e i d e n t i f y early in the p r o c e s s p u b l i c a ­ tions, kits, f i l m strips, that should b e p r e p a r e d ? 10. H o w can w e a s s i g n t h e s e tasks of p r e p a r a t i o n to those i n d i v i d u a l s w h o have the time, the talent, and interest to d e v e l o p initial d r a f t s or p r e l i m i n a r y reports? 11. If there is to b e a c e n t r a l p l a n n i n g a n d c o o r d i n a t ­ ing committee, h o w can w e s t r u c t u r e it so that w e can a c h i e v e the m o s t e f f e c t i v e c o m m u n i c a t i o n and u n d e r s t a n d i n g b e t w e e n that c o m m i t t e e and the s p e c i a l ­ ist c o m m i t t e e s and a m o n g the several s p e c i a l i s t c o m m i ttees? 12. S hould we d e v e l o p some p o l i c i e s and p r o c e d u r e s that w ill a s s i s t in b r i n g i n g ever g r e a t e r imagination, d edication, i d e a l i s m and r e a l i s m to all of the committees?1 D i s c u s s i o n w h i c h followed n o t e d that "there is no c o n s t a n t ans w e r to a g r e a t m a n y o f these; the a n s w e r s are 2 o n l y temporary." Further, these q u e s t i o n s g e n e r a l l y had ^Minutes of the Curriculum Planning Committee, June 16, 1967. 2Ibid. 292 been the concerns of the C u r r i c u l u m Plan n i n g Committee, pa r ticularly during this year of self-study. to the transition, In relati o n disban d i n g of committees and planning for the n e w organization, it be c a m e appa r e n t that it w o u l d take longer than proposed in the report to the State Superintendent of Public Instruction and further dialog u e would be neces s a r y w i t h that office to effect the d e s i r e d changes in the Program. While the self-e valuation activi t i e s w e r e a m a j o r project for the year, this fact did not inhibit the other activities of the’vari o u s c u r r i c u l u m committees. The Annual R eport for 1966-67 provides a brief summary of the year: If the results of the d e l i b erations and activit i e s of the curriculum committees are to have an impact on educational practices and planning, information m u s t be d i s s e m i n a t e d to teachers and administrators in local school districts. A n indication that the M i c h i g a n C o o p e rative Curric u l u m Program is having an impact o n educa tion is that various committees were responsib l e for numerous conferences, workshops and publications. Specifically, committees w e r e responsible for the following: Twenty-five conferences w e r e conducted E leven works h o p s were sponsored b y committees T welve publications were c o m p leted and di s t r i b u t e d W o rk was begun on twenty-six publications to be completed in 1967-68 Seven surveys w e r e conducted Three project proposals were created T en recommendations w e r e m a d e to the State Board of Education, the S u p e r intendent of Public I n s t r u c ­ tion and the State Depart m e n t of E d u c ation 293 Four slide tape presentations w e r e completed and submitted for production Two kits w e r e developed^ The final official act for the C u r r i c u l u m C o o r d i n a t ­ ing Council was the submission of a report of activities for 1967-68 and recommendations for 1968-69 to the State S u p e r i ntendent of Public Instruction. C e r t a i n basic a s s u m p ­ tions about the operation of the M i c h i g a n C o o p e rativ e C u r ­ r i culum Pro g r a m were identified as a basis for the r e c o m m e n d e d structural and o r g a nizational changes in the Program. Among these were: The imposition, by arbit r a r y and coercive measures, of any given curric u l u m pat t e r n upon the public schools of the state would m e e t w i t h stiff and effective r e s i s ­ tance, not only by the local boards of education and administrators, but by the teachers themselves. In Michigan, local control of education including that of the school c u r r i c u l u m is a strong tradition. . . . C urric u l u m improvements suggested by agencies external to a local school distr i c t can receive the acceptance of local school practitioners; but the degree of accept a n c e depends upon the sympathetic and u n d e r ­ standing relationships between this external age n c y and boards of education, teachers, supervisors, a d m i n i s t r a ­ tors, and parents. There is a need for some agency, logically ascribed by the C o n s t i t u t i o n and legislative statutes in M i c h i ­ gan as the M i c h i g a n Depart m e n t of Education, to g i v e c o herence to the total pattern, to stimulate the exercise of local initiative and the release of local energy; to p r ovide channels for the free exchange of experiences from school to school; to as s i s t in the c l a r i fic a t i o n of the goals of public educa t i o n and means of reaching ^Michigan Department of Education, Michigan Cooper­ ative Curriculum Program; Annual Report 1966-67, i v . 294 them; and to help sharpen a pu b l i c a w a r e n e s s of w h a t a school ought to be doing. The rep o r t conti n u e d w i t h 12 specific r e c o m m e n d a ­ tions for the o p e r a t i o n of the M i c h i g a n C o o p e r a t i v e C u r r i c ­ ulum P r o g r a m for 1968-69. None of these r e p r e sented a radical change for the cur r e n t o p e r a t i o n of the Program, but r a ther w e r e r e f i n ements to increase the effectivene s s of the Program. For example, a m o d i f i c a t i o n of the clu s t e r groupings of committees was suggested u s i n g the following general topics: Humani z i n g Learning, O c c u p a t i o n a l C o m p e ­ tence, S t rategy for Improving the E d u c a t i o n of the Poor, Early Learning# and Service. Fur t h e r recommendations included the c o n t i n u a t i o n of the close a s s o c i a t i o n of the committees w i t h the Bu r e a u of E d u c a t i o n a l Services, the p r esent committees continue to function, that that all a c t i o n r ecommendations be screened by the staff of the Bu r e a u of Educational Services and assigned to committees as p a r t of their charge for the year, and that the structure of the C urric u l u m C o o r d i n a t i n g Council rem a i n b a s i c a l l y the same with m i n o r m o d i f i c a t i o n s to ac c o m m o d a t e a rotating a t t e n ­ dance plan for committee secretaries. Also included in the report w e r e the recommendations for expanding the m e m b e r s h i p of each committee to: C h a r l e s A. Blac k m a n and Leon S. Waskin, "Some O b s e r ­ vations Concerning the M i c h i g a n C o o p e rative C u r r i c u l u m P r o ­ gram of the M i c h i g a n D e p a r t m e n t of Education," Re p o r t of the Curric u l u m Planning C o m m ittee to the State S u p e r i n t e n d e n t of Public Instruction, Part I, July 15, 1968. (Typewritten.) 295 a. b. c. d. e. f. Include m o r e people k n o w l edgeable about the e d u c a ­ tion of the poor. P rovide be t t e r g e o g r aphical distribution. O btain involvement at all educational levels. Secure better racial balance. Involve r e p r esentatives of other state departments. O btain m o r e lay r e p r e s e n t a t i v e s . 1 In r e f e rence to o p e r ating procedures, the report suggested there was a need to d e velop ground rules for commi t t e e o p e r a t i o n and m a k e these available to all members. . . . A n especially important part of such a p u b l i cation wo u l d be a c l a r i ­ fication of the m e a n i n g of the term "advisory" so that this concept does not strip committees of all o p p o r ­ tunity to provide service to schools in co n j u n c t i o n w i t h depar tment r e p r e s e n t a t i v e s .2 During the summer and early fall these reports and additional recommendations by the staff m e m b e r s of the State Department of Educa t i o n w e r e considered by the State Superintendent of Public Instruction. In September, 1968, the Michigan C o o p e r a t i v e C u r r i c u l u m P r o g r a m was d i s c o n t i n u e d and the committees were discharged. The final mee t i n g attributed to the Prog r a m was held on September 20, 1968. At that time the committee chairmen and secretaries were invited to discuss the reasons that led to the d i s s o lution of last year's committees and to consi d e r possible steps that m a y be taken to continue the cooperative Curric u l u m Planning Committee, "Recommendations for Structure and O p e r a t i o n of the M i c h i g a n Coo p e r a t i v e C u r r i c ­ ulum P r ogram for 1968-69," Report of the C u r r i c u l u m Pla n n i n g Committee to the State S u p e r intendent of Public Instruction, Part II, July 15, 1968, p. 4. (Typewritten.) 2Ibid., p. 5. 296 relationships bet w e e n D e p a r t m e n t staff and r e p r e s e n t a ­ tives of local communities, school districts, colleges and universities, and other lay and g o v e r nmental a g e n ­ cies .*~ Participants learned a b o u t plans for the n e w committees to replace the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m Program. Successor Established The Mich i g a n C o o p e rative C u r r i c u l u m Pro g r a m was replaced w i t h a n e w series of curriculum committees b e g i n ­ ning w i t h the period 1968-69. The Michigan C u r r i c u l u m Coordinating Council and its predecessor, the M i c h i g a n C u r r i c u l u m Planning C o m ­ mittee, w e r e replaced w i t h a coordinating group having a ra d i cally diffe r e n t c o m p o sition and function. While retain­ ing the same name, M i c h i g a n Curric u l u m C o o r d inating Council, the Council was composed of 13 professional educators. The role of the Michi g a n C u r r i c u l u m Coo r d i n a t i n g Council d i f ­ fered from the former Mich i g a n C u r r i c u l u m Planning Comm i t t e e in the following ways: 1. The m e m b e r s h i p from out s i d e the staff of the M i c higan D e p a rtment of E d u c a t i o n has been m o d i f i e d to include eight r e s p onsible educational leaders r e p r e ­ senting school superintendents, secondary school a d m i n ­ istrators, e l e m entary school curric u l u m supervisors, intermediate school d i s t r i c t personnel, and teacher e d u c ation authorities of M i c h i g a n universities. Two m e m b e r s of the former C u r r i c u l u m Planning Committee have been appointed to assure some continuity in the 1967-68 programs of that Committee. M e m o r a n d u m from Leon S. Waskin, Deputy Assoc i a t e Superintendent, to C u r r i c u l u m C o m m ittee Secretaries and Chairmen, September 9, 1968. 297 2. The m e m b e r s h i p from the M i c h i g a n De p a r t m e n t of E duca t i o n has b e e n m o d i f i e d to include five staff m e m b e r s principally responsible for implementing p o l ­ icies of the D e p a r t m e n t c o n c erning c u r r i c u l u m programs in the schools of Michigan. 3. The recommendations from the Council for po l i c y adoptions are expected to flow through the normal c h a n ­ nels of the Depart m e n t to the S u p e rintendent of Public Instruction and through him to the State Board of E d u ­ c ation in those instances requiring act i o n by the la t t er.1 The fact that no lay repres e n t a t i o n or classroom teachers were included in the m e m b e r s h i p of the Council also r e p r e ­ sented a change from the p h i l osophy of the former C u r r i c ­ ulum Planning Committee. The chairman of the Mich i g a n C u r r i c u l u m Coordin a t i n g Council was a me m b e r of the State Depart m e n t of Education/ signaling the first time that m a j o r curric u l u m committees, as part of the State Department of Education c u r r i c u l u m activities, were chaired by a person from the staff of the 2 Department. Chairmen of all curriculum advisory c o m m i t ­ tees w e r e also memb e r s of the State Department of E d u ­ cation . The initial m e e t i n g of the Mich i g a n C u r r i c u l u m Coordinating Council in February, 1969, convened to establish the parameters for the Council activities for 1968-69, the organizational structure of the "^Minutes of the Michi g a n C u r r i c u l u m Coordinating Council, February 7, 1969. 2 Dr. Ferris N. Crawford, A s s o c i a t e Superintende n t for Educational Services, Bureau of E d u c a tional Services, M i c h i g a n Department of Education served as chairman during 1968-69. 298 Council, to d e s c r i b e cha n g e s m a d e in w h a t has b e e n k n o w n as the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m Program, a n d to p r o v i d e i n f o r m a t i o n a b o u t the a s s i g n m e n t s and subse-, q u e n t a c t i v i t i e s of the c o m m i t t e e s n o w in operation. T h r e e m a i n funct i o n s of the M i c h i g a n C u r r i c u l u m C o o r d i n a t i n g C o uncil w e r e o u t l i n e d by S t a t e S u p e r i n t e n d e n t P o l l e y in his w e l c o m i n g r e m a r k s to the C o u n c i l : 1. 2. 3. the i d e n t i f i c a t i o n of s i g n i f i c a n t c u r r i c u l u m i ssues and p r o b l e m s facing the sch o o l s in Michigan; the d e v e l o p m e n t o f r e c o m m e n d a t i o n s for the o r g a n i ­ zation of c u r r i c u l u m c o m m i t t e e s and t h e i r a s s i g n e d tasks; and the c r i t i c a l r e v i e w of the f i n d i n g s o f the n u m e r o u s curriculum committees which have been appointed.2 M o d i f i c a t i o n s w e r e also m a d e in the c u r r i c u l u m c o m m i t t e es for 1968-1969. I d e n t i f i e d as c u r r i c u l u m a d v i s o r y c o m m i t t e es c h a n g e s w e r e m a d e "in the n a m e s of the c o m m i t ­ tees, in the m e m b e r s h i p of the committees, a n d in the spe3 cific tasks a s s i g n e d . " A r e d u c t i o n in the m e m b e r s h i p o n all c o m m i t t e e s was m a d e in an a t t e m p t to i n c r e a s e c i e n c y of operation. the e f f i ­ I n i t i a l l y a total of 14 c u r r i c u l u m a d v i s o r y co m m i t t e e s w e r e a p p o i n t e d : four in the area of v o c a t i o n a l e d u c a t i o n , one in the area of s p e c i a l e d u c a t i o n , and n i n e in the fie l d s of g e n e r a l e d u c a t i o n a n d spec i f i c fields of study. Th e C o u n c i l and c o m m i t t e e s w e r e to be a d v i s o r y to the d i v i s i o n s w i t h i n the S t a t e D e p a r t m e n t of E d u c a t i o n rather than a d v i s o r y g r o u p s to the St a t e S u p e r i n t e n d e n t of Public Instruction. 1Ibid. 2Ibid. 3lbid. 299 A s these committees w e r e appointed, was g iven specific assi g n e d functions. each commit t e e For example, the Science C u r r i c u l u m A d v i s o r y C o m m i t t e e was charged with: a. b. c. evaluating new elemen t a r y science prog r a m s in M i c h i g a n schools; developing propo s e d strategies for the d i s s e m i n a ­ tion o f informat ion c o n c e r n i n g the b e s t e l e m e n t a r y science pr og r a m s throughout Michigan? studying the r e l a t i v e m e r i t s of the use of trad i ­ tional and newer science programs w i t h d i s a dvan t a g e d elementary child ren and the d e v e l o p m e n t of a p r o ­ posed po l i c y sta te m e n t in this r e g a r d . 1 And the Trade and industrial Educa t i o n A d v i s o r y C o m m i t t e e was assigned the functions o f ; a. b. c. d evelo p i n g a propo s a l concer n i n g the proper scope of trade, industrial, and technical e d u c a t i o n in so-called "area-vocational programs" in Michigan; descri b i n g improved ways and me a n s to prepare greater numbers of d i s a d v a n t a g e d youths for i n d u s ­ trial occupations; proposing effective roles of secon d a r y schools a n d community colleges in preparing youth and adults for m i d - m a n a g e m e n t and supervisory level jobs in i n d u s t r y .2 All committees w e r e g i v e n similar specific charges. Addi­ tional committees w e r e propo s e d in the initial m e e t i n g s o f the Council. The first two committees to be p r o p o s e d w e r e curri c u l u m advi s o r y committees in the areas of social s c i ­ ences and pre-school education. The prop o s e d task for the social sciences advisory committee was "to pro v i d e advice regarding the formation, content, and format of a pub l i c a t i o n to be p r o duced by the D e p a r t m e n t of E d u c a t i o n entitled ^Ibid. 2Ibid. 300 *M ulti E thnic Studies K-12.'" in the Social Sci e n c e C u r r i c u l u m And the prop o s e d task for the p r e - s c h o o l e d u c a ­ tion advisory commi t t e e was to provide advice regar d i n g the d e v e l o p m e n t of a p u b l i c a t i o n enti t l e d "Program Planning Guide for P reschool E d u c a t i o n Programs," for use by local school d i s t ricts in the p l a n n i n g of p r e s c h o o l programs. The g u i d e m i g h t include the areas of prog r a m planning, development, and evalua t i o n rela t i n g to staff, fac i l i ­ ties, curricular pro g r a m a n c i l l a r y services, e t c .2 Even though the Cou n c i l rea c h e d consensus m i t tees should be formed, they were, that these c o m ­ however, not appointed. In addition to the 14 c u r r i c u l u m advi s o r y comm i t t e e s a c t ually appointed, the State Board of E d u c ation conti n u e d to establish a v a riety of advi s o r y committees w h i c h mi g h t be c o n ­ strued as relating to curriculum. These are usual l y ad hoc committees wh i c h are assigned tasks related to issues about a d m i n i s t r a t i v e and other educational p r o b ­ lems. Some of these, such as Sex E d u c a t i o n Committee and the A m e r i c a n H i s t o r y Text b o o k Committee, deal w i t h c u r r i c u l u m issues but these are n o t viewed as part of the system of c u r r i c u l u m advi s o r y committees appointed by the Superintendent of Public Instruction. Other Committees, appoi n t e d by the Board, include advisory councils for the d e v e l o p m e n t of state plans for the v a r i o u s federal programs and the State A d v i s o r y C o m ­ m i t t e e on Special Education. T h e s e are also not v i ewed as part of the said curriculum advi s o r y c o m m i t ­ tee structure reporting to the C o o r d i n a t i n g Council.'3 A m a j o r topic of d i s c u s s i o n by the C u r r i c u l u m C o o r ­ d inating Council was the "Proposal to Initiate a Progr a m of State A s sess m e n t of Local Educa t i o n in Michigan." The impetus for state-wide assessment was d e s c r i b e d as being ■^Minutes of the Michigan Curriculum Coordinating Council, March 6, 1969. 2Ibid. 3Ibid. the concern of the State Board of Education, the State Legislature, and the gen e r a l citizenry in M i c h i g a n for i nformation regar d i n g the e f f e c tiveness and e d u c a ­ tional efficiency of the public school program. Stem­ m i n g pa r t l y from the steady and rather m a s s i v e increases in the costs of education, based partly on the g r e a t interest of parents for the welf a r e of their children, a r i sing partly from the desires of statewide educational planners to u s e special monies wisely, and evolving p artly from the mot i v e s of some to e s t a b l i s h educational accountability, there has arisen a v e r y significant d emand for a statewide assessment of local educati o n a l p r o g rams in Michigan. The State Board of E d u c a t i o n is seriously w e i g h i n g the m e r i t s o f asking the State L e g i s ­ lature to support a state assess m e n t pro g r a m and it has a sked its staff to prepare a propo s e d gen e r a l pro g r a m for consideration. M a n y questions and concerns were raised b y mem b e r s of the Council. cerns: A m o n g the issues ra i s e d were the following c o n ­ Who initiated the proposal for state-wide assessment? Is assessment a local or a state responsibility? level is assessment best accomplished? m a d e b e tween districts? At wh a t Can comparisons b e and H o w diffi c u l t is state-wide assessment w h e n school d istricts across the state have 2 adopted differing purposes for education? In November, 1969, the chairman of the M i c h i g a n C u r ­ ri culum C o o r d i n a t i n g Council appointed four staff membe r s of the State Depart m e n t of E d u c a t i o n to develop a propo s a l for the r e o r g anization of the structure utili z e d during the previous year. The report suggested four c u r r i c u l u m ad v i s o r y committees to function in the areas of curriculum, education, vocati o n a l education, 1Ibid. 2Ibid. special and curriculum r e s e a r c h and 302 evaluation. In addition, there would be a coordinatin g c o m ­ m ittee w h o s e m a j o r function wo u l d be the appointment of m e m b e r s h i p to the advi s o r y c o m m i t ­ tees, the dev e l o p m e n t of an ove r a l l p l a n of opera t i o n for the advisory committees and the appoi n t e d task committees, and the recei v i n g and evalua t i o n of r e c o m ­ m e n d a t i o n s m a d e by the advisory com m i t t e e s . ^ The prop o s a l further suggested that the State S u p e r ­ intendent of Public Instruction serve as chai r m a n of the coordinating commi t t e e since "he should be d i r e c t l y involved in the crucial po l i c y f o r m u lation d i s c u s s i o n s concer n i n g the instructional pro g r a m in the schools of the state." 2 No specific plans for changes w e r e adopted and the curric u l u m advis o r y committees and the M i c h i g a n Cu r r i c u l u m Coordi n a t ing Council ceased to function. State Superi n t e n d e n t of P u blic Instruction Ira Polley had resi g n e d from of f i c e in October, 1969, w h i c h again raised q u e s tions about the future of the committees. C u r r i c u l u m commit t e e s were not reap p o i n t e d by the A cting S u p e r intendent of Public Instruction John Porter. Thus a long history of active w o r k in c o o p e r a t i v e c u r r i c u l u m work in the state of Mich i g a n ended. A nal y s i s and Summary The final three years of the M i c h i g a n Cooperati v e Curric u l u m Prog r a m w e r e a period of intensive self-stud y and ^Memorandum from M a r v i n Beekman, Phil Kearney, Bill Pierce, and Dick Barnh a r t to the M i c h i g a n C u r r i c u l u m C o o r ­ dinat i n g Council, [January, 1970]. 2Ibid. 303 evaluation. A t the same time they w e r e highly producti v e years for the var i o u s curric u l u m c o m m i t t e e s . The n e w Constitu tion for the state of Michigan, w h i c h p r ovided for an expanded State Board of Education, an appointed State Superintendent of Public I n s t r uction and an enlarged State D e p a rtmen t of Education, set the stage for the conditions w h i c h led to the termination of the Program. U nderl y i n g Philosophy The Program cont inued to support the p h i l osophy of local control during this period. Federal legislation enacted during this pe r i o d put strains on this philosophy as the State D e p a rtment of E d u c a t i o n was given greater r e g u ­ latory functions in matters of curricula. Since the State Board of Education became the p o l i c y-making body, rather than the elected State Superintendent of Public Instruction, participants in the Program were concerned about the c o n t i n ­ uation of the Department's policy in relation to local c o n ­ trol. M a n y initial signs pointed to a shift toward greater central control. There was no published statement during this p eriod which outlined an official position in relation to local c o n t r o l . Activities The final three years of the Pro g r a m w e r e highly productive years. Committees continued to sponsor conferences, conduct workshops, and prepare publications designed to 304 stimulate curric u l u m d e v e l o p m e n t a t the local l e v e l . While committees were highly involved w i t h c o o p e r a t i v e projects with local school districts, no b r o a d - s c a l e d e m o n s t r a t i o n research projects w e r e u n d e r t a k e n by the Program. Participants The Program c o n t inued to involve a w i d e range of individuals. M e m b e r s h i p on commit t e e s included individuals from local and intermediate school d i s t r i c t s as well as private schools, and included teachers, administrators. Representatives from i n s t i tutions of higher education, educational associations, supervisors, and state gove r n m e n t a l agencies, general organizations, and lay individuals also served on the committees. During 1966-67 the Pro g r a m rea c h e d its p e a k of involvement by including over 900 individuals on the var i o u s c urriculum committees. O ne of the reasons for the conti n u e d expansion of the Program was to pro v i d e a bro a d e r r e p r e s e n ­ tation on the committees. Communications Communicating about the a c t i v i t i e s and purposes of the M i c h i g a n Coo p e r a t i v e C u r r i c u l u m P r o g r a m was a m a j o r p r o ­ ject d uring the final three years of the Program. Commit­ tees emphasized activities w h i c h had di r e c t con t a c t and impact on local school d i s t ricts and increased their pe r s o n to-person contacts. Publications c o n t inued to be another 305 m ajor m ethod to communicate w i t h the schools of Mich i g a n as one m e a n s of stimulating local curric u l u m development. T he annual c i t i z e n s 1 conference sponsored by the State Department of Education provided the forum for e x p l a i n ­ ing the Program to leaders in state government and the c i t i ­ zens of the state. The C u r r iculum Planning Committee and Curriculu m Coordinating Council communicated extensively w i t h the State Superintendents of Public Instruction during this period. Major communications concerned the evaluation of the total Program. In an attempt to increase intra-committee c o m m u n i c a ­ tions, curriculum committees were grouped thematically during the final year of the program. This cluster a r r a n g e ­ ment led to greater committee interaction and resulted in joint proposals and recommendations. Structure and Organization The basic committee structure and relationships c o n ­ tinued as developed in the previous two decades. Committees were relatively stable during this period except for the three committees which were discontinued in the final year of the Program. One of the major changes during this period was the change in composition and title of the Curriculum Planning Committee. In the final year of the Program this committee 306 became known as the C u r r i c u l u m C o o r d i n a t i n g Cou n c i l and w a s composed of committee chairmen, State D e p a r t m e n t of Education, r e p r e s e n t a t i v e s from the and a small nu m b e r of r e p r e ­ sentatives from the former C u r r i c u l u m Plan n i n g Committee. The C u r r i c u l u m Coo r d i n a t i n g Cou n c i l by its v e r y nature became m o r e d i r e c t l y involved w i t h the activities of the various committees du r i n g the final year of the Program. A t the same time the C u r r i c u l u m C o o r d i n a t i n g Council was e s t a b lished there was a shift in the r e l a t i o n s h i p of the P r o g r a m and the State D e p a r t m e n t of Education. It was intended that committees be advis o r y to and w o r k w i t h the Bureau of Educational Service rather than a d v i s o r y to the State S u p er i n t e n d e n t of Public Instruction. For purpos e s of evalua t i o n the State S u p e r i n t e n d e n t was hi g h l y involved in the final year of the Program. W i t h the d i s c o n t i n u a t i o n of the Upper Peninsula Educat i o n al Planning Council, was discontinued. this committee, r e g i o n a l i z a t i o n of the Pr o g r a m No system of r e g i o n a l i z a t i o n replaced and since mem b e r s w e r e not added to the c u r ­ r i c u l u m committees in the final year of the Program, there was essentially no p a r t i c i p a t i o n from that p a r t of the state in 1967-68. The m o r e dra s t i c m o d i f i c a t i o n s in structure and c o m ­ m i t t e e c h arges prop o s e d by the May, 1967, E v a l u a t i o n W o r k ­ shop w e r e not implemented in total but did have an influence on the changes instituted in the final year of the Program. 307 Purposes R e d e f i n i n g and c l a r i f y i n g the purp o s e s of the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m w a s a m a j o r a c t i v i t y of the ev a l u a t i o n efforts u n d e r t a k e n dur i n g this period. Purposes of the P r o g r a m conti n u e d to support the p h i l o s o p h y of l o c a l control. C o n s i s t e n t w i t h this philosophy, the P r o g r a m s o u g h t to stimulate local c u r r i c u l u m d e v e l o p m e n t t h r o u g h a w i d e va r i e t y of techniques. Increasing lay p a r t i c i p a t i o n in the study of e d u c a tional concerns at b o t h the local and state level continued to be a goal of the Program. The Program also provided a sy s t e m of c o m m u n i c a t i o n s a m o n g c u r r i c u l u m w o rkers from local school districts, tutions of higher education, state agencies, insti­ e d u c a t i o n a l a s s o c iations, other o r g a n i z a t i o n s in the state. and A n o t h e r m a j o r p u r p o s e of the P r o g r a m was to advise the State D e p a r t m e n t o f E d u c a t i o n and the State S u p e r i n t e n d e n t of Public Instruction. Th e P r o g r a m also p r o v i d e d a m e a n s of identifying e d u c a t i o n a l issues w h i c h should be addre s s e d at the state level. Par­ ticipation in the P r o g r a m p r o v i d e d an inser v i c e e x p e r i e n c e for c o m m i ttee mem b e r s and helped to locate and d e v e l o p local l eadership for c u r r i c u l u m development. The Program extended the c a p a b ilities of the State D e p a r t m e n t of E d u c a t i o n to assist local school d i s t r i c t s w i t h c u r r i c u l u m deve l o p m e n t . The P r o g r a m c o n t i n u e d to e n c o u r a g e d e m o n s t r a t i o n - r e s e a r c h projects at the local level and prov i d e d a m e a n s of d i s s e m ­ inating the resu l t s of r e s e a r c h projects. 308 T he a c t i vities and p r o d u c t s of the M i c h i g a n C o o p e r ­ ative C u r r i c u l u m P r o g r a m c o n t i n u e d to be c o n s i s t e n t w i t h the purposes of the Program. T he M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m was not sanctioned and ado p t e d b y the n e w l y crea t e d State Board of E d u c a t i o n as it had b e e n under the tenure of four elect e d State S u p e r i n t e n d e n t s of Pub l i c Instruction. A t the end of an a c t ive thir t y - t h i r d year the P r o g r a m was discontinued. The p h i l o s o p h y of the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o ­ gram and the r e s u l t a n t purp o s e s w e r e not endo r s e d by the State B oard of Education. U n d e r the n e w C o n s t i t u t i o n the State D e p a r t m e n t of E d u c a t i o n w a s assum i n g a m o r e ce n t r a l i z e d d e c i s i o n - m a k i n g role and m a n y of the a c t i v i t i e s sponsor e d by the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m w e r e v i e w e d as r e s p o n s i b ilities of the D e p a r t m e n t and n o t coo p e r a t i v e endeavors. A group of a d v i s o r y commit t e e s was e s t a b l i s h e d as a successor to the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o ­ gram. E s t a b l i s h e d to give advice to specific segments and perso n n e l of the State D e p a r t m e n t of Education, these c o m ­ m i ttees f ailed to be c o m e vi a b l e gr o u p s and w e r e not c o n t i n u e d after the second y e a r of operation. CHAPTER VIII SUMMARY AND R E C O M M E N D A T I O N S Summary The pur p o s e of this h i s t o r i c a l - d e s c r i p t i v e study was to p o r t r a y in general terms the d e v e l o p m e n t and o p e r a t i o n of the M i c h i g a n Co o p e r a t i v e C u r r i c u l u m Program. For 33 years the P r o g r a m served as a state-wide effort sponsored by the state e d u ca t i o n agency to improve the i n s t r uctional p r o g r a m of the schools of Michigan. Social, economic, and ed u c a t i o n a l factors w e r e identified wh i c h led to the d e v e l o p m e n t of the Program. T h r e e major elements of the P r o g r a m w e r e iden t i f i e d and d e s c ribed in details of the Program, and (2) (1) the struc t u r e and o r g a n i z a t i o n the products d e v e l o p e d by the Program, (3) the concerns and activities of the Program. The M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m has been recognized n a t i o n a l l y as a p r o g r a m with h i g h i n v o l v e ­ m e n t of p r o f e ssional educators and interested lay p e r s o n s w o rking c o o p eratively to improve e d u c a t i o n in the state. Since this type of involvement is ack n o w l e d g e d to be a g o o d ap p roach to c o o p erative curric u l u m development, this study has significance beyond the state of Michigan. Further, it was intended that by exten d i n g information and k n o w l e d g e about the M i c h i g a n C o o p e rative C u r r i c u l u m P r o g r a m it w o u l d 309 310 be p o s s i b l e to d r a w inferences from these past experiences w h i c h m i g h t p r o v e fruitful in solving pre s e n t problems f a c ­ ing e d u c a t i o n in Michigan. T he m e t h o d emplo y e d in this study was historical research. The g r o w t h and activities of the Pro g r a m were traced o v e r a 33-year period. Pri m a r y sources examined were the m in u t e s and records of the M i c h i g a n Cooperative C u r r i c u l u m Program, committees, correspondence, and u n p u b lished materials r e l a t ­ ing to the Program. articles, publications of the various curricul u m Secon d a r y sources u s e d w e r e journal news articles, publications of sponsored d e m o n s t r a t i o n - r e s e a r c h projects, and reports of the state e d u c a t i o n agency. Inception The M i c h i g a n C o o p e rative C u r r i c u l u m Program grew out of attempts to solve the educational problems facing the state of M i c h i g a n in the m i d 1930's. struggling to address the social, Citizens were economic, political, and educational problems as the state be g a n to recover from the d e p r e s s i o n years. As a basis for r e f i nancing education, the M i c h i g a n E d u c a tional Planning Commis s i o n adopted a set of G oals for Public Educa t i o n in M i c h i g a n , which received general a c cept a n c e across the state. The next step was to plan for the i m p l e mentation of the Goals. The State D e p a r t ­ m e n t of Public Instruction appointed advisory committees to 311 a s s i s t in c u r r i c u l u m d e v e l o p m e n t . a d v i s o r y group, In the fall o f 1935 an the C u r r i c u l u m S t e e r i n g Committee, was a p p o i n t e d b y the S t a t e S u p e r i n t e n d e n t of P u b l i c I n s t r u c t i o n to p r e p a r e a r e q u i r e d c o u r s e of study a n d to m a k e r e c o m m e n ­ d a t i o n s for a l o n g - r a n g e p l a n of c u r r i c u l u m revision. the M i c h i g a n C u r r i c u l u m P r o g r a m w a s created, Thus not as a s tatic p r o g r a m but, rather, as an a d v i s o r y g r o u p c r e a t e d to a s s i s t in so lving c u r r e n t e d u c a t i o n a l problems. S t r u c t u r e and O r g a n i z a t i o n The M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m b e g a n as a s i n g l e c o m m i t t e e of six e d u c a t o r s w h o w o r k e d w i t h staff m e m b e r s of the State D e p a r t m e n t of E d u c a t i o n to i m p r o v e the p r o g r a m s o f f e r e d by the schools of the state. cerns a n d r e s u l t a n t tasks w e r e identified, w e r e f o r m e d to a c c o m p l i s h discharged. As c o n ­ ad hoc gr o u p s these s p e c i f i c tasks and then A f t e r a p p r o x i m a t e l y five years several s u b ­ c o m m i t t e e s w e r e w o r k i n g o n l o n g - r a n g e problems. These sub­ c o m m i t t e e s b e c a m e an i n t e g r a l p a r t of the Program. During the e a r l y y e a r s the M i c h i g a n C u r r i c u l u m P r o g r a m was i d e n t i ­ fied as all the effo r t s of the State D e p a r t m e n t of Pu b l i c I n s t r u c t i o n ai m e d at i m p r o v i n g instruction, as well as the s p e c i f i c a c t i v i t i e s of the v o l u n t e e r committees. As the scope o f the P r o g r a m e x p a n d e d so did the p a r t i c i p a t i o n and the n u m b e r of c o m m i t t e e s a s s o c i a t e d w i t h the Program. C u r r i c u l u m S t e e r i n g Committee, and s u b s e q u e n t l y The the C u r r i c u l u m P l a n n i n g Committee, became a c o o r d i n a t i n g g r o u p for the 312 Program, w i t h seve r a l a d d i t i o n a l c u r r i c u l u m c o m m i t t e e s a p p o i n t e d to e x p l o r e specific areas of the s c h o o l program. T h i s g e n e r a l s t r u c t u r e w a s m a i n t a i n e d t h r o u g h o u t the r e m a i n d e r of the Program. The c u r r i c u l u m c o m m i t t e e s w e r e c r e a t e d and d i s c h a r g e d as c o n c e r n s c h a n g e d o v e r the y e a r s . In this r es p e c t the s t r u c t u r e r e m a i n e d f l e x i b l e a n d r e s p o n ­ sive to e m e r g e n t needs. The P r o g r a m was initi a l l y c r e a t e d by an e l e c t e d State S u p e r i n t e n d e n t of Pu b l i c I n s t r u c t i o n as a m e a n s of securing the services and a d v i c e of e d u c a t o r s the state. f r o m across O v e r a 30-year p e r i o d the P r o g r a m w a s m a i n ­ tained by four e l e c t e d S tate S u p e r i n t e n d e n t s of P u b l i c Instruction. A f t e r the a d o p t i o n of the n e w C o n s t i t u t i o n for the state of M i c h i g a n the P r o g r a m was m a i n t a i n e d for three years by the a p p o i n t e d State S u p e r i n t e n d e n t s of P u b l i c Instruction. Participants in the p r o g r a m w e r e inv i t e d to b e c o m ­ m i t t e e m e m b e r s by the State S u p e r i n t e n d e n t of P u b l i c I n s t r u c ­ tion. C o m m i t t e e s e c r e t a r i e s were m e m b e r s of the staff of the state e d u c a t i o n agency w h i l e c o m m i t t e e c h a i r m e n w e r e selected from o t h e r m e m b e r s of the committee. Products Developed The P r o g r a m was task o r i e n t e d from its inception. The first task u n d e r t a k e n w a s the p r e p a r a t i o n of a n e l e ­ m e n t a r y state c o u r s e of study. This p u b l i c a t i o n w a s a radical d e p a r t u r e f r o m the tr a d i t i o n a l p r e s c r i p t i v e state 313 course o f study. It refle c t e d the newer p h i l o s o p h y of stimulating local c u r r i c u l u m d e v e l o p m e n t and was desi g n e d to serve as a guide for studying local problems. Publica­ tions r e m a ined a n important a c t i v i t y of the P r o g r a m d u r i n g its entire his t o r y and w e r e c o n s i s t e n t l y supportive of the service c o ncept of state leadership. P u b l i c a t i o n s were often the o u t g r o w t h of some o t h e r commi t t e e acti v i t y and were developed in an att e m p t to re a c h as large a n audien c e as possible. D e m o n s t r a t i o n - r e s e a r c h proj e c t s w e r e sponsored by the P r o g r a m as a means o f extending the p h i l o s o p h y of local c u r r i c u l u m development. C o o p e rative d e m o n s t r a t i o n - r e s e a r c h projects e xemplified the belief in provi d i n g service and assistance to local school distr i c t s as they w o r k e d to solve their o w n problems. Co nferences and w o r k s h o p s sponsored b y the P r o g r a m g r e w o u t of the goal of p r o v i d i n g inservice e d u c a t i o n for local e d u c a t i o n workers. In addition, co n f e r e n c e s and w o r k ­ shops p r o v i d e d the o p p o r t u n i t y for involving as r e p r e s e n t a ­ tive a g roup as p o s s i b l e in seeking solutions to educati o n a l problems. Con f e r e n c e s and w o r k s h o p s also p r o v i d e d an o p p o r ­ tunity to share common concerns and prac t i c e democr a t i c proble m - s o lving skills w h i c h could be used in studying local concerns. As an important veh i c l e for extending c o o p e r a t i v e cu r r i c u l u m development, c o n f e r e n c e s and works h o p s provid e d 314 an o p p o r t u n i t y for put t i n g ideas d e v e l o p e d b y the c o m m i t t e e into action. C o m m ittees f o r m ulated p o s i t i o n statem e n t s and a s s isted w i t h po l i c y development. Two p h i l o s o p h i c a l s t a t e ­ ments u n d e r girded the w o r k of the Program: Ba s i c I n s t r u c ­ tional P o l i c y for the M i c h i g a n C u r r i c u l u m P r o g r a m and A S t a t ement of Ba s i c P h i l o s o p h y R e g a r d i n g Pub l i c E d u c a t i o n in M i c h i g a n . C o n cerns and A c t i v i t i e s The M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m s u p ­ ported and he l p e d to implement the State D e p a r t m e n t of Public Instruction p h i l o s o p h y of local control c o u p l e d w i t h a service con c e p t of e d u c a t i o n a l leader s h i p at the state level. As committees pla n n e d activi t i e s and d e v e l o p e d s p e ­ cific products, they c o o p e r a t e d w i t h a w i d e v a r i e t y of professional and o t h e r groups in the state on projects of m utual interest. The P r o g r a m sought w a y s to upgrade teacher e d u c a ­ tion in the state and to increase teachers' ticipating in c u r r i c u l u m development. skills in p a r ­ The coo p e r a t i v e approach at both the local and state level w a s e m p h a s i z e d throughout the Program. Lay p a r t i c i p a t i o n b e c a m e an important part of the P r o g r a m and supported the communit y school concept. 315 R e s e a r c h was e m p h a s i z e d as o n e e l e m e n t in c u r r i c ­ ulum planning. L o c a l school d i s t r i c t s w e r e e n c o u r a g e d to d e v e l o p r e s e a r c h p r o j e c t s as a b a s i s for m a k i n g decisions. The four c r i t e r i a d e v e l o p e d by Alexander^- p r o v i d e a f r a m e w o r k for l o o k i n g at the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m for c o n s i s t e n c y a n d for i d e n t i f y i n g the m a j o r c h a r ­ a c t e r i s t i cs of the Program. I. Local e d u c a t i o n a l w o r k e r s should have u l t i m a t e r e s p o n s i b i l i t y for selecting the p r o c e d u r e s they w i l l f o l l o w in local p r o g r a m s to improve i n s t r u c t i o n ,~2 T h r o u g h o u t the e n t i r e 33- y e a r h i s t o r y of there was a d h e r e n c e to this criterion. However, the P r o g r a m this did not m e a n that the Program' s u p p o r t e d an i s o l a t i o n i s t po i n t of v i e w for local school districts. Q u i t e the o p p o s i t e was true since the P r o g r a m prov i d e d for the i n v o l v e m e n t of the w i d e s t possible g r o u p in s t u d y i n g the d e v e l o p i n g local c u r r i c u l u m programs. The P r o g r a m so u g h t to p r o v i d e s t i m u l a t i o n and a s s i s t a n c e to local school d i s t r i c t s so that the b e s t po s s i b l e d e c i s i o n s w e r e m a d e at the local level. II. E a c h p r o g r a m d i r e c t e d towards i m p r oving i n s t r u c ­ tion in a p a r t i c u l a r d i v i s i o n or d i v i s i o n s of the school s y s t e m should p r o v i d e m e a n s of f a c i l i ^ t ating local study, e x p e r imentation, a n d a p p r a i s a l . The M i c h i g a n C o o p e r a t i v e C u r r i c u l u m Program, its i n c e ption and t h r o u g h o u t its history, "^Alexander, State L e a d e r s h i p . ^Ibid., p. 33. ^Ibid. from sought to sti m u l a t e 316 local c u r r ic u l u m development. The first b u l l e t i n p r e ­ pared by the Program signaled the change from a m a n d a t e d state course of study to a guide for local deci s i o n making. All projects of the Program w e r e direc t e d at strengtheni n g local curriculum development. All levels of educa t i o n a n d interested groups wo r k e d on common concerns. The major d e m o n s t r a t i o n - r e s e a r c h projects were direc t e d at increasing c i tizen involvement in studying c o m m u n i t y and educationa l problems, increasing the competencies of those wor k i n g at the local level, providing in-service e x p e riences for teachers to increase their skills, and assisting schools to m a k e their p rograms responsive to the needs of the clients they serve. The P r ogram had a strong commit m e n t to r e s e a r c h and continual appraisal of instructional programs as well as evaluatio n of the P r ogram itself. Ill. The improvement of instruction should be regarde d as a common problem of all groups of educational workers, and provision should be m a d e for s e c u r ­ ing and coordinating each group's c o n t r ibution towards solving the p r o b l e m .! The Mich i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m provided a v e hicle for professional educators from all levels of e d u ­ cation to work on common concerns. T h e P r o g r a m began as six educators were asked to assist the State D e p a r t m e n t of Public Instruction to m e e t its r e s p o nsibility for improving instruction in the schools of the state. XIbid., p. 37. N e a r the end of 317 the P r o g r a m o v e r 900 i n d i v i d u a l s w e r e w o r k i n g c o o p e r a t i v e l y w i t h i n the Program. E d u c a t i o n a l g r o u p s c o o p e r a t e d w i t h the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m on m a n y jo i n t p r o ­ jects . The Michigan Cooperative Curriculum Program went beyond the p r o v i s i o n s of this cr i t e r i o n . fessional educators work N o t o n l y did c o o p e r a t i v e l y w i t h i n the Program, but r e p r e s e n t a t i v e s from e d u c a t i o n a l a s s o c i a t i o n s , agencies, interested organizations, joined them in s e e k i n g s o l u t i o n s IV. pro­ state and lay i n d i v i d u a l s to c o m m o n problems. P r o v i s i o n should be m a d e for s e c u r i n g e v i d e n c e c o n c e r n i n g the type of ser v i c e n e e d e d by the l ocalities, and for m o d i f y i n g state d e p a r t m e n t a c t i v i t y a c c o r d i n g to such e v i d e n c e J The M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m so u g h t to be r e s p o n s i v e to the needs of schools of the state. P r o g r a m r e s p o n d e d by a d d i n g new e l e m e n t s the Program, c h a n g i n g P r o g r a m emphases, The to the s t r u c t u r e of and p r o v i d i n g n e w n eeds a s s e s s m e n t for the state e d u c a t i o n agency. In the final y e a r s of its o p e r a t i o n the P r o g r a m s o u g h t to i n f l u e n c e the State D e p a r t m e n t of E d u c a t i o n r e g a r d ­ ing the type of s e r v i c e n e e d e d b y l o c a l s c h o o l s . W h e n v i e w e d a g a i n s t these four c r i t e r i a the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m a p p e a r e d 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 y of p r o v i d i n g s e r v i c e to l o c a l school ^Ibid. , p. 39. 318 d i s t r i c t s and had the e s s e n t i a l c h a r a c t e r i s t i c s of a c o o p ­ e r a tive program. Fi n d i n g s S everal i n f e r e n c e s m a y be d r a w n f r o m this study of the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m as a s t a t e - w i d e e f f o r t to s t i m u l a t e local c u r r i c u l u m d e v e l o p m e n t . This study a l s o serves to v e r i f y some of the c o m m o n a s s u m p t i o n s about the Program. T h e m a j o r findings are g e n e r a t e d from the q u e s t i o n s r a i s e d in the initial c h a p t e r of this study. 1. Inception. The Michigan Cooperative Curriculum P r o g r a m was i n s t i t u t e d as one way for a state e d u c a t i o n a g e n c y to improve the q u a l i t y of e d u c a t i o n in the state. It d e v e l o p e d in the t r a d i t i o n of r e b u i l d i n g w h i c h f o l l o w e d the d e p r e s s i o n of the 1930's. It b e g a n as an a t t e m p t to u n i t e the c i t i z e n s of the state b e h i n d e d u c a t i o n and to improve the q u a l i t y of i n s t r u c t i o n in the s c h o o l s . The P r o g r a m h e r a l d e d the b e g i n n i n g of a c o o p e r a t i v e a p p r o a c h to solving c u r r i c u l a r p r o b l e m s as the a s s i s t a n c e of e d u c a t o r s from a c r o s s the state w a s sought to w o r k on c o m m o n problems. 2. Responsiveness to C u r r e n t I s s u e s . The Michigan C o o p e r a t i v e C u r r i c u l u m P r o g r a m g r e w o u t of a c o n c e r n for c u r r e n t p r o b l e m s and issues and r e m a i n e d r e s p o n s i v e to c u r ­ rent issues t h r o u g h o u t its history. P r o g r a m foci c h a n g e d as the P r o g r a m c o n t i n u e d to r e m a i n r e s p o n s i v e to c u r r e n t e d u c a t i o n a l and social issues. C o m m i t t e e s t r u c t u r e and the charges to the commit t e e s r e m a i n e d fluid t h r o u g h o u t the 3X9 life of the P r o g r a m and r e f l e c t e d c u r r e n t issues. During the e n t i r e h i s t o r y of the P r o g r a m there w a s no a t t e m p t to b e c o m e a st a t i c b u r e a u c r a t i c institution. Self-evaluation and a p p r a i s a l e f f o r t s u n d e r t a k e n by the P r o g r a m w e r e d e l i b ­ erate a t t e m p t s n o t to be s e l f - p e r p e t u a t i n g . By s t i m u l a t i n g local c u r r i c u l u m study and d e v e l o p m e n t w h i c h c o n s i d e r e d local p r o b l e m s and conditions, the P r o g r a m e n c o u r a g e d all levels of c u r r i c u l u m p l a n n i n g to be r e s p o n s i v e to c u r r e n t issues. 3. M o d e of I n v o l v e m e n t . The Michigan Cooperative C u r r i c u l u m P r o g r a m was an e f f e c t i v e v e h i c l e for i n v o l v i n g a w i d e range of in d i v i d u a l s lems . Participants in the s o l u t i o n of c o m m o n p r o b ­ in the P r o g r a m c a m e u l t i m a t e l y levels of education, p r o f e s s i o n a l asso c i a t i o n s , cies, and mittee organizations, interested from all state a g e n ­ individuals. The com­ s t r u c t u r e and m e m b e r s h i p c o m p o s i t i o n of the c o m m i t ­ tees t r a n s c e n d e d t r a d i t i o n a l The P r o g r a m p r o v i d e d i n s t i t u t i o n a l and r o l e b o u n d a r i e s . the o p p o r t u n i t y to c o o r d i n a t e the e f forts of g r o u p s and o r g a n i z a t i o n s h a v i n g c o m m o n c o n c e r n s about e d u c a t i o n . The w i d e i n v o l v e m e n t p r a c t i c e d b y the P r o g r a m a lso p r o v i d e d an informal v e h i c l e for p r o f e s s i o n a l e x c h a n g e of ideas a n d a c o m m u n i c a t i o n s n e t w o r k to d i s s e m i ­ nate i n f o r m a t i o n about e m e r g i n g p r a c t i c e s in education. issues and p r o m i s i n g n e w L a y p a r t i c i p a t i o n was e n c o u r a g e d in s t u d y i n g e d u c a t i o n a l p r o b l e m s at the local level very b e g i n n i n g of the Program. from the As the P r o g r a m develo p e d , 320 representatives from b o t h the c o m m u n i t y at large and i n t e r ­ ested groups were added to the var i o u s c o m m i t t e e s , thus providing the o p p o r tunity for lay individuals to have input at the state level on c u r r i c u l u m development. 4. Nature of A c t i v i t i e s . inception, was task oriented. The Program, from its The P r o g r a m utili z e d a w i d e va riety of techniques and m e t h o d s to achieve its purposes. Committees were encouraged to be r e s o u r c e f u l in selecti n g the m o s t appropriate m e t h o d for having an impact at the local level. For example, depen d i n g on the des i r e d o u t ­ comes, committees conducted conferences, shops, prepared publications, sponsored and encouraged d e m o n s t r a t ion-research projects, condu c t e d surveys, sulted w i t h individuals and groups, ments, sponsored w o r k ­ con­ issued position s t a t e ­ and participated in e v a l u a t i o n projects. 5. Philosophy. The M i c h i g a n Coo p e r a t i v e C u r r i c ­ ulum Program supported the concept of local control as a sound basis for bringing about desi r e d changes in the programs of the schools of the state. T h e Pro g r a m served as an extension of the state educa t i o n agency as they w o r k e d to p r ovide the appropriate leader s h i p to support this concept. The Department of Public Instruction was service o r i e n t e d rather than prescription oriented. The P r o g r a m prov i d e d a basis for dealing with common concerns at both the state and local levels. 321 6. L e a d e r s h i p and I n s e r v i c e . P a r t i c i p a t i o n in the P r o g r a m p r o v i d e d a v e h i c l e for i d e n t ifying a n d d e v e l ­ oping local leadership. m i t t e e meetings, workshops, T h e e x p e r i e n c e s p r o v i d e d in c o m ­ plan n i n g sessions for c o n f e r e n c e s and p r e p a r i n g publications, and o t h e r c o m m i t t e e activi t i e s prov i d e d an inservice e d u c a t i o n a c t i v i t y for the individuals serving 7. in the Program. Evaluation. The Michigan Cooperative Curriculum P r o g r a m w a s cre a t e d on a n emphasis of e v a l u a t i o n w h i c h remai n e d a strong ele m e n t in the P r o g r a m throug h o u t its history. D e m o n s t r a t i o n - r e s e a r c h p r o j e c t s w e r e an impo rtant e l ement of the P r o g r a m as a m e a n s of s t i m u l a t i n g local c u r ­ ri c u l u m development. Local school d i s t r i c t s w e r e c o n ­ tinually e n c o u r a g e d to u n d e r t a k e r e s e a r c h projects as an im p o rtant c o m p o n e n t of local c u r r i c u l u m development. F r o m its b e g i n n i n g the P r o g r a m u s e d a v a r i e t y of e valua t i o n techniques to improve the opera t i o n of the P r o g r a m and m a d e m o d i f i c a t i o n s based on the findings r e s u l t ­ ing from the use of these techniques. 8. Needs A s s e s s m e n t . The M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m p r o v i d e d an o n - g o i n g needs a s s e s s m e n t in the state. G u i d a n c e w a s provi d e d by the P r o g r a m for b a s i n g local c u r r i c u l u m d e v e l o p m e n t on the needs of the learner, the community, at large. and u n d e r s t a n d i n g s d r a w n from the p r o f e s s i o n T h e P r o g r a m p r o v i d e d an o p p o r t u n i t y for state- level g o v e r n m e n t to be m a d e aware of the needs and c o n c e r n s 322 at the local level. A t the same time, the P r o g r a m prov i d e d individuals w i t h a w i d e ba c k g r o u n d from across the state a v e h i c l e for h a v i n g input into state-level policies. 9. Department Relationships. The M i c h i g a n C o o p e r ­ ative C u r r i c u l u m P r o g r a m was created by an ele c t e d State S u p e r i n t e n d e n t of Public Instruction as a m e a n s of a s s i s t i n g the state e d u c a t i o n ag e n c y to c a r r y o u t its r e s p o n s i b i l i t i e s to the schools of the state. Par t i c i p a n t s served at the p l e a s u r e of the State S u p e r i n t e n d e n t of Public Instruction. The P r o g r am w a s b o t h advi s o r y to the State S u p e r i n t e n d e n t of P u blic I n s t r uction and ac t i o n oriented as programs w e r e developed. 10. A r e a s of E m p h a s i s . The Mich i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m m a i n t a i n e d at least three emphases th r o u g h o u t its existence: (2) (1) c i t i z e n s h i p education, the c o m m u n i t y school concept, and (3) inservice e d u c a ­ tion. C i t i z e n s h i p e d u c a t i o n w a s a m a j o r thrust of the Program. Wide i n v o l vement at the local level in the p r o ­ cess of e d u c a t i o n was v i e w e d as a means of m a i n t a i n i n g s u pport for education. T h u s an informed and broadly e d u cated c i t i z e n r y was necessary. The c o m m u n i t y school conc e p t was another m a j o r emphasis of the Program. people, Since the schools be l o n g to the it is a p p r o p r i a t e that the schools serve all levels of need and involve the c o m m u n i t y in ma k i n g decisions a b o u t 323 the p r o grams offered by the schools. The schools should be a c enter of c o m m u n i t y a c t i vities serving the needs of its clients. I nservice e d u c a t i o n was one of the first concer n s identified and c o n t i n u e d to be a m a j o r thrust of the P r o ­ g r a m t h r o ughout its history. Based on the belief that teachers should be an integral p a r t of c u r r i c u l u m d e v e l o p ­ m e n t at the local level, the Pro g r a m sought ways to upg r a d e and improve their skills. T h e s e three m a j o r emphases w e r e co n s i s t e n t w i t h the c o n c e p t of locally b a s e d c u r r i c u l u m d e v e l o p m e n t and were a t t empts to provide a s s i s t a n c e and service to local c o mmunities as they w o r k e d to streng t h e n their own schools. W hile the Program began o r i g i n a l l y to help solve a s p e ­ cific set of problems faced by the state, the P r o g r a m remained sensitive to the needs of the citizens of the state and conti n u e d to be a veh i c l e for m e e t i n g changing needs. 11. Discontinuance. Just as the M i c h i g a n C o o p e r ­ ative C u r r i c u l u m P r o g r a m was created in resp o n s e to man y stimuli, the d i s c o n t i n u a t i o n of the P r o g r a m m a y be a t t r i b ­ uted to m o r e than one factor. The Program failed to ma k e the transition from bein g the creat i o n of an elected State S u p e r i n t e ndent of Public I n s t ruction to a p r o g r a m of the State Board of Education. Un d e r the new C o n s t i t u t i o n the State Board of E d u c a t i o n w a s the polic y - m a k i n g g r o u p and 324 the P r o g r a m did not m a k e the transi t i o n to that group. the same time, At the State Board of Educa t i o n and the State S u p e r i n t e ndent of Public Instruction appointed by the Board did n o t a ppear to have the same commit m e n t to the conce p t of local control as had the State S u p e r intendents of Public Instruction since the b e g i nning of the Program. W i t h the e nlarged State Department of Educa t i o n under the State Board of E d u c a t i o n came a p h i l o s o p h y of greater central i z e d d e c i s i o n ma k i n g and an apparent belief that m a n y of the Department responsibilities could not be d e l e gated or shared. The committees of the M i c h i g a n C o o p e r a t i v e C u r r i c ­ ulum P r o g r a m came to be vi e w e d largely as advisors to the profe s s i o nal staff of the State Depart m e n t of Education and the activities carried out by the committees were seen more p r o p e r l y as the responsibility of the professional staff of the Department. Wi t h i n the Depart m e n t of Educ a t i o n there was a lack of time allocation to the activities of the P r o g r a m and the goals of the P r o g r a m were d i f f icult to m e asure in terms of the emerging dem a n d s for accountability. Thus the philosophy of the State D e p a rtment of E d u c a t i o n could not a c c o m modate a large c o o p e rative pro g r a m which e n g aged in a wide variety of activities w i t h o u t restrict i v e a dministrative controls. 325 Recommendations O u t o f this study come several r e c o m m e n d a t i o n s for the i m p r o v e m e n t a n d s t i m u l a t i o n of c u r r i c u l u m d e v e l o p m e n t in Michigan. 1. State-Wide P r o g r a m . The State D e p a r t m e n t of E d u c a t i o n should r e - i n s t i t u t e a b r o a d l y b a s e d c o o p e r a t i v e c u r r i c u l u m p r o g r a m for the state o f Michigan. a need There exists for a s t a t e - w i d e forum w h e r e e d u c a t i o n a l groups, institutions, and i n t e r e s t e d c i t i z e n s m a y w o r k c o o p e r a t i v e l y on e d u c a t i o n a l p r o b l e m s fa c i n g b o t h the state and local c o m ­ munities . T h e r e is a need for r e - e s t a b l i s h i n g the c o o p e r ­ a tive a p p r o a c h to c u r r i c u l u m d e v e l o p m e n t at the state level w h i c h the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m so u g h t to i m p l e m e n t . 2. Records. The e x i s t i n g rec o r d s of the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m should b e d e p o s i t e d in the A r c h i v e s of the state of M i c h i g a n and s y s t e m a t i c use o f the A r c h i v e s should be in s t i t u t e d by the S t a t e D e p a r t m e n t of E d u c a t i o n so that a p p r o p r i a t e r e c o r d s a r e preserved. a p p r o p r i a t e that r e c o r d s be m a i n t a i n e d and a v a i l a b l e It is to a s s i s t in the study of e d u c a t i o n eff o r t s at the state level. 3. Philosophy. The St a t e Bo a r d of E d u c a t i o n s hould state c l e a r l y and c o n c i s e l y a p h i l o s o p h y of e d u c a t i o n for the state w h i c h d e f i n e s m o s t a p p r o p r i a t e r o l e s for the state and local school districts. S u c h a s t a t e m e n t should stress the c o o p e r a t i v e a s p e c t s of this r e l a t i o n s h i p and 326 ma x imize the extent of local control and decision making. A strong central agency and m a x i m u m local control m a y not be incompatible; strong central leadership based on p r o v i d ­ ing service and assistance is necessary in order to fully realize the benefits of local control and involvement. Suggestions for Further Research This study has been a d e s c r iptive history tracing the major components of the M i c h i g a n Cooperative Cu r r i c u l u m Program through its 3 3 years of operating as a state-wide pr ogram of curriculum improvement. Since it was not the intention to consider in detail all of the aspects of the Program, several specific areas should be given attention by further in-depth study: 1. Leadership. To what extent has the Michigan C ooperative Curric u l u m Program been a vehicle to generate leadership at the local, state, and national level? Further study is needed to identify those individuals who were associated with the Program and have assumed prominent leadership positions both in the state of Mich i g a n and across the nation, and to determine the extent to which participation in the Program has influenced the developm e n t of this leadership. 2. Publications. To what extent were the p u b l i c a ­ tions of the Michigan Cooperative Curric u l u m Pro g r a m useful at various educational levels to stimulate local curric ­ ulum development? Further research is needed to determine 327 if specific publ i c a t i o n s m e t the needs for w h i c h they w e r e designed. 3. Activities. To w h a t ex t e n t w e r e specific activities spons o r e d by the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m e f f e ctive in b r i n g i n g a b o u t the d e s i r e d p l a n n i n g and changes at the local school d i s t r i c t level? Further study is ne e d e d to a s c e r t a i n the degree to w h i c h c o m m i t t e e a ctivities m a d e an impact o n c u r r i c u l u m d e v e l o p m e n t at the local level. 4. Committee Influence. To w h a t e x t e n t w e r e the a ctivities of a single c ommi t t e e i n f l u ential at the local level in brin g i n g a t t e n t i o n to specific identi f i e d concerns a nd in m a k i n g an impact on local p l a n n i n g and programs ? It would be a p p r o priate to study the w o r k of speci f i c c o m m i t ­ tees over a pe r i o d of time to d e t e r m i n e the m o s t effec t i v e m e t hods of stimulating local cu r r i c u l u m d e v e l o p m e n t and to study in greater d e p t h the activi t i e s a specific commi t t e e undertook in m e e t i n g the purp o s e s of the Program. 5. Involvement. involvement of individuals To w h a t ex t e n t did the w i d e from across the state influence the d e v e l o p m e n t of specific a t t i t u d e s and conc e p t s in e d u ­ c ation across the state? Fur t h e r studies are ne e d e d to d e t e r m i n e the value of h a v i n g a large number of individuals p a r t i c i p a te in a c o o p e r a t i v e p r o g r a m and to d e t e r m i n e the extent of their influence at the local level. i 328 6. State A g e n c y . To w h a t ex t e n t w e r e the a c t i v i ­ ties of the State D e p a r t m e n t of Public I n s t r u c t i o n and s u b s e q u e n tly the State D e p a r t m e n t of E d u c a t i o n not rela t e d to the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m Pro g r a m effectiv e in bringing about the d e s i r e d plann i n g and changes at the local school d i s t r i c t level? Further study is needed to d e t e rmine if D e p a r t m e n t activities, policies, and r e g u l a ­ tions w e r e c o n s i s t e n t w i t h the M i c h i g a n C o o p e r a t i v e C u r r i c ­ ulum Program. The general findings of this study suggest several additional areas for further investigation: 1. O t h e r State D e p a r t m e n t of E d u c a t i o n C o m m i t t e e s . Further study of commit t e e s e s t a b l i s h e d by the State D e p a r t ­ m e n t of E d u c a t i o n and not associ a t e d w i t h the M i c h i g a n C o o p ­ erative C u r r i c u l u m P r o g r a m should be studied to determine their influence o n the State D e p a r t m e n t of Educa t i o n and from their c o n t r i b u t i o n to the educa t i o n of Michig a n ' s youth and adults. The underlying p h i l osophy and purposes of these committees should be identified and anal y z e d for consis t e n c y with the M i c h i g a n C o o p e r a t i v e C u r r i c u l u m Program. 2. Records. Further study is needed to determine the types of records that should be m a i n t a i n e d in s t a t e ­ wide c u r r i c u l u m i m p r o vement programs. to be realized, For m a x i m u m benefits records of the programs m u s t be available and a d e quate for refer e n c e and study by cu r r i c u l u m work e r s from all levels of education. 329 3. Local C u r r i c u l u m D e v e l o p m e n t . Further investi­ gation is su ggested to d e t e r m i n e the m o s t e f f e c t i v e s t a t e ­ wide approaches to s t i m u lating local c u r r i c u l u m development. A compar a tive study c o n t r a s t i n g s t a t e - w i d e p h i l o sophies for e n c o u raging local c u r r i c u l u m d e v e l o p m e n t w o u l d help to d e t e r m i n e w h i c h a p p r oaches foster the g r e a t e r de g r e e of local initiative. APPENDICES 330 t APPENDIX A FOUR DEPARTMENT OF PUBLIC INSTRUCTION POLICIES 331 APPENDIX A F O U R DEPARTMENT OF PUBLIC INSTRUCTION POLICIES Inclusive Concepts Basic to General and Vocational Education! The recent stress u p o n the d e v e l opment of c o m p r e h e n ­ sive programs of community education has emphasized the fact that the ultimate objective of vocational and general education is the same. The ultimate objective is properly c o n ­ ceived as the equipment of individuals w i t h such social skills and attitudes as are needed by individuals who m u s t function in o u r democratic social life. There is evidence of general agreement that any activity in w h i c h the student engages and the eventuating skills are properly interpreted in terms of their contribution to the development of social personality and social efficiency. Economic efficiency is properly included in the equipment of an individual for social life. The Department of Public Instruction w i t h the State Board of Control for Vocational Educa t i o n is charged wit h educational leadership in a wide range of educational si t ­ uations . Coordination and common direc t i o n are directly affected by the basic assumptions underlying supervision and o t h e r leadership activities. In order that agents of the Department of Public Instruction m a y employ a common set of assumptions and a common philosophy, a study has been made of the relation of general education to vocational education. This study revealed the fact that there was a very common agreement upon fundamental issues in this area. In the first place, everyone agreed upon the student as a focal point in evaluating the effectiveness of education. In the second place, it was discovered that there was common agreement that a natural dependency existed between general educa t i o n and vocational education. This depend e n c y and the implications for administration and supervision w h i c h follow upon it are covered in seventeen generalized statements of import to all educators. The significance of these statements is magn i f i e d by the fact that they represent the effectual basis of s u p e r ­ v i sion as it will be carried o u t by various agents r e p r e s e n t ­ ing the Department of Public Instruction. These statements were developed in various conferences and were finally submitted to a representative group of p r o ­ fessors in teacher educating institutions, of school people Michigan, Department of Public Instruction, The Michigan Curriculum Program: Third Report of Progress, Bul­ letin No . 311 (Lansing: Department of Public instruction, 1939). 332 \ 333 working in community situations, a n d of m e m b e r s of the Department. It is hoped that these statem e n t s w i l l bec o m e the subject of considerable study a n d d i s c u s s i o n b y fac ulty groups. 1. The basic social objectives of g e n e r a l e d u c a t i o n are also basic to all parts of the s e c o ndary program. 2. The values of general e d u c a t i o n should b e conce i v e d as basic to vocational education. 3. Local school a d m i n i s t r a t i o n should be u n p r e j u d i c e d in r egard to either general or v o c a t i o n a l education. 4. Educational s u p e r vision should be p r o v i d e d for all young people through the fourte e n t h grade. Some form of educational s u p e rvision should be prov i d e d for m a n y adults. 5. The rela t i o n s h i p of the Depart m e n t to local agencies should be first to the entire school district, and only secondarily to some specific class or pro g r a m w h i c h is to be rewarded... 6 . A vocational name is m i s l e a d i n g w h e n app l i e d to an entire school, for example. Rural A g r i c u l t u r a l o r Smith-Hughes, that is not p r e d o m i n a n t l y vocational. In general, there should be less stress o n state and federal control of educa t i o n except as to c e r t a i n f i s ­ cal and legislative m a t t e r s . 7. The local school a d m i n istrator should be seen as h a v ­ ing the same rela t i o n s h i p to all a i d e d classes as to all other classes. 8 . No restrictive influences should be introduced into the rewarding of programs such as r e s t r ictions o n the nature of projects or narr o w l y prescr i b e d courses of study. 9. Vocational emphasis should in all cases be pl a c e d u p o n the last few semesters of the p e r i o d of gen e r a l e d u c a ­ tion of the individual. 10. The community complex should be c o n s i d e r e d the m a t r i x for all curriculum planning. 11. Responsibility for the quality of i n s t r uction and the nature of curriculum offerings should be d e l e g a t e d to local professional administrators. 12. Professional aid from the D e p a r t m e n t should be o n the service basis rather than o n any basis of d i r e c t c o n ­ trol . 13. Teachers should receive b o t h a b r o a d social educa t i o n and an efficient, specializing type of education. 14. It is obvious that e d u c a tional needs a r e b e i n g prope r l y serviced in cases where c u r r i c u l u m o f f e r i n g s are based upon a direct analysis of social situations and pers o n a l needs because of the proxi m i t y of the time w h e n a n individual is to leave s c h o o l . 334 15. 16. 17. Grants of aid should b e awar d e d in terms of e d u c a ­ tional needs of groups of individuals in c o m m u n i ­ ties . In o r d e r to further empha s i z e this prin c i p l e schools should be allowed to q u a l i f y p r o g r e s s i v e l y and should receive financial a s s i s t a n c e in terms of a proje c t e d p r o g r a m which has b e e n c a r e f u l l y and c o o p e r a t i v e l y planned. A i d e d courses should be i n t r oduced and a d m i n i s t e r e d in such a w a y as to enrich the total offe r i n g of the educational institution. The m e c h a n i c - d e s i g n e r conc e p t o f e d u c a t i o n should be supplanted by a concept of crea t i v e a g e n t s . Principles G o v e rning A d m i n i s t r a t i v e Procedure for the State C u r r i c u l u m P r o g r a m -*I. Legal and C o n s t i t u t i o n a l basis for c u r r i c u l u m d e v e l ­ o p ment in M i c h i g a n . E d u c a t i o n in M i c h i g a n is a function of the state. The State C o n s t i t u t i o n says: "Religion, m o r a l ­ ity and k nowl e d g e being necessary to good g o v e r n m e n t and the happi ness of mankind, schools and the m e a n s of e d u c a ­ tion shall forever be encouraged." T h e State C o n s t i t u t i o n d i rects the L e g i s l a t u r e to "continue a system of primar y schools, whe r e b y every school d i s t r i c t in the state shall provide for the educa t i o n of its pupils w i t h o u t charge for tuition." W i t h r e s p e c t to o v e r s i g h t of the schools, the C o n s t i t u t i o n provides for a super i n t e n d e n t of public i n s t r u c ­ tion w h o "shall have general su p e r v i s i o n of public i n s t r u c ­ tion in the state." The autho r i t y to d e t e r m i n e the courses of study in non-city distr i c t s has b e e n c o n f e r r e d o n the s uperi n t e ndent of public instruction by the L e g i s l a t u r e in these terms: "In primary, graded, rural agricultural, and township districts the courses of study shall be p r e p a r e d by the s u p e r intendent of public instruction except w h e n said d istricts are located wh o l l y or p a r t i a l l y w i t h i n a city." The M i c h i g a n Supreme C o u r t has held that w h e n a teacher f o l ­ lowed the course so prescribed, even though she negle c t e d to p e rform the letter of another law w h e r e failure to p e r f o r m was punishable by c a n c e llation of contract, "it ca n n o t be held that, in d o i n g so, she breac h e d the c o n t r a c t as a m a t ­ ter of law." Thus the super i n t e n d e n t is sustained by C o n ­ stitution, Legislature, and Supreme C o u r t in his author i t y to have supervision of the public schools, and is requ i r e d to e x e rcise this authority, among other ways, by de t e r m i n i n g the course of study in all school districts ex c e p t those lying w h o l l y or partially in cities. 1lbid. 335 I I . I n t e r pretation of state r e s p o n s i b i l i t y . The school d i s trict is a state agency, of l e g i s l a t i v e creation; and the educational affairs conf i d e d to it m u s t be m a n a g e d for the general good. Such has b e e n the l e g i s l a t i v e intent. Obviously, therefore, pu b l i c e d u c a t i o n is a cooperative enterprise bet w e e n state and district. T h e teachers wh o have personal cont a c t w i t h the c o m m u n i t y are b e s t able to judge the e d u c a tional needs of those who live in it, a n d it therefore follows that the e x e c u t i v e r e s p o n s i b i l i t y for the c u r r i c u l u m should be in the school district. The "general supervision" of the s u p e r i n t e n d e n t of public instruction, required by the Constitution, is e x e r c i s e d in a p p r aisal and planning. The D e p a r t m e n t of Pu b l i c I n s t r u c t i o n vi e w s its primary o bject i v e s as the d e v e l o p m e n t of a gen e r a l awareness to the nature of the task of the school, and the d e v e l o p m e n t of leade r ship w i t h i n school d i s t r i c t s by m e a n s of wh i c h the aims of the school m a y be r e a l i z e d to the fullest. It o f f e r s guidance to school distr i c t s in the i m p r o vement of their own curricula. It judges the w o r t h of the state school system by m eans of reports, conferences, visits, and correspondence. Recommendations are m a d e b y the D e p a r t m e n t to school d i s ­ tricts on m a t t e r s of local concern, and to the L e g i s l a t u r e o n e ducational issues that aff e c t the entire state. III. F u n c t i o n of the State in c u r r i c u l u m d e v e l o p m e n t . The state has deleg a t e d e x e c utive a u t h o r i t y for carr y i n g out the e ducational program, w i t h i n cer t a i n p r e s c r i b e d limits, to the l o c a l .school unit. The func t i o n of the D e p a r t m e n t of Public I n s t r uction w i t h res p e c t to c u r r i c u l u m is therefore prima r i l y d e v e l opmental rather than executive in character. T he p urpose of the M i c h i g a n p r o g r a m of c u r r i c u l u m d e v e l ­ o p ment is that of helping all those w h o are engaged in e d u ­ cation to study the task of the school today a n d to p l a n the experiences and activities through w h i c h the aims of the school m a y be real i z e d m o r e completely. IV. Scope of the c u r r i c u l u m p r o g r a m . The state c u r ­ r i c ulum p rogram embraces the e d u c ative process in all its relationships involving public education. V. A d m i n i s t r a t i v e m e t h o d s to be used in the state p r o g r a m . The D e p a r t m e n t should: 1. A s sist schools in the c o n t i n u o u s va l i d a t i o n of o bjectives in terms of social a n d individual needs. 2. A s s i s t schools in acqui r i n g g r e a t e r p r o f i ciency in the selection o f 'a p p r o priate lear n i n g a c t i v i t i e s . 3. A s s i s t schools in p e r f e c t i n g e v a l u a t i o n procedures. 4. O rient and as s i s t local c u r r i c u l u m studies. 5. A s s i s t schools in the use and interpretation of l ocally-obtained data. 6 . Make valu a b l e c u r r i c u l u m m a t e r i a l s available to local g r o u p s . 336 7. 8. 9. 10. 11. 12. 13. E n c o u r a g e the e s t a b l i s h m e n t a n d p r o p e r use of d e m o n ­ s t r a t i o n centers. S eek to c o o r d i n a t e the e f f o r t s o f all o r g a n i z a t i o n s h a v i n g c u r r i c u l u m interests. A i d in b r i n g i n g t o g e t h e r the f i n d i n g s of e x i s t i n g e d u c a t i o n a l r e s e a r c h and in e n c o u r a g i n g t e a c h e r s to m o d i f y t h e i r t e a c h i n g p r a c t i c e s in the li g h t of these findings. E n g a g e in e x p l o r a t o r y a c t i v i t i e s to d i s c o v e r a r e a s in w h i c h r e s e a r c h should b e un d e r t a k e n , and c a r r y o n or e n c o u r a g e r e s e a r c h in those areas. T a k e r e s p o n s i b i l i t y for p r o m o t i n g the e x c h a n g e of ideas a m o n g schools. P a r t i c i p a t e in r e g i o n a l c u r r i c u l u m studies. A i d the sch o o l s in the so c i a l i n t e r p r e t a t i o n of education. Policy Dealing with Curriculum Activities of P r o f e s s i o n a l I n t e r e s t G r o u p s ^ T h e C u r r i c u l u m S t e e r i n g C o m m i t t e e r e c o g n i z i n g the im p o r t a n c e of spe c i a l p r o f e s s i o n a l g r o u p s p r o p o s e s the f o l ­ lowing p o l i c y statem e n t s as a b a s i s for c o o r d i n a t i o n and cooperation: I. R e c o m m e n d a t i o n to all such gr o u p s P r o f e s s i o n a l o r g a n i z a t i o n s miv-ht w e l l e n g a g e their m e m b e r s h i p s in stu d i e s of the i m p l i c a t i o n s for t e a c h i n g in their p a r t i c u l a r fields of d e v e l o p m e n t s in the f o l l o w i n g areas: a. c h i l d nature and c h i l d needs b. c o n t e m p o r a r y social and e c o n o m i c trends c. superior teaching practices d. r e s e a r c h and e x p e r i m e n t a t i o n e. gene r a l e d u c a t i o n and the u n i f i e d c u r r i c u l u m II. P o l i c i e s g o v e r n i n g the d e v e l o p m e n t of c u r r i c u l u m materials a. P r o f e s s i o n a l g r o u p s i n t e r e s t e d in r e c o m m e n d i n g m a t e r i a l s for i n c l u s i o n in c o u r s e s of study should be e n c o u r a g e d to d e v e l o p s u c h m a t e r i a l s in c l o s e c o o p e r a t i o n w i t h the State D e p a r t m e n t and in a c c o r d a n c e w i t h the i n s t r u c t i o n a l p o l i c y ba s i c to the state c u r r i c u l u m program. b. For p u r p o s e s of g e n e r a l i n t e g r a t i o n it is d e s i r ­ able t h a t the C u r r i c u l u m S t e e r i n g C o m m i t t e e be i n f o r m e d of the p r o g r e s s o f studies and t h a t a r e q u e s t be m a d e for the a s s i g n m e n t o f a XIbid. 337 c. d. representative to advise w i t h committees responsible for such studies. All prospective curriculum bulletins should be submitted to the C u r r i c u l u m Steering Committee for approval before publication. A l l c u r r iculum bulletins that affect m o r e than one subject field should be reviewed in te n t a ­ tive form by representatives of all special groups c o n c e r n e d . Department Poiicy Fundamental -to Relationships w i t h Local S c h o o l s -*1. The r elationships of the Department w i t h local schools are based upon the service concept of educational le a d e r ­ ship* . This concept is inclusive and democratic and should take precedence over such concepts as inspection, supervision, direction, the d i s s e mination of "rulings" or d irect evaluation of local programs by outside a g e n ­ cies . 2. It is appropriate that the Department deal at all times w i t h total educational needs of a given school system. This implies that departments or courses will not be treated as units but as parts of a total educational o f f e r i n g of a given school. This in turn means that the D epart m e n t is concerned w i t h unmet educational needs as w e l l as the effectiveness of the present program. 3. The local community is responsible for planning, e x e c u t ­ ing, and appraising its educational o r g a n ization and curriculum. The Department functions by supplementing local guidance and leadership in the planning and appriasing activities. 4. C r i teria for the planning, improving and appraising of educational programs should be der i v e d from the c o m m u ­ nity. This implies that the community is the basic social institution and the source of social values. E d u c a tional recommendations should be developed and tested by such community values. 5. The D epart m e n t is primarily concerned with constant improvement in the use of facilities and personnel rather than in mee t i n g of relatively static standards. XIbid. 338 6. E v a l u a t i o n of local p r o g r a m s shall b e m a d e in terms o f l o c a l obj e c t i v e s . 7. T h e p r o g r a m of c o n s u l t a t i o n o f the D e p a r t m e n t c o m p r e h e n d s p r a c t i c a l l y the e n t i r e p r o f e s s i o n a l m e m b e r s h i p of the D e p a r t m e n t and o p e r a t e s as a u n i t so far as the local s c h o o l is c o n c e r n e d . The d e t e r m i n a t i o n of the n e e d s to b e m e t and the g e n e r a l a r r a n g e m e n t s for c o n s u l t a t i o n are c o n s i d e r e d to b e the r e s p o n s i b i l i t y o f the local school e x e c u t i v e a c t i n g as a r e p r e s e n t a t i v e o f his c o n s t i t u e n t g r o u p s — the b o a r d of education, the faculty, and the c o m m u n i t y as a whole. 8. The Department will encourage educational institutions o u t s i d e of the c o m m u n i t y such as i n s t i t u t i o n s of hi g h e r e d u c a t i o n and v o c a t i o n a l i n s t i t u t e s to deal d i r e c t l y w i t h i n d i v i d u a l a p p l i c a n t s r a t h e r t h a n w i t h the c o m m u n i t y e d u c a t i o n a l i n s t i t u t i o n , p r o v i d e d that the e d u c a t i o n a l i n s t i t u t i o n should afford servi c e s for i n d i v i d u a l s a n d outside educational institutions. i APPENDIX B BASIC INSTRU CTIONAL POLICY F O R THE MICHIGAN CURRICULUM PROGRAM 339 APPENDIX B BASIC INSTRUCTIONAL POLICY F O R THE MI C H I G A N C U R R I C U L U M P R O G R A M 1 FOREWORD The teaching profession is based on psychology in no small degree, hence confusion in interpreting research in the field of psychology naturally results in a confused set of teaching practices. For the past several years there has been a growing consensus In Michigan in regard to purposes and methods of education. While this area is one in which official rulings should be avoided, it is one in which cooperative action should be encouraged. The Curriculum Steering Committee after three years of operation decided to release its interpretation o f instructional methods. This Committee feels that the statem ent is tentative in the sense that new data are continuously being made available. It is designed as a guide for those engaged in curriculum planning. I am sure all teachers will appreciate this attempt to answer the questions asked by so many of us as we attempt to develop improved practices. Sincerely yours, E u g e n e B. E l l i o t t , Superintendent of Public Instruction Michigan, Depart m e n t of Public Instruction, Basic Instructional Policy for the M i c h i g a n C u r r iculum P r o g r a m , Bulletin No. 314 (Lansing: D e p a r t m e n t of Public Instruction, 1941). 340 341 BASIC INSTRUCTIONAL POLICY FOR THE MICHIGAN CURRICULUM PROGRAM The purpose of the Michigan program o f instructional improvement is that o f helping all those who are concerned w ith education to re­ view the task of the school today and to plan the experiences and activities through which desirable purposes o f public education m ay be realized m ore completely. The state curriculum program proposes to indicate desirable trends and emphases in th e planning o f the cur­ riculum for local units by these units rather than to develop specific state courses of study for use in all schools. The following statem ent presents the point o f view of the program w ith respect to th e pur­ poses, procedures, and organization of instruction. I. What is education for? Education is a major social process. A s such, it is concerned w ith maintaining and improving social living, by which is m eant all activi­ ties of individuals as individuals and as members of groups. Since social living is becoming increasingly complex and is changing with increasing rapidity, education assumes a distinctive and highly sig­ nificant role among the social processes. The school is society’s agency for organized education. It is de­ signed to give each individual the opportunities and guidance for growth th at are appropriate to his stage of development. This means that the school’s relation to the learner should change with his matur­ ity so that increasingly the learner is freed from direction by others and learns to direct intelligently his own continuing self-education. The school should concentrate on the preservation and improvement of the individual, and through him of society. The individual member of society, young or old, should be the focal point of educational effort. The preservation and development of both the individual and society demand that every normal individual de­ velop the abilities and characteristics essential to effective social liv­ ing in a democracy.. These abilities and characteristics translated into aims may be stated a s:1 1. The Objectives of Self-Realization 2. The Objectives of Human Relationship 3. The Objectives of Economic Efficiency 4. The Objectivesof Civic Responsibility These purposes o f education are accepted because they express and implement the ideals of American democracy. II. How shall the decisions be made as to what experiences should be provided for the learner? The broad purposes of education may bo achieved by a wide variety of school activities. The curriculum is the pupil experiences th at are ’Se« Tho F arpon a o f Education in Am erican Ootnooraey, pr«parod bjr th« Educational Pollda* CommUilon, W u h ln g to n , D. C. 1MB, 342 believed to be m ost likely to achieve the desired purposes. The learn­ ing experiences chosen to constitute the curriculum from among the many possible activities should: 1. Sample all major areas o f living 2. Be suited to the purposes, needs, abilities, and special limitations of the individual learner 3. Take account of the characteristics of the local community 4. Be selected cooperatively by all persons involved in the educa­ tional situation 5. Be chosen in the light of such objective evidence as may be ob­ tainable regarding the effectiveness of different types o f expe­ riences in attaining the aims of education State and community planning should provide for continuing study o f the problems involved in making such decisions and should lead to the establishment o f policies in accordance with which classroom plan­ ning may be carried on. These policies should include the decision (a) as to the relative emphasis on experiences in the different areas of living in terms of their probable contribution to educational objec­ tives, and (b) as to the degree and type of participation of agents concerned. Classroom planning should provide for careful selection of the par­ ticular experiences appropriate to the groups and individuals con­ cerned through which they may achieve the purposes o f education. The teacher and the pupils should select with the assistance o f par­ ents and school officials the learning activities for their group in the light o f the five general criteria proposed. III. What types o f experiences and what organization of these expe­ riences bring about the most effective learning? Experience and its interpretation is the basis of learning. To bring about a well-balanced development in the learner, the curriculum needs to include sufficient learning activities of varied types in every major life area. These experiences should be adapted to differences among individuals in every characteristic, including capacity, needs, interests, purposes, and stage of maturation; and also to differences within each individual with respect to his status in different charac­ teristics. Effective learning may be expected in situations where the learning experience is relatively complete and the learner acquires guides for future action. Further, the learning that takes place through a par­ ticular experience depends largely on the degree to which the experi­ ence promotes the attainment o f the current purposes o f the learner. Both organization and motivation for learning grow out o f these cur­ rent purposes. These pupil purposes, however, serve as potent aids to learning rather than as basic determiners of the experiences to be provided. Learning activities need to be both individual and group, because both o f these situations are common in life and ench has a distinctive contribution to make to growth. Likewise, both direct and vicarious 343 experiences need to be provided. Direct experience is essential to the development of basic understandings and controls; it serves as a point o f reference for other and related experiences. Vicarious experience is useful in extending understandings far more widely and quickly than would be possible through direct experience alone. The organization of experiences in the school is secondary in im­ portance to the nature of the experiences themselves. Nevertheless, effective learning is promoted by such organization of experience as utilizes and clarifies relationships. In general, the curriculum should move toward unification, and away from compartmentalized experi­ ences as emphasized by separate subjects. Increasingly the curricu­ lum should be built around major areas and aspects of social living and should consist of large units of experience organized around pupil purposes but designed to achieve the broad objectives of education. Further, the curriculum should provide for continuity of experience that guarantees a sequence meaningful and satisfying to the individ­ ual learner. Grade placement and sequence of experiences should be cooperatively planned on two bases: primarily, the appropriateness to pupil maturity level in interest, need, and ability; and secondarily, the necessity o f developing abilities and attitudes prerequisite to subse­ quent activities. Evaluation is an essential part of learning; it consists of the con­ tinuing process of comparing achievement with objectives through observation or measurement; its purpose is to redirect the educational effort of the learner, the teacher, or the school. IV. What is the role of the teacher in the instructional program? Leadership and guidance by the teacher are imperative. Maturity, preparation, and broad life experience are essential to the leadership necessary in the classroom. The leadership role demands th at the teacher have knowledge and understanding of pupil capacities, needs, and interests. A further requirement is acquaintance w ith the vari­ ous fields of knowledge and culture, including social processes o f the community, together with an understanding of methods of organiza­ tion and presentation. A teacher so qualified is in a position to take large responsibility for providing a stimulating learning environment. The teacher should guide pupils in their purposing, planning, exe­ cuting, and evaluating of learning activities. A s children m anifest in­ terests and purposes of merit, it is the teacher’s place to assist them in discovery of related purposes, and in planning that leads to suc­ cessful accomplishment. This is a cooperative task for teacher and pupils, each supplying his part to insure the highest possible learning experiences for every child in the group. In much the same way the teacher is at hand to aid, to suggest, to stimulate action by pupils in the execution of the plans. Sympathetic encouragement, direct or indirect suggestions of possible ways of accomplishing this or that immediate task, resourcefulness in pointing to possible references and to other sources of help, assistance in m eeting failures—these are some of the ways by which the teacher may lead pupils to grow through carrying out their plans. Evaluation accompanies planning and execution at every stage. As pupils and teacher think and talk 344 together about their accomplishments and failures, better plans and programs of work tend to evolve. This is th e normal process o f growth. V. How can individual parents help to improve instruction? The parent is recognized as the person who has the greatest per­ sonal interest in the proper education of the child. The parent can contribute to th e improvement of learning in three strategic w ays, namely, (a) by helping his child secure school experiences adjusted to his needs and by reinforcing school learning in the home, (b) by supporting all worthy movements designed to improve th e local edu­ cational program, and (c) by enriching the home environment and by planning fam ily activities so that the fam ily situation encourages a variety o f worthwhile learning activities. The parent can aid in fitting the school to the child by continually studying his interests and abilities. Upon an understanding of such factors can be based curricular selections and occupational choices. To serve the child best the home and school should aim at the same goals and should maintain a two-way system o f reporting and conferring concerning the growth o f the child. If the teaching of the school is to be effective in fields like language, diet, and health habits, the home must aid the child to practice what he learns. The interested parent can and should give active support to teach­ ers, administrators, and lay groups who are seeking local adoption o f the best practices known to the profession. Good teachers, good in­ structional procedures, appropriate school housing, adequate supplies of good instructional materials—all are essential to a good program. The parent has a unique responsibility to guarantee for his child a sense of fundamental security. Further, the parent, and the fam ily as a unit, can make a direct contribution by surrounding the child with many learning experiences in the home and neighborhood* and by pro­ viding for fam ily excursions to more remote regions. A s important as the nature and number of experiences is the general tenor o f the home which should foster the growth o f objectivity, creativity, and curios­ ity in the child. The child should be encouraged to work and think independently. Observation and individual inquiry are basic to intel­ lectual growth. The search for truths which lie just beyond the child’s horizon should be encouraged. Parents should feel free to suggest worthwhile learning activities to the school and to volunteer services to aid the school in carrying out certain activities which require as­ sistance by parents. VI. How can community agencies help improve instruction? Educational planning m ust take into account both the lim itations and the potentialities of the culture in which individuals find them ­ selves. Educational planning m ust be, therefore, coextensive with community planning. This implies that all community agencies, in­ cluding organized special interest groups and community govern­ mental departments, should be aware o f the educational implications of community functions and the need for cooperative planning for education. Continuous evaluation of the results o f educational effort 345 is a necessary community process. Adequate community organization for education should include: 1. Continuous study o f the needs o f individuals in the community and o f the programs and facilities for m eeting these needs 2. Provision fo r making available for school use a wide variety of community resources: museums, industrial processes, bulletins, source materials about th e community, libraries, recreational facilities, clinics, and employment agencies 3. Provision o f opportunities for young people increasingly to share . in the planning and adm inistrative activities o f the community by participating in the more serious and important functions of community life 4. Encouragement o f teachers to take an active part in commu­ nity organizations and activities 5. Coordination o f all organized agencies that seek directly to influ­ ence the educational program either within the school or w ith­ out, and th e conscious planning for representation o f all impor­ tant interests on such organized agencies 6. Plans for dealing in a constructive fashion w ith basic lim iting factors in th e environment which retard wholesome grow th and development, such as unemployment, seasonal employment, bad housing, ill health, delinquency, and crime “The democratic problem in education is not primarily a problem of training children; it is a problem o f making a community in which children cannot help growing up to be democratic, intelligent, disci­ plined to freedom, reverent o f the goods o f life, eager to share in the tasks of th e age. A school cannot produce this result; nothing but a community can do so.”— Joseph K. Hart. Suggested U ses o f this Statem ent o f Policy This statem ent has been prepared and is being presented to m eet the frequently expressed request for some organized formulation of the basic point o f view on instruction o f the Michigan curriculum pro­ gram. From its inception this program has been conceived as being a cooperative enterprise in which numerous organizations and agen­ cies concerned w ith the improvement o f education in Michigan m ay work together. Because o f the varied approaches being used, some statem ent o f general direction and emphasis is essential in order to insure unified movement toward accepted goals through activities that appear to possess merit. It is recognized th at any such statem ent o f policy m ust be subject to modification as conditions change and as professional workers see their task more fully. N evertheless, this pol­ icy should form a point of reference for the curriculum activities of the immediate future. 346 This instructional policy m ay be used in a wide variety o f ways. Am ong them m ay be mentioned the follow ing: X. Serve as a point of departure for local school system s engaged in the formulation o f their basic beliefs and judgments with respect to the improvement of their instructional program 2. Provide a common background for the work o f the various sub­ comm ittees o f the program concerned w ith particular aspects o f curriculum development 3. Present to parents and to lay persons generally a system atic statem ent o f the point o f view in the Michigan curriculum pro­ gram in term s o f which these groups may plan their own ac­ tivities of implementation and assistance 4. Provide for professional organizations o f teachers a t various levels and in various subject fields a point o f reference in rela­ tion to which their own programs m ay be fitted 6. Offer to thoughtful teachers a statem ent o f basic educational values against which they m ay check their own educational beliefs and practices 6. Provide for teacher training institutions a pattern o f educa­ tional values which may aid in planning the experiences pro­ vided for the training o f teachers 7. Present the basic instructional ideas o f the curriculum program to lay organizations interested in education, such as the Michi­ gan Council o f Parents and Teachers, the American Associa­ tion o f U niversity Women, and the American Legion 8. Provide lecturers, editors, public officials, and other state agen­ cies w ith a precise statem ent o f educational trends and values as interpreted by the Michigan program 9. Provide a guide to the evaluation o f the purposes and proce­ dures o f an instructional program 10. Serve the Steering Committee as a record o f agreement on basic values APPENDIX C A STATEMENT OF BASIC P H I L OSOPHY REGARDING PUBLIC EDUCATION IN MICHIGAN 347 APPENDIX C A S T A T EMENT OF BASIC P H I L O S O P H Y R E G A R D I N G I PUBLIC E D U C A T I O N IN M I C H I G A N FOREWORD The people of th e State of Michigan, by Constitution and through their Legislature, have traditionally and histor­ ically declared strong faith in education. Few states or countries have worked more diligently to create an adequate and satisfactory system of public education designed to m eet the many and varied needs of the people. The State Superintendent o f Public Instruction is by Constitution and by statute charged with giving leadership to education in all of its aspects. There are essentially two methods by which state leader­ ship may express itself. F irst, the staff of the Department of Public Instruction m ust carry out its leadership respon­ sibilities as effectively as possible, recognizing that it has certain limitations placed upon it with respect to functions and resources, and secondly, strong leadership muBt be given by involving all concerned in a continuous, cooperative and vigorous effort to keep the curriculum up to date and to improve the quality of instruction. There is a fundamental desire on the part o f citizens and educators alike to seek new ways and means by which there can be improvement in instruction and in curriculum. One means o f encouraging this is a statewide program, the Michigan Curriculum Program. It was initiated and created to supplement the work the Department was already doing in this area, and to bring people together—parents, lay citizens, educators, representatives from business, in­ dustry and labor—to improve and evaluate the program of instruction in Michigan schools. This brochure expresses a basic philosophy regarding public education in Michigan, and it attem pts to interpret its meanings and its workings. We wish to express our sincere appreciation to members of th e Curriculum Planning Committee and of the staff of the Department who were involved in the preparation of the manuscript. Michigan, D e p a r t m e n t of Public Instruction, A S t a t e ­ m e n t of Basic P h i l o s o p h y Regar d i n g Public E d u c a t i o n in M i c h i g a n , B u l l e t i n No. 364 (Lansing: D e p a r t m e n t of Pub l i c Instruction, 1960). 348 349 We believe th is publication can be especially useful to teachers who may wish to review their own philosophy and objectives; to superintendents and principals who are responsible for the operation of our schools; to citizens who serve on boards of education; to educational com­ m ittees of lay organizations; and to all who look beyond the immediate horizon and desire the best possible educa­ tional program for our children, youth and adults. We hope the use o f this brochure will help to bring about a unifying and revitalizing effect on the thinking o f Mich­ igan citizens in regard to education. We hope, too, it will be responsible for th e initiation of realistic and vigorous curriculum studies which will result in needed curriculum change and in qualitative improvements in education. S ta te Superintendent of Public Instruction i 350 A STATEMENT OF BASIC PHILOSOPHY The Ideas and thoughts expressed here are not new. What Is new, however, is the effort to restate and reaffirm the basic philosophy under which the Department of Public Instruction functions. Cornerstone Our society is concerned with the dignity of the indi­ vidual and is committed to making available the oppor­ tunities which will permit each person to realize his fullest potential. The reasons for valuing education are obvious. Our goals as a free, democratic society cannot be achieved without an adequate and comprehensive program of uni­ versal education. Michigan is a vast state with many different kinds of communities. Its history began w ith fur trading, lumber­ ing and farming. It then turned to mining and industry and became a giant among the states. Today, Michigan stands with the leaders in many of these fields— thus demonstrating strength through diversity. It is difficult, therefore, to believe that any single person, however experienced and wise, could devise an educational program that would be effective in every one o f the many diverse situations that we find in our state. Acknowledging this, one outstanding feature of the Michigan philosophy is so basic to all the rest that we state it now: Though we strive for common objectives and are united and dedicated to the purpose of educating free men for a dynamic, democratic society, we believe that the program of any school can best be determined by the people living in that school community with the help of competent, experienced educators and technical personnel having a broad, comprehensive knowledge of educational needs at the local, state and national levels. There are those who would use prescribed courses o f 351 study for all school districts. There are also those who contend th at all educational programs should be determined by some central authority either a t the state or federal level. We regard such attem pts at standardization as un­ wise and incompatible w ith th e democratic ideal. W e recognize great diversity, and y et w e are mindful o f many things held in common. We have a common language, a common number system , a common national history and a common hum anity as expressed in art, music and philosophy. Because o f these things w e hold in common and the implications th ey have for any educational pro­ gram, we believe there m ust always be many sim ilarities in th e various curriculums o f th e state. T he Im portance of the Community to Education For too long a tim e it w as thought by some th at a good school could be operated more or less apart from the com­ munity. Regrettably, there are those who still believe this to be possible. We do not think so. We believe th at a good school cannot thrive and grow without th e active support and constructive interest of th e people in th e school com­ munity. We further believe th at th e continued improvement of school programs occurs as people who carry on th ese pro­ grams grow in their understanding o f the purposes of education and the w ays these can be achieved. Local planning, w ith its accompanying involvement of people helps to promote such growth. Varied points of view can contribute to th e development o f more creative and stronger educational programs. Joseph K. Hart, American educator and philosopher, once stated: “The democratic problem in education is not primarily a problem of training children; it is a problem o f making a community in which children cannot help growing up to be democratic, intelligent, disciplined to freedom, reverent of the goods o f life, eager to share in th e tasks o f th e age. 352 A school cannot produce this result; nothing but a com­ munity can do so.” So important and necessary is this relationship between the community and the school that we support what has come to be known aB the community school concept. The school, under this concept, is built through the active participation of the citizens. It is built not just for the young, but to be the center of the community for the use of all. Through the development of the community school, education is seen as a continuing factor in the lives of the people as long as they live. This we feel certain will replace the obsolete notion that when one graduates from or leaves the school, his education comes to an end. Although the school serves primarily those who live in the immediate community, the kaleidoscopic times in which we live make it necessary that we expand our ideas with respect to what really constitutes our community. Today our schools are confronted by problems and situations worldwide in scope and import. We can no longer think of the community in a narrow, local sense, but rather, we must consider the community as a vital part of the global whole. We must even face the fact that in the relatively near future our children may well be interplanetary citizens. The outstanding characteristic of the 20th Century has been that of change. Each succeeding generation finds itself living in a different kind of world. So dynamic, swift, and all-inclusive have been these changes that every aspect of our lives has been affected. These facts must be con­ sidered as school programs are planned. W hat is the Function of the Schools? The school, an institution developed and supported by the people, has proven itself the most practical and demo­ cratic vehicle for providing varied experiences for con­ structive learning for children, youth and adults. Growth is a fundamental force of life and will go on whether or not there are schools. But growth alone and by itself is not enough. Along with growth there m ust 353 be incorporated adequate educational experiences in order th at each individual can become a part o f and contribute to a democratic society. W e have come to believe th at th e ultim ate point o f refer­ ence o f free men Is th e dignity and fulfillm ent o f th e in­ dividual. We further believe th at society is made for man and not man for society. We believe that every youngster should have the opportunity to fulfill his potentialities. Such beliefs as these can exist only in a society which is designed to respect and honor the individual, which has the strength to protect the individual, the richness and diver­ sity to stim ulate and develop the individual, and th e frame­ work of strong basic moral values within which the indi­ vidual can find him self as a person. Such a society as this m ust be truly democratic, and in such a society the school is the great democratizing agent. In fact, popular government as we know it is made possible only through universal education. A democracy cannot be operated successfully by an uneducated populace. A n articulate, informed and literate electorate is as neces­ sary to a democracy as breath is to life. For th is reason w e have compulsory education. The public school is the only major institution in our society where all kinds o f people, every race, every nationality, every occupation, every creed, those w ith and those without handicaps, can live, learn, and work together. It is only by living, learning and working w ith people, all kinds of people, that an understanding and appreciation o f others can be achieved. It is only in such a settin g that our com­ mon heritage can be shared and common goals and ideas can be forged anew. This uniquely American concept of education for all is probably the m ost exciting and the most promising social experiment in the history of mankind. The Implications of Education For All It is important that the citizens of our state know and understand w hat it has m eant for our schools to undertake 354 the responsibility for free education for all through the twelfth grade. Many of our problems, issues, and criti­ cisms arise from this fact. The presence o f all our youth, rather than a selected few, has done more to modify our program than any person or philosophy. And along with this knowledge and understanding there m ust also be an appreciation of the fact that perhaps the moment has arrived when our children m ust be assured of more than just a tw elfth grade education. The dynamic times in which we live, and th e critical demands of the immediate future have clearly indicated the need for our citizens to consider the extension of free public education beyond the high school. Our high schools, during the early part of our history, and up until the turn o f th e 19th Century, were small and selective. For the m ost part, only those who were inter­ ested in and able to profit from the traditional academic curriculum attended school. In many instances, economic status was the only criterion. Since the beginning of the 20th Century, the American culture has changed from a society where education w as still for the comparatively few , to education for the m any; from a society based on common laborers and farmers, supplemented by a few craftsmen and professional people to one based on many thousands of skills and vocations; from a culture isolated by geog­ raphy and doctrine to one imbedded in world culture; and from a culture based primarily on the authority of tradition to one recognizing a complex o f many factors that influence, control and guide. Because of the many dynamic social and economic changes that have taken place, and because of the presence in our schools of nearly all youth o f school age, we find courses and programs in our high schools which m ay look strange to those who attended school but a short time ago. Today we have many young people in school who are able to take advantage of these courses and programs. In the “good old days” their counterparts were not in any school. A s social changes take place, and as the nature of those who come to school changes, the curriculum m ust change. 355 Educational programs cannot remain static. They m ust be flexible and they m ust be constantly reviewed. In this sense, the curriculum is experimental and should always be so. W e Hold These Values When a person is free to choose a course of action, he does so in keeping w ith the values he holds. And so it should be in th e organization and operation of our schools. W e be­ lieve th e following values are held by the citizens o f the state of Michigan. Therefore our schools should reflect these values: 1. We believe that every person is important, has worth, and is endowed w ith human dignity. The American com­ mitment to this belief is clear and concise: the individual is not primarily a resource of the state, but the state is a means for assuring the full development of the individual. This concept is the fundamental tenet of democracy. 2. W e accept the fact that everyone is unique. Each person has his own individual needs and abilities, and can make his own special contribution. S. We accept the fact that children are citizens. The Constitution of the United States gives citizenship, with all its rights, privileges, and responsibilities, to all who are bom in our country, or who are naturalized. In addition, w e accept the idea that the democratic rights, privileges and responsibilities so guaranteed by the Constitution must be nurtured, and strongly supported and defended by each generation. The operation of our schools and the conditions in our schools should be in keeping with the inalienable rights of the citizen. 4. W e believe that American citizens are bom free and equal. We are not, of course, equally endowed, because we are unique. We are equal, in th at we are entitled to equal political rights and to equal educational opportunities. Our ideal is to provide a comprehensive, contemporary educa­ tional program for every individual, regardless of the school district in which he m ight live. 356 6. We believe every person has a right to the opportunity to reach his potential. The educational need of a person grows out of both his abilities and his disabilities. Society's obligation is to help him to reach his potential. This poten­ tial not only includes growth in term s o f cultural and vocational objectives, with such skills as he m ay attain, but also an understanding of him self and others. A person is entitled to an opportunity to grow in self-esteem . People who understand and respect themselves are well on the road to reaching their maximum potential. 6. We believe that close cooperation between home and school is essential. Parents have a unique interest, obliga­ tion and responsibility in the education of their children. To best serve the child, the home and school m ust aim at the same goals and should maintain a two-way system of reporting and conferring regarding the growth and develop­ ment of the child. In addition, parents have the obligation and responsibility to understand the basic educational values of their school and to help determine these values. 7. We believe that th e school m ust promote the demo­ cratic ideal. As an important part of the democratic com­ munity, the school can and m ust be a vital means of strengthening democracy. The school must provide ex­ periences in all forms o f democratic living. The democratic ideal cannot be promoted by authoritarian methods. 8. We believe in the use of all available information and resources to help in determining what the education of each child should be. This requires that we look to each child before determining w hat kinds of experience will have value for him. Education m ust continually depend upon scientific inquiry to judge the appropriateness of a curriculum to the individual and the effectiveness o f methods and materials employed. 9. We believe in the freedoms essential to the perpetua­ tion of a democratic society. Forem ost of these freedoms, we believe, m ust be freedom of mind. The m ost vicious aspect o f totalitarianism is the stiflin g and suppression of the freedom to think, and it follows, the doing away with the freedom to speak. In a democracy, the very term 357 “freedom** implies self-discipline, respect and consideration for those w ith whom w e associate. 10. We believe in education for imaginative, logical and critical thinking. We do not believe that one learns to think by being told to do so, but only by actually thinking. One muBt be given the opportunity to solve problems—social, academic, economic, personal—that demand creative and critical thought. 11. We believe that the school, in addition to the family and community—each in Its own area— is responsible for the moral and spiritual concepts so necessary to a democracy and a free people. The greatness of a free nation and people is not to be found in material wealth or manufactured prod­ ucts, but rather in the ideals, goals and hopes founded on the moral and spiritual strength of the people. Our Function a t the S tate Level Historically, the Michigan Legislature has imposed few prescriptions upon the curriculum o f the local schools. Responsibility for educational planning has been delegated to local boards of education. Similarly, the State Super­ intendent of Public Instruction has not attempted to man­ date the curriculum through state-level regulations. The Department of Public Instruction does have many legal and specialized functions. A primary and most im­ portant purpose is to help develop good educational programs in all communities. This responsibility is placed upon state leadership by constitutional provision and statute. Thus, state leadership provides stimulation, guidance, technical assistance, and the marshalling o f resources outside the community to make local curriculum programs more com­ prehensive and effective. One means used by the Department of Public Instruction to bring about improvements in currlculums is the Michigan Curriculum Program. It was developed as a co­ operative effort to improve instruction in schools through­ out the state. In the program, a committee of lay and professional people, the Curriculum Planning Committee, 358 is appointed by the State Superintendent. This committee is aided by other committees which work in specific areas o f curriculum improvement. More than seven hundred people from all over the state take part in this work. They, in turn, cooperate with thousands o f others in local communities. Membership on these committees rotates from year to year, thereby assur­ ing the involvement o f a great many individuals concerned with the improvement o f school programs. ThuB, there are provided opportunities for leaders from local school system s throughout the state to look a t com­ mon curriculum problems and Bhare new ideas through participation in committees and in state and regional work­ shops. Curriculum resource materials are developed and published. Local districts are stimulated to review their programs, try new approaches, and develop appropriate curriculum guides. Through this process the growth of teachers and school personnel is promoted and through them the quality of their school programs is continually improved. Local and S tate Resources for Curriculum Improvement We have indicated th e importance of building the cur­ riculum and school program around the individual re­ quirements of children, around local needs, requirements and conditions. N ot only should local resources be used for this purpose, but also resources outside the immediate community should be fully utilized. Such outside resources that are available and that are used can broaden the think­ ing of citizens, express research findings, and also present national and international values and view points. The following sources can be contacted for help in plan­ ning, evaluating and carrying out local programs of cur­ riculum development: 1. The Department of Public Instruction has a staff of experienced, professional personnel who are available to help in local curriculum development. 359 2. The office o f the county school superintendent may provide resource people, the amount of service varying according to the size of staff. County teacher institutes are one means through which county and state leadership are expressed. 3. Excellent sources of help are th e state teachers* in­ stitutes held on a regional basis and the many educational workshops held on an area, regional or state basis. 4. Most colleges and universities have special service bureaus and all have faculty members who are specialists in various fields. 5. The Michigan Secondary School-College Agreement Committee and its five regional associations can offer much help in inservice education of teachers. 6. The various state departments o f government have special service programs that are available to communities: e.g., Department of Conservation, Department o f Health, Department of Mental Health, Department of Social Wel­ fare, Michigan State Library, Michigan Historical Com­ mission, Office of Civil Defense, the State Board of Alcoholism. 7. Many members of state curriculum committees are qualified to help in special fields. The Upper Peninsula Educational Planning Council offers help to schools in the Upper Peninsula. 8. More than 100 voluntary professional organizations and as many social-economic agencies will help if called upon. 9. There are many excellent resource people on the staffs o f local school districts who may be called upon as con­ sultants. 10. And, of course, there are many highly capable citizens all over the state, who, as resource people, could make an effective contribution to curriculum study and curriculum improvement activities. 360 United, Cooperative Action for Education N o one person, agency, organization, institution or level o f government could expect to cope successfully w ith the tremendous challenges facing education. W hat m ust be done can only be done through th e concerted efforts o f the entire nation—a partnership action between the professional educator and the layman a t the local community, state, and federal levels. We have stated our basic philosophy regarding public education. We know th e children entering our schools today will be the citizens responsible for th is nation, th is democracy, in the 21st Century. In ligh t o f the critical social, economic and technological changes now taking place and that are already giving us reason for great concern, it is realistic to assum e that th e problems and issues confronting us will, in th e years ahead, increase in number and become even more acute. If w e are to prepare our boys and girls to m eet th e de­ mands th at will be made o f them , a “fairly good" school system or a school system th at w as "good enough for you and m e” is not now and cannot be in the future, good enough for them. We m ust realize th at the kind and quality of American education, not m erely its quantity, m ust be equal to the challenge. No longer is it a question o f whether or not w e can afford a system o f education that can be termed "excellent”. We cannot afford not to. There is every reason to believe that th e United States has and will continue to have ample economic and fiscal capacity to finance adequately w hat­ ever level o f investm ent in education is needed in order th at the dynamic requirements o f economic and industrial expansion, changing m ilitary demands, and human fulfill­ ment can be met. Excellence in education is expensive, and yet, only by striving for the best in education can we hope to prepare ourselves and our children for the future. APPENDIX D ROLE OF THE MICH I G A N D E P A R T M E N T OF EDUCA T I O N IN C U R R I C U L U M D E V E L OPMENT IN THE SCHOOLS OF M I C H I G A N — Some V i e w p o i n t s in P e r s p ective 361 APPENDIX D ROLE OF THE M I C H I G A N D E P A R T M E N T O F E D U C A T I O N IN CU R R I C U L U M D E V E L O P M E N T IN THE SCHOOLS OF M I C H I G A N — Some Viewpo i n t s in Per s p e c t i v e By Ferris N. Crawford (As p r esented to the staffs of the C u r r i c u l u m Services Di v i sion and the Special E d u c a t i o n D i v i s i o n of the Bureau of E d u c a tional Services) M a y 4, 1970 During the p a s t several years, this observer has noted the final closing of an educational cycle w h i c h has taken a p p roximately fifty years to complete. For instance, during the p a s t year there has b e e n ever increasing talk, by m a n y authorities of the part i s a n polit i c a l type as well as the n o n - p artisan leader, of a con c e p t touted as tional accountability". "edu c a ­ A t the federal level, actual as well as threatened cuts in c a t e g orical aids have taken place because of the seeming lack of empirical evidence that c h i l ­ dren have shown s i g n i ficant gro w t h in the use of cognit i v e skills. This is being a c c o m p a n i e d w i t h rumors of a nat i o n a l l y prescribed c u r r i c u l u m for grades K-12, and enforced by the U.S. In Michigan, presumably p r e s c r i b e d Of f i c e of Education. legislators and some educational leaders are reflecting the sentiments of some' citizens and insisting that an accounting be m a d e of the educational returns for 362 363 the e d u c a tional d o l l a r . T h e edu c a t i o n a l returns are be i n g de f i n e d as cognitive skills. In addition, m a n y are c h a l ­ lenging the wh o l e con c e p t of local control for the c u r r i c ­ ulum d e t e r m i n a t i o n for grades K - 1 2 . E m p i rical evidence for g rowth in the use of the basic cognitive skills is not o n l y being sought, but it is b e i n g demanded in some quarters as a c o n d i t i o n for continuing categorical as w e l l as general state school aid. recommended; 1963, Some state level enforcing agent is b e i n g and b e c a u s e of the c o n s t itutional p r o v i s i o n s of this agent is being identified as the M i c h i g a n D e p a r t ­ ment of Education. If this latter thought prevails, M i c h i g a n will h a v e c ompleted a fifty-year cycle in the perce i v e d role of the M ichigan Depart m e n t of Education in respect to the c u r r i c ­ ulum for grades K-12 in the schools of Michigan. In describing this cycle, it seems appropriate to refer to four rather specific stages into w h i c h it m a y be divided. These stages represent spans of years. The F i r s t Stage of the 50 Year Cycle (1920-1935) D u r i n g the period from 1920 through 193 5, accor d i n g to the annals of the Superintendents of Public Instruction, and o t h e r sources, the S u p e r intendent and his staff (then collectively known as the Depart m e n t of Public Instruction) prescribed in detail courses of study for all gr a d e s and all subjects taught by the local school districts in Michigan. 364 A l t h o u g h state support for the school w a s m i n i m a l as c o m ­ pared to the pre s e n t rate, there was, in addition, a type of educational a c c o untability exacted from the rural school, of w h i c h there w e r e m o r e than 10,000. This a c c o u n t a b i l i t y was implemented through 7th grade and 8th grade tests p r e ­ scribed by the Department of Public Instruction, the p a s s ­ ing of w h i c h was required before students in these grades m i g h t be enrolled in the succeeding grades. Realism, Scholastic as a philosophical system of thought for education, was at its height. E d u c a t i o n was the knowing and recalling of prescr ibed bodies of knowledge and the terminal e x a m i n a ­ tion w a s to the child, during this period, w h a t the col l e g e entrance tests are to the high school gradu a t e s of t o d a y — a condi t i on of admissibility. credited, Teachers w e r e bl a m e d or depending on the p e r f ormance of the students o n the tests. To divorce the educational pract i c e of that per i o d from the partisan political arena in M i c h i g a n at that time would be a false conclusion. For in those years as of now, the attitudes of the dominate political pa r t y w a s influenced by its supporting constituency; [sic] a n d the supporting constituency, du r i n g this period, beli e v e d that the e d u c a ­ tion of the young, as provided by the school, m u s t be s u bject-oriented and it should be m e a s u r e d b y fixed s t a n ­ dards of student performance on t e s t s . T h e polit i c a l c o n ­ s tituency of prevailing influence was prima r i l y c o n s t it u t e d 365 of rural p e r s o n s , engaged in farming and other activities. Their forebearers came principally from Europe, recently, some v e r y and the Prus s i a n system of educational thought and p r a c t i c e was w i d e l y copied. During this period, the Department of Public Instruction was perceived almost solely as an enforcing, inspecting, and other w i s e regulating body wi t h i n the l i m i ­ tations of its travel and financial resources. Bulletins and other w r i t t e n mand a t e s were the principal m e a n s of c o m ­ munication. The Second Stage of the 50 Year Cycle (1935-1955) The second stage of the 50-year cycle occurred roughly from 1935 to 1955. The early part of this peri o d was influenced by w h a t is often referred to as the Great A m e r i c a n Depression. as impossible burdens, State-wide property taxes were viewed even to support education. omy of the local school districts, The a u t o n ­ in m o s t matters p e r t a i n ­ ing to local school curriculums, was promoted as a most d e s i rable feature in M i c h i g a n education. In wri t i n g enabling legislation for the various classes of school districts, the legislatures reflected the attitudes of their c o n ­ stituencies and delegated curriculum d e t e r mination as well as g rade p l a cement entirely to the local school authorities. Thoughts concerning the community school concept of e d u c a ­ tion became prevalent e v e r y w h e r e . 366 Educators, especially superintendents of schools, became rather po t e n t forces in M i c h i g a n politics. Influ­ enced greatly in schools of education b y the writ i n g s of John Dewey and Kilpatrick, they reje c t e d the role of the state government for setting e d u c a tional standards and prescribing the nature of the local curriculum. Experi- m e n t a l i s m and so-called p r o g ressive educa t i o n became the prevailing philosophical system for education. Individual differences in children were not only beginning to be r e c o g ­ nized and accommodated, they w e r e revered as a desirable part of the population fabric which, it was said, was ma d e all the m o r e beautiful by the var i e t y in skills, and interests of its members. aptitudes, Local control of education including that of the school curric u l u m was promoted not only as a tradition, it was institutionalized. Recognizing this attitude, Public Instruction and his staff, the S u p e r intendent of in about 193 5, invented a method of providing leadership to local public schools, public and private colleges and universities, and educational organizations w h i c h me t h o d remained unique ;among all other states over a period of over 3 5 years. This was a series of state-wide committees, with total aggregate m e m b e r s h i p reaching as high as 900 in some years, w i t h w o r k i n g r e l a ­ tionships reaching every geographical section of the State. This institution became known as the Mich i g a n Coo p e r a t i v e 367 C u r r i c u l u m Program. T h i s P r o g r a m w a s r a t i o n a l i z e d by its s u p p o r t e r s by the f o l l o w i n g steps in d e d u c t i v e logic. 1. W h i l e the S t a t e c o n s t i t u t i o n of 1909 a n d the r e s u l t i n g statutes, gives the S u p e r i n t e n d e n t o f P u b l i c I n s t r u c t i o n a n d his staff the r e s p o n s i b i l i t y for g e n e r a l s u p e r v i s i o n o v e r all p u b l i c schools, tion w i l l r e m a i n small, financed, the D e p a r t m e n t of P u b l i c I n s t r u c ­ c o n t i n u e to be r a t h e r p o o r l y a n d w i l l c o n t i n u e to b e l i m i t e d in its p o w e r by the Legislature. 2. T h e d e s i r e for e x c l u s i v e l o c a l c o n t r o l of the c u r r i c u l u m is e x t r e m e l y great. T h e i m p o s i t i o n b y a r b i t r a r y or c o e r c i v e m e a s u r e s of a s t a t e g o v e r n m e n t a l a g e n c y of a n y g i v e n c u r r i c u l u m p a t t e r n u p o n the p u b l i c schools, m a t t e r of p r i n c i p l e w o u l d now, periods, as a as c o n t r a s t e d to e a r l i e r be m e t w i t h stiff and e f f e c t i v e r e s i s t a n c e b y l o c a l b o a r d s , t e a c h e r s , and a d m i n i s t r a t o r s . T h e state as w e ll as the fed e r a l g o v e r n m e n t is to be m i s t r u s t e d in m a t t e r s of e d u c a t i o n . E d u c a t i o n should be n o n - p o l i t i c a l as far as its b e i n g controlled. 3. Ideas for c u r r i c u l u m i m p r o v e m e n t as s u g g e s t e d by a s t a t e a g e n c y can r e c e i v e the a c c e p t a n c e of local school p r a c ­ titioners; but the d e g r e e of a c c e p t a n c e d e p e n d s u p o n s y m p a t h e t i c and u n d e r s t a n d i n g p e r s o n a l r e l a t i o n s h i p s b e t w e e n the state a g e n c y a n d b o a r d s o f education, ers , s u p e r v i s o r s , a d m i n i s t r a t o r s , and p a r e n t s . teach­ 368 4. T h e State D e p a r t m e n t of P u b l i c Instruction can e x e r t a form of l e a d ership for local c u r r i c u l u m d e v e l o p m e n t by s t i m u lating the rel e a s e of local energy and initiative, by p r o v i d i n g channels for the free exchange of e x p e r i ­ ences from school to school; by gi v i n g a s s i s t a n c e in the c l a r i f i c a t i o n of the g o a l s of educa t i o n and the m e a n s of r e a c h i n g them; and b y sharpening pu b l i c a w a r e ­ ness of w h a t a school ought to be doing. 5. A s y s t e m of committees, a p p o i n t e d from the state at l arge by the State S u p e r i n t e n d e n t of Public Instruction, can not only add to the c o n s t i t u e n c y of his polit i c a l support, but this system can contri b u t e to the d e v e l o p ­ m e n t of strong l e a d ership in local districts; and strong l ocal leadership w i l l c o n t r i b u t e m o r e surely to local e d u c a tional improvements than strong state leadership. This system of c o m m i t t e e s devel o p e d proposed polic i e s in m o s t critical curriculum. (significant m i g h t be a better word) areas of C o m m ittees also assi s t e d D e p a rtment personnel in c o n d u c t i n g inservice e d u c a t i o n activities for teachers, a dministrators, and college personnel. The chief "input" for c o m m i t t e e decis i o n s came from educators of all types and from all levels. The S u p e r i n t e n d e n t of Public I n s t r u c ­ tion w a s the legi t i m a t i z e r of the policies prop o s e d by the committees. In some instances, the S u p e r intendent sugg e s t e d policies through his staff r e p r e s e n t a t i v e w h o served as the a d m i n i s t r ative secretary of the r e s p e c t i v e committees. 369 The T h i r d Stage of the 50 Y e a r C y c l e (1955-1965) The third stage of the fi f t y y e a r c y c l e se e m e d to have g a i n e d its initial imp e t u s f r o m the p r o v i s i o n o f r e l a ­ tively large amo u n t s of state a p p r o p r i a t i o n s for c e r t a i n types of education. T h e s e i n c l u d e d c a t e g o r i c a l aid for special e d u c a t i o n and v o c a t i o n a l education. lature in m a k i n g such a p p r o p r i a t i o n s , c o m m o n l y k n o w n as "specials", The state legis­ w h i c h w e r e to b e c o m e insi s t e d o n a fa i r l y h i g h d e g r e e of state c ont r o l in such m a t t e r s as t e a c h e r q u a l i f i c a t i o n s , p r o g r a m content, size of classes, and l ength of c l a s s sessions. u s e of i n s t r u c t i o n a l a i d s T h e s e w e r e e x p e c t e d to be m a n d a t e d by the D e p a r t m e n t o f P u b l i c I n s t r u c t i o n t h r o u g h rules and regulations. In addition, the p o l i t i c a l c o n s t i t u e n c y of the p a r t y in p o w e r b e g a n to change- T h i s c o n s t ituency, m a d e u p of loosely f eder a t e d m i n o r i t y groups, w i t h local control of education. groups at the lo c a l level, seemed to be d i s e n c h a n t e d A s i n d i vidual m i n o r i t y these g r o u p s w e r e f i n d i n g d i f f i ­ c ulty in g et t i n g their w a n t s a c c o m m o d a t e d b y the local p o w e r structure. A t least, they w e r e fin d i n g m o r e s u c c e s s in lobbying c o l l e c t i v e l y w i t h l e g i s l a t o r s and state w i d e g o v ­ er n m ental authorities. These m i n o r i t y g r o u p s n a t u r a l l y began striving for m o r e state c o n t r o l as w e l l as f e d e r a l c o ntrol of education. Reacting to these forces, the Superintendent of Public Instruction, in the early 1960*s, became somewhat 370 uncertain about his cooperative curriculum program. He was faced on one hand by a strongly expressed desire for continuing local control, with close cooperation between all educational forces including his o w n Department, on the part o f local boards of education and school administrators. On the other hand, he was subject to equally strong press u r e from a coalition of minor i t y groups to dump his cooperative curric u l u m structure in favor of m o r e highly directive r e l a ­ tionships w i t h local districts. Add i n g to this latter weight w a s the passage of the N D E A of 1958 and a series of subsequent acts (i.e. ESEA of 1965) appropriating monies on the basis of federal and state regulations. sure on the state level seemed to mount, waves, Political p r e s ­ in ever increasing for the Department to m a k e and enforce rules in s i g ­ nificant local curriculum areas. And then, in 1963, the State Constitution was revised calling for the election of an eight-member state board of education to head up the Mich i g a n Department of Education. Elected on a partisan basis, this board was formed in 1964 from a single political party. first board 'was elected, Generally speaking, w h e n this the win n i n g political party seemed to lean r a t h e r heavily in favor of state and federal rather than local control of education. Naturally, it also leaned in the interest of consistency in the direction of having its policies in the curriculum areas in K-12 education developed by committee members of its choosing. Also, 371 c u r r i c u l u m c o m m i t t e e mem b e r s w e r e m o r e n a r r o w l y confined to d e f i n i t e charges c o n c erning areas for consideration. The F o u r t h and Final Stage of the 50-Year C y c l e (1965-1970) Some referred to the p e r i o d b e g i n n i n g w i t h 1965 up until 1970 as the "era of the state plan". to it as the "programmed bu d g e t e r a " . Ot h e r s refer Still others refer to it as the era of a c c o u n t a b i l i t y , w h a t e v e r that word means. Regardless of the references, it ush e r e d in some new a t t i tudes concer n i n g the role of the M i c h i g a n D e p a r t m e n t of E d u c a t i o n in m a t t e r s p e r t a i n i n g to local school c u r r i c ­ ulum. The attitudes of the newly elected State Board of Education, of a newly app ointed state s u p e rintendent of public instruction, of an e v e r - increasing bloc of m i n o r i t y g roup m e m b e r s in the State Legislature, of an increasing group of persons conce r n e d with equalizing educational o p p o r t u n i t ies and benefits throug h o u t school distr i c t s as well as the state, all contributed toward the trend of insisting that the Depart m e n t carry a heavy "clout" in respect to local school curriculum content and emphasis, and instructional methodology. In addition, the State L e g i s lature as well as the State B udget D e p a r t m e n t be g a n to ques t i o n the traditional role of the curric u l u m c o n s ultants in the Department. asked such quest i o n s as: They 372 "What d o e s a consult ant d o that one m a y pr o v e as improving local e d u c a t i o n ? " "What does a co n s u l t a n t p r o m o t e and w h o d e t e r m i n e s 'his or her e d u c ational promotional platform?" "How does a c u r r i c u l u m c o n s u l t a n t deal w i t h locally e x p r e s s e d needs w h i l e at the same time insisting on following the pol i c y of the State Board of Education?" In addition, as if to d e m o n s t r a t e w h a t it belie v e d the role of the consultants should be, the legislature m a n ­ dated that the D e p a r t m e n t develop guidelines for local school districts to fo l l o w in certain subject m a t t e r areas sex education, family life education, including d r u g s ) . (e.g. critical health areas This action came v e r y near to the p r e ­ scribed course of studies as set forth by the Departmen t in the 1 9 2 0 * s. But to bring final closure to the 50-year cycle, the Department is o n c e again admi n i s t e r i n g state w i d e tests to c h i ldren in cer t a i n grades. Once again, the prevail i n g philosophical system of thought seems to be scholastic r e a l ­ ism. Once again the Department's role is b e i n g viewed strictly as a r e g u latory role. This historical summary, admittedly sparse in detail and p o s s i b l y biased in reference to "cause and effect r e l a ­ tionships," is prov i d e d as a general backdrop for some o b s e r ­ vations w h i c h will follow in regard to the immediate future role of the Depart m e n t in reference to the c u r r i c u l u m of 373 the local school d i s t r i c t s . It is i n t e n d e d to show th a t such role seems to be a l w a y s in a s t a t e of b e c o m i n g — n o t st a t i c b u t dynamic. T h e y are a l w a y s in a state of flux, for b e t t e r or worse, for e f f e c t i v e n e s s o r n o n - e f f e c t i v e n e s s , for p o p u l a r i t y or n o n - p o p u l a r i t y , the D e p a r t m e n t seems to r e f l e c t the p o l i t i c a l as w e l l as the o t h e r forces of the day. Thus a l l acti o n s of the D e p a r t m e n t m u s t b e c o n s i s t e n t w i t h p o l i c i e s as set forth b y the State Bo a r d of Education. D e p a r t m e n t m e m b e r s are n o t free, if they ever w e r e free, to f o l l o w their o w n c o n v i c t i o n s c o n c e r n i n g c u r r i c u l u m emp h a s i s a n d i n s t r u c t i o n a l me t h o d o l o g y . T his fact as w e l l as some o t h e r c o n s i d e r a t i o n s w h i c h I h a v e mentioned, leads m e to several m o s t i m p o r t a n t c o n ­ clusions. P u r p o s e o f Service W h i c h You R e p r e s e n t The first c o n c l u s i o n is that w e , as p r o f e s s i o n a l colleagues in the B u r e a u of E d u c a t i o n a l Services, m u s t a c c e p t the fact that w e m u s t define, and e v e n t u a l for the c o n s i d e r a t i o n s a n c t i o n of the S t a t e Bo a r d of Education, the g e n e r a l p urpo s e s of the services w h i c h w e c o l l e c t i v e l y e x p e c t to p r o v i d e to the e d u c a t i o n a l f i e l d of the State. Second, w e m u s t d e v e l o p and state c l e a r l y the s p e ­ c ific goals, e x p r e s s e d in b e h a v i o r a l t e r m s , w h i c h each s u b ­ p r o g r a m is e x p e c t i n g to p u r s u e o v e r the long p e r i o d of time. 374 Third, w e must: identify, in q u a n t i t a t i v e as w e l l as q u a l i ­ ta t i v e terms the p o r t i o n o f these long t e r m g o a l s w h i c h w e a r e e x p e c t e d to p e r f o r m b e t w e e n J u l y 1, 1970 a n d J u n e 30, 1971. Fourth, a n d last, b y J u n e 30, 1971, y o u m u s t be p r e p a r e d to report, the e x t e n t to w h i c h the a n t i c i p a t e d g o a l s w e r e r e a c h e d for that year. This is a c c o u n t a b i l i t y . And the d e g r e e to w h i c h the p u b l i c w i l l find such a c c o m p l i s h ­ ments to its l i k i n g w i l l c o n s t i t u t e the evaluation. N o w then, w o r k s h o p today, for yo ur init i a l c o n s i d e r a t i o n a t the I o f f e r you the f o l l o w i n g g e n e r a l p u r p o s e s fo r the three m a j o r c o m p o n e n t s e r v i c e s i n c l u d e d in w h a t is n o w k n o w n o f f i c i a l l y as the B u r e a u of E d u c a t i o n Services. 1. P u r p o s e s of G e n e r a l C u r r i c u l u m S e r v i c e s To p r o v i d e c o n s u l t a t i v e s e r v i c e s to sch o o l d i s ­ tricts in terms of (1) e m e r g i n g so c i a l issues, (2) e x e m p l a r y programs, (3) t e c h n i q u e s for impro v i n g the l e a r n i n g p r o c e s s of c h i l d r e n a n d youth, and (4) the a d m i n i s t r a t i o n o f s p e c i f i e d state and fed e r a l p r o g r a m s in s p e c i a l i z e d a r e a s of g e n e r a l e d u c a t i o n . 2. P u r p o s e s of S p e c i a l E d u c a t i o n S e r v i c e s To p r o v i d e c o n s u l t a t i v e s e r v i c e s to e n c o u r a g e the d e v e l o p m e n t of q u a l i t y spe c i a l e d u c a t i o n p r o g r a m s for M i c h i g a n ' s 250,000 h a n d i c a p p e d c h i l d r e n th r o u g h o p t i m a l use of s t a f f a n d m a t e r i a l 375 resources; to p a r t i c i p a t e in the ev a l u a t i o n of such programs; and to a d m i n i s t e r the d i s t r i b u ­ tion of state and federal funds for the su p p o r t of such programs. 3. Purposes of C o m p e n s a t o r y E d u c a t i o n Services To a d m i n i s t e r a prog r a m of services for a p p r o x i ­ m a t e l y 250,000 c u l t urally d e p r i v e d and e c o n o m i c ­ ally and educ a t i o n a l l y d i s a d v a n t a g e d chil d r e n and y o u t h in such a m a n n e r as to ass i s t schools to dev e l o p prog r a m s to enable such c h i l d r e n to f u n c ­ tion in r e g u l a r classrooms, that is, to learn and d ev e l o p at a rate expe c t e d of the general p o p u l a ­ tion of school children. C o n c l u d i n g Remarks In conclusion, there are some p e r s o n a l l y held c o n ­ victions w h i c h I w o u l d like to express regar d i n g the p a r t i c u ­ lar b u s iness in w h i c h you and I are n o w engaged. 1. I bel i e v e that no state or federal g o v e r n m e n t can e x p e c t to lead or to influence o t h e r levels of g o v e r n ­ ment u nless mu t u a l r e s p e c t exists b e t w e e n the groups m a n n i n g these l e v e l s . 2. I bel i e v e that no gr o u p can res p e c t another group u nless it first gains and retains resp e c t for itself. 3. I believe that the g r o u p compri s i n g the C u r ­ r i culum D i v i s i o n and the g r o u p c o m p r i s i n g the Special E d u c a ­ tion D i v i s i o n has e v e r y reason to resp e c t themselves. * 376 4. I t h e r e f o r e bel i e v e that e a c h of these groups c a n a c c o m p l i s h a n y t h i n g w i t h any o t h e r gr o u p s that it sets out to d o . APPENDIX E MICHIGAN CURRICULUM PROJECT FOR ENCOURAGING AND ASSISTING LOCAL CURRICULUM DEVELOPMENT 377 APPENDIX E M I C H I G A N C U R R I C U L U M PRO J E C T F O R E N C O U R A G I N G AND ASSISTING LOCAL CURRICULUM DEVELOPMENT1 The C u r r i c u l u m P l a n n i n g C o m m i t t e e has outl i n e d as its m a j o r a c t ivity for the school year 1952-53 the s t i m ulation of c u r ­ r i c u l u m acti v i t y at the local level. It prop o s e s to do'this through joining w i t h o t h e r organ i z a t i o n s in activities such as the following: a. b. c. d. e. f. The i n i t iation of c u r r i c u l u m improvement activities in local schools The clinical treatment of o b s t acles and blocks to curric u l u m dev e l o p m e n t Regional m e e t i n g s of a d m i n i s t r a t o r s and teachers on c u r r i c u l u m problems E n c o u r a g e m e n t of w i d e r and m o r e e f f e ctive use of t ea c h e r - e d u c a t i n g institutions as resou r c e facilities T h e m a r s h a l l i n g of the l e a d ership potential of the m a n y committee m e m b e r s and resou r c e people ide n t i ­ fied in some w a y w i t h the M i c h i g a n C u r r i c u l u m P r o g r a m The d i s s e m i n a t i o n of methods and findings in the field of c u r r i c u l u m research The C u r r i c u l u m Plann i n g C o m m i t t e e is grati f i e d to find that the m a j o r e d u c ational organ i z a t i o n s in the state that have been c o n sulted on this m a t t e r are w i l l i n g to cooperate. This d o c u m e n t puts together the statement of intention, p olicy statements, and essential d a t a c o n c erning the o p e r a ­ tion of c u r r i c u l u m improvement activities in state commit t e e s and at the local level. I . M i c h i g a n C u r r i c u l u m Program: Its O p e r a t i o n and O r g a n i z a t i o n M i c h i g a n ' s p r o g r a m for instructional improvement is based upon the pre m i s e that the local school is the agency w i t h primary r e s p o nsibility for c u r r i c u l u m planning. A majo r function of the state education a u t h o r i t y is to provide leadership, stimulation, and technical assist a n c e to local M i c h i g a n D e p a r t m e n t of Public Instruction, "Michigan C u r r i c u l um Pro j e c t for E n c o u r a g i n g and A s s i s t i n g Local C u r ­ ri culum Development" (Lansing: D e p a r t m e n t of Public I n s t r u c ­ tion, 1953). (Mimeographed.) 378 379 groups. In addition, the state e d u c a t i o n a u t h o r i t y has a n o t h e r i m p o r t a n t r o l e . T h i s is the f u n c t i o n of m a r s h a l l i n g all a v a i l a b l e resources, agencies, and o r g a n i z a t i o n s in the state so t h a t a m a x i m u m c o n t r i b u t i o n can be m a d e to the w o r k o f l o c a l g r o u p s e n g a g e d in c u r r i c u l u m development. T h e s e g e n e r a l p u r p o s e s w e r e d e s c r i b e d in B a s i c I n s t r u c t i o n a l P o l i c y for the M i c h i g a n C u r r i c u l u m P r o g r a m , B u l l e t i n 314 (1941), as follows: T h e p u r p o s e of the M i c h i g a n p r o g r a m of i n s t r u c t i o n a l i m p r o v e m e n t is t h a t of h e l p i n g all those w h o are con-^ c e r n e d w i t h e d u c a t i o n to r e v i e w the task of the school t o d a y and to p l a n the e x p e r i e n c e s and a c t i v i t i e s t h r o u g h w h i c h d e s i r a b l e p u r p o s e s of p u b l i c e d u c a t i o n m a y be r e a l ­ ized m o r e completely. The state curriculum program pr o ­ p o s e s to i n d i c a t e d e s i r a b l e trends and e m p h a s e s in the p l a n n i n g of the c u r r i c u l u m for local u n i t s b y these u n i t s r a t h e r t h a n to d e v e l o p s p e c i f i c state c o u r s e s of s t u d y for use in all schools. O r g a n i z a t i o n of the P r o g r a m It is a x i o m a t i c t h a t c o o p e r a t i o n at b o t h the state and local levels is e s s e n t i a l for the a c h i e v e m e n t of the g o a l s o f this program. S i n c e 1935 there has b e e n a c o n t i n u e d e f f o r t to d e v e l o p a s t r u c t u r e at the state level t h a t w o u l d p r o v i d e o p p o r t u n i t y for the g r e a t e s t p o s s i b l e i n v o l v e m e n t of all a g e n c i e s h a v i n g a stake in the i m p r o v e m e n t of o u r i n s t r u c ­ tional programs. T h e p r e s e n t s t r u c t u r e of state c u r r i c u l u m c o m m i t t e e s is o n e i m p o r t a n t m a n i f e s t a t i o n of this c o o p e r a ­ tive a c t i v i t y (See A p p e n d i x ) . I n t e r - r e l a t i o n s h i p s of C o m m i t t e e s E a c h o f the c o m m i t t e e s in the c u r r i c u l u m p r o g r a m has the f u n c t i o n of a d v i s i n g and m a k i n g r e c o m m e n d a t i o n s to the S u p e r ­ i n t e n d e n t of P u b l i c I n s t r u c t i o n c o n c e r n i n g the p r o b l e m s w i t h i n the i n s t r u c t i o n a l a r e a s for w h i c h the c o m m i t t e e has been given responsibility. B e c a u s e of the c o o p e r a t i v e n a t u r e of the c u r r i c u l u m program, each c o m m i t t e e w e l c o m e s and seeks s u g g e s t i o n s and a d v i c e f r o m o t h e r c o m m i t t e e s in the program. W h e n e v e r any m a j o r p o l i c y o r a c t i o n r e c o m m e n d a t i o n s are t r a n s m i t t e d to him, the S u p e r i n t e n d e n t o f P u b l i c I n s t r u c t i o n m a y d e s i r e f u r t h e r c o n s i d e r a t i o n o f these r e c o m m e n d a t i o n s ; and m a y r e f e r t h e m to the C u r r i c u l u m P l a n n i n g C o m m i t t e e and/ or to a n y o t h e r c o m m i t t e e s o r e d u c a t i o n a l a g e n c i e s that m i g h t be a f f e c t e d b y these r e c o m m e n d a t i o n s . S u c h r e v i e w of m a j o r p o l i c y r e c o m m e n d a t i o n s is n e c e s s a r y if the p r o g r a m is to a c h i e v e u n i t y , i n t e g r a t i o n , and b a l a n c e . 380 Respon s i b ilities of Committees Each c o m m i t t e e is usually given a general assign m e n t of the area in w h i c h it is to function. It is the r e s p o nsibil i t y of each c ommittee to disp l a y vision, imagination, and i n g e n ­ uity in d e v i s i n g w a y s and m e a n s of dealing w i t h the problems in its area. For that matter, one of the m a j o r tasks of a committee m a y be first to identify w h a t are the basic p r o b ­ lems in its area. Once this has b e e n done, each committee has c o n s i derable freedom in decid i n g w h i c h problems shall be considered first, w h a t kinds of resources it will utilize, what assistance it will seek from any other sources that it believes m a y be helpful, and w h a t types of services it m a y with [sic] to perform. Operational Policies A f f e cting Committees In order to facilitate c o m m u nication w i t h the Super i n t e n d e n t of P ublic Instruction and to keep committees informed c o n ­ cerning D epart m e n t p o l i c i e s , the secretaryship of each c o m ­ m ittee is held by a m e m b e r of the staff of the Superinte n d e n t of Public Instruction. As a general rule, staff members do not serve as chai r m e n of committees. All mem b e r s of c o m ­ mittees, including the chairmen, are appointed by the S u p e r ­ intendent of Public Instruction. T h e bases for determin i n g the c o m p o s t i o n [sic] of a committee are not n e c e ssarily the same for all committees. In general, however, the S u p e r i n ­ tendent of Public Instruction endeavors to involve all levels of the educational profession and also those agencies and institutions which have a special interest in the problems to be d ealt w i t h by a particular c o m m i t t e e . The term of a p p o i ntment is from July 1 to June 30 of the fol­ lowing year. In order to increase the amo u n t of p a r t i c i p a ­ tion in the c u r r i c u l u m program, it is the usual policy to rotate about one-t h i r d of the m e m b e r s h i p of each committee each year. As a rule, m o s t meet i n g s of the committee are held in or near Lansing, but any committee is free to change the place of m e e t i n g if it will facilitate the work of the committee. No fixed policy has been laid down concerning the frequency and length of meetings, but usu a l l y m o s t c o m ­ mittees m e e t about once a month. To facilitate c o m m u n i c a ­ tion among committees the minutes of e a c h committee m e e t i n g are sent to the chai r m e n and secretaries of all other c u r ­ riculum committees and to the m e m b e r s of the C u r r i c u l u m Planning Committee. A t the close of each year each c o m m i t ­ tee is expected to review and evaluate its w o r k and to m a k e r ecommendations concerning the continuance of the committee and the further tasks that need to be performed. A t the beginning of each school year the mem b e r s of all the 381 comrfiittees are invited to a confer e n c e to discuss the w o r k of the coining year. Comments on the Policy The f o r e going is a broad statement of policy. This p o l i c y allows all sorts of r o o m for individual initiative, local school initiative, committee initiative, and the initiative of the v o l un t a r y p r o f e ssional o r g a n i z a t i o n s existing w i t h i n the state. In d i s c ussing this m a t t e r at the J u n e 1952 m e e t ­ ing of the C u r r i c u l u m Plan n i n g Committee, br. T h u r s t o n stated that he felt that the C u r r i c u l u m Plann i n g Commi t t e e should feel free to take any d i r e c t i o n that it felt w o u l d ac c o m p l i s h over-all c u r r i c u l u m improvement, such as initiating studies, coordinating the activities of groups having r e l a t e d p r o ­ jects, and suggesting d e s i rable direct i o n s of ef f o r t to a n y committee or organization. To quote him, he said, "I w o u l d think that the C u r r i c u l u m P l a n n i n g Commi t t e e in this scheme of things that has come into existance [sic] in M i c h i g a n would be a s m a l l , c l o s e ly-knit agency of immense c r e a t i v i t y to be right at the center of th i n g s — its effect w o u l d and should be felt o n all sides." N o w the C u r r i c u l u m Planning C o m m i t t e e proposes to initiate significant and specific activi t i e s desi g n e d to help local communities solve their c u r r i c u l u m problems. I I . The W o r k of the State C u r r i c u l u m Committees Committees vary in the scope of their activities. Some deal with educational experiments, some are ra t h e r clo s e l y i d e n ­ tified with certain specific educational efforts in Michigan, and some have rather broad c o m m i ssions for action such as the Committee on Guidance, the Commi t t e e o n the Instructiona l P r ogram of the Commu n i t y School, and, of course, the Upper Peninsula C u r r i c u l u m Plann i n g C o m m i t t e e and the C u r r i c u l u m Planning Committee. M o s t committees engage in the following activities: a. b. c. d. e. T h e y survey the educational needs of the state. They m a k e recommendations as to desirable educat i o n a l policy. T h e y answer specific requests for help from schools and institutions. T h e y hold conferences. They prepare or re v i e w propo s e d policy statements, a dministrative regulations, legislation, and b u l ­ letins . i 382 The Individual C o m m i t t e e Me m b e r As i m p o rtant as the w o r k of the c o m m i t t e e s as a whole, is the w o r k of the individual c o m m i t t e e member. Committee m e m ­ bers u s u a l l y take the initiative in r e l a t i n g their c o m m u n i ­ ties to the c u r r i c u l u m program. T h e y inter p r e t the M i c h i g a n C u r r i c u l u m P r o g r a m to the school systems or i n s t i tution s to w hich they belong. T h e y inter p r e t the c u r r i c u l u m p r o g r a m and stress the needs for c u r r i c u l u m i m p r o v e m e n t w h e n ca l l e d upon by v a rious educational organizations. T h e y serve as r esource p ersons o n programs. T h e y serve o n p l a n n i n g c o m ­ m i ttees and o r g a n i z e c o n f e r e n c e s at the local a n d state level. A n y faculty or a d m i n i s t r a t o r should feel free to call on c o m m ittee m e m b e r s for these purposes. It is for this reason that committee m e m b e r s are listed in News of the W e e k and their names are car r i e d as an appe n d i x to this document. This year, and p r o b a b l y in the future, c o m m i t t e e m e m b e r s will be c alled u p o n to take still m o r e indivi d u a l initia t i v e than in the past. This should be taken into a c c o u n t in m a k ­ ing appoin tments and in a c c e pting a p p o i n t m e n t s to state c o m ­ m i t tees . Ill. Purposes and A c t i v i t i e s of C o m m i t t e e s [This s e ction contains a d e s c r i p t i o n of e a c h c o m m i t t e e in the Program.] IV. Community Curriculum Committees While there is never en o u g h c u r r i c u l u m i m p r o v e m e n t to ke e p education up w i t h the times, still it m u s t be said that many, m a n y M i c h i g a n C o m m unities are carr y i n g o n e x c e l l e n t c u r r i c u l u m activities. These include some o u t s t a n d i n g c u r ­ r i c u l u m improvement and r e s e a r c h projects. M o s t co m m u n i t i e s make a v a i lable m a t e r i a l s w h i c h d e s c r i b e their projects. All m e m b e r schools of the M i c h i g a n S e c o n d a r y S c h o o l - C o l l e g e A g r e e m e n t are commi t t e d to a c o n t i n u i n g p r o g r a m of c u r r i c u l u m improvement. M o s t of the school systems of the state p e r m i t and help their staff m e m b e r s to p a r t i c i p a t e in the m a n y c o n ­ ferences and works h o p s p r o v i d e d b y c u r r i c u l u m c o m m i t t e e s and teacher e d ucating institutions. T h e s e w a y s of w o r k i n g a r e effective but have not been effec t i v e enough. More partici­ p a tion is needed. M o r e careful p l a n n i n g of c u r r i c u l u m activities is needed. M o r e e v a l u a t i o n and f o l l o w - u p of c o n ­ ference work and c u r r i c u l u m d o c u ments and c u r r i c u l u m plans are needed. It is in these areas that special m e e t i n g s dealing w i t h c u r r i c u l u m problems should be m o s t helpful. Nor is the pro b l e m of c u r r i c u l u m im p r o v e m e n t o n l y a 383 p r o f e s s i o n a l problem. M e m b e r s o f b o a r d s of e d u c a t i o n , parents, and lay leaders are a n d m u s t be involved. They are r i g h t l y interested and they are r i g h t l y c r i t i c a l of t h o u g h t l e ss and irre s p o n s i b l e a t t e m p t s to b u i l d n e w p r o g r a m s of instruction. H e n c e the p r o f e s s i o n should u s e g r e a t e f f o r t and its b e s t ta l e n t and r e s o u r c e s in tr y i n g to b u i l d b e t t e r p r o grams for learners of all ages. Lastly, there m u s t be no s t a g n a n t p o o l s of e d u c a t i o n in the state. In these times w h e n cultu r a l ch a n g e is so rapid, o n l y c o n s t a n t and strenuous e f f o r t s can keep the i n s t r u c ­ tional p l a n and progr a m s up to date. T h e D e p a r t m e n t of P ublic I n s t r u c t i o n has b o t h a legal and a p r o f e s s i o n a l r e s p o n ­ sibility to help M i c h i g a n schools have e x c e l l e n t instru c t i o n a l programs. The M i c h i g a n C u r r i c u l u m P r o g r a m a f f o r d s a c o o p e r ­ ative c h annel a n d v e h i c l e for the e x p r e s s i o n and g u i d a n c e of impulses d e s i g n e d to improve e d u c a t i o n in Michigan. APPENDIX C o m m i t t e e s and C o m m i t t e e M e m b e r s h i p s [The a p p e n d i x prov i d e s a listing of c o m m i t t e e secretari e s and an a d d i t i o n a l list of c o m m i t t e e m e m b e r s by counties.] APPENDIX F A N A L Y S I S OF T H E IMPACT OF THE M I C H I G A N C U R R I C U L U M P R O G R A M AS TO C E R T A I N GOALS A C C E P T E D AS R E S P O N S I B I L I T I E S OF ALL C O M M I T T E E S IN 1961-62 384 APPENDIX F A N A L Y S I S O F T H E IMPACT OF T H E M I C H I G A N C U R R I C U L U M P R O G R A M AS T O C E R T A I N GOALS A C C E P T E D AS R E S P O N S I B I L I T I E S O F A L L COMMIT T E E S IN 1 9 6 1 - 6 2 1 These s p e cific goals w e r e agreed u p o n at the M a y 1961 Spring E v a l u a t i o n W o r k s h o p as r e s p o n s i b i l i t i e s of each of the 1961-62 C u r r i c u l u m Committees. This anal y s i s includes the m i n u t e s from S e p t ember 1961 through those w h i c h had been filed o n A pril 30, 1 9 6 2 . This a n a l y s i s excludes o t h e r general activi t i e s and specific assign m e n ts to committees. This analysis includes o n l y : A. B. C. D. E. F. G. H. I. A. C o o r d i n a t i o n and Cont a c t s of C o m m i t t e e s w i t h O r g a n i ­ zations and Universities C o o r d i n a t i o n B e t w e e n C o m m i t t e e s of the M i c h i g a n C u r ­ r icu l u m P r o g r a m and w i t h O t h e r St a t e Commit t e e s C o o r d i n a t i o n w i t h M E A and M F T M e e t i n g s and P u b l i c a ­ tions C o m m i t t e e P a r t i c i p a t i o n in Co u n t y Institutes and C o u n t y Inservice Programs C o m m i t t e e C o o p e r a t i o n and Cont a c t s w i t h Local I nservice Prog r a m s and Local School Studies P u b l i c a t i o n s Spons o r e d b y C o m m i t t e e s C o n f e r e n c e s Sponsored by C o m m i t t e e s Regionalization Use of N e w s of the W e e k by Committees C o o r d i n a t i o n and Cont a c t s of C o m m i t t e e s w i t h O r g a n i z a t i o n s a nd U niv e r s i t i e s 1. Organizations A g r i c u l t u r a l E d u c a t i o n C o m m i t t e e — Art i c l e for N e w s l e t t e r of M i c h i g a n Fu t u r e F a r m e r s . Article, "Telling the A g r i c u l t u r e Story" for M i c h i g a n F a r m e r being prepared. M i c h i g a n D e p a r t m e n t of P u b l i c Instruction, " A n a l y ­ sis of the Impact of the M i c h i g a n C u r r i c u l u m P r o g r a m as to C e r t a i n Goals A c c e p t e d as R e s p o n s i b i l i t i e s of A l l Comm i t t e e s in 1961-62" (Lansing: D e p a r t m e n t of Pub l i c Instruction, 1962). (Mimeographed.) 385 386 D e v e l o p i n g set of c o l o r e d s l i d e s o n F a r m S a f e t y w i t h M A T V A , I n s t r u c t i o n a l A i d s Commit t e e . A p p o i n t e d a s u b c o m m i t t e e to p r e p a r e i n f o r m a t i o n f r o m C o m m i t t e e m i n u t e s for M A T V A N e w s letter. P l a n n i n g a brochure, " A g r i c u l t u r a l E d u c a t i o n in the H i g h S c h o o l C u r r i c u l u m " to be w o r k e d o n w i t h M A S S P , MASA, MASCD. S u b c o m m i t t e e o n E x h i b i t s to b e u s e d a t S t a t e C o u n s e l o r s C o n f e r e n c e , C a r e e r Carni v a l , M S U ; A V A C o n v e n t i o n , MEA Conference, State Farm Organization, FFA Conven­ t i o n , Fall C o n f e r e n c e on A g r i c u l t u r a l E d u c a t i o n , State F a i r . S t u d y of M i c h i g a n A r e a R e d e v e l o p m e n t w i t h M i c h i g a n Employment S e rvice. A e r o s p a c e ’C o m m i t t e e — Seminar, D e c e m b e r 7, w i t h A e r o s p a c e E d u c a t i o n C o u n c i l and A i r f o r c e A s s o c i a t i o n . S p e a k e r s B u r e a u for S e r v i c e C l u b s , P T A a n d C h u r c h e s . A l c o h o l and E d u c a t i o n C o m m i t t e e — A n a r t i c l e o n the "Pontiac Sc h o o l S t u d y on A l c o h o l E d u c a t i o n " is b e i n g p r e p a r e d for the M i c h i g a n S c h o o l B o a r d J o u r n a l . S e r i e s of ra d i o t a p e s is b e i n g p r e p a r e d for s t a t e w i d e s p o n s o r s h i p b y the P T A . C o o r d i n a t i o n w i t h the State B o a r d of A l c o h o l . Better Human Relations Committee— Meeting with P T A . M a y m e e t i n g w i t h M i c h i g a n A s s o c i a t i o n of P e r s o n n e l O f f i c e r s o n e m p l o y m e n t f r o m m i n o r i t y groups. W o r k w i t h A s s o c i a t i o n of the S t u d y of N e g r o H i s t o r y and L i fe on " C o n t r i b u t i o n s of M i n o r i t y G r o u p s to A m e r i ­ can History." C o n t a c t s w i t h P l a c e m e n t O f f i c e of U of M. and U r b a n L e a g u e o n M i n o r i t y Teachers' employment. B u s i n e s s E d u c a t i o n C o m m i t t e e — D i s c u s s e d res u l t s of C a r e e r s in D i s t r i b u t i o n P r o j e c t C o n t e s t s p o n s o r e d by M i c h i g a n Retailers As s o c iation. Discussed Michigan Secondary School College Agreement proposal. R e v i e w e d r e p o r t s from M R A E d u c a t i o n C o m m i t t e e , D e l t a Pi E p s i l o n study, A r e a R e d e v e l o p m e n t Act. C i t i z e n s h i p C o m m i t t e e — F i l m o n C o n Con. C o n s e r v a t i o n C o m m i t t e e — Soil C o n s e r v a t i o n S e r v i c e p r e ­ sented. C o r e and G e n e r a l E d u c a t i o n C o m m i t t e e — T e a c h e r p r e p a r a t i o n s u rvey p r o p o s e d — to be sent to T e a c h e r P r e p a r a t i o n Institutions. 387 C u r r i c u l u m P lanning C o m m i t t e e — Coordinate w i t h Junio r H i g h Committee of M A S S P . D i s c ussion of E d u c a t i o n for C o m p a rative G o v e r n m e n t , N e w Adventures Committee of M A S A . R eport of January M A S A meeting. S tudy of proposed Mich i g a n A s s o c iation of Schools and Colleges. Plans for T V F i l m on M i c h i g a n Cooperative C u r r i c u l u m P rogram with M E A . D iscussion of M i c h i g a n Educational Resea r c h C o u n c i l . E c o nomic E d u c a t i o n C o m m i t t e e — Invited representative s of N ational Council for Social Studies to m e e t with committee. Coordinated w i t h Michigan Council on Economic E d u c a ­ t i o n , School Board A s s o c iation and M i c h i g a n A s s o c i a ­ tion of Teacher E duca t i o n and B u s i n e s s . C o ntact w i t h U A W - C I O . Excep tional Children C o m m i t t e e — Held a m e e t i n g with reports from: Mi chigan A s s o c i a t i o n for Em o t i o n a l l y D isturbed C h i l d r e n ; Mich i g a n Mental He a l t h S o c i e t y ? D epart m e n t of Mental H e a l t h ; Children's Charter of the Juvenile Courts of M i c h i g a n ; A m e r i c a n A s s o c i a ­ tion of Univer s i t y W o m e n ; Mich i g a n A s s o c i a t i o n for Retarded C h i l d r e n . A r t icles requested for CEC Newsletter. PTA Bulletin on "Our Respo n s i b i l i t y — Educa t i o n for the E x c e p tional Child" received. G u i dance C o m m i t t e e — Requested Counselor C e r t i f i c a t i o n — A dvisory C o m m i t t e e , State Board of E d u c a t i o n . W o r k with A.P.G.A. to form Chapter group. Cooperated w i t h NDEA Title V - A , D P I . Cooperated w i t h Mich i g a n Counsellor A s s o c i a t i o n and M i ch i g a n Guidance and Personnel O r g a n i z a t i o n . Discussed M i c h i g a n Educational Research C o u n c i l . Health C o m m i t t e e — Cooperated w i t h Mich i g a n School He a l t h A s s o c i a t i o n , Leader s h i p Conference on Health. Requested report from A m e r i c a n School He a l t h A s s o c i a ­ tion. Home and Fa m i l y Li v i n g C o m m i t t e e — Proposed mee t i n g w i t h Coordinating Council of Guidance and Personnel Organization. Proposed articles for Journal of Secondary School P r i n c i p a l s , May, 1962. M e eting w i t h P T A , April 8-10. Cooperated w i t h Education Committee of Michigan Medical S o c i e t y . 4 388 M e t w i t h Flint Regional Commi t t e e of M i c h i g a n Council on Family R e l a t i o n s . Invited to attend Pa r e n t A s s o c i a t i o n W o r k s h o p . Industrial Arts C o m m i t t e e — Cooper a t e d w i t h MIES Convention. International U n d e r standing C o m m i t t e e — Exh i b i t at State Homemaking Teachers Conference. Exhibit at Michigan Rural Safety C o u n c i l . Representative to N o v e m b e r 2 8 m e e t i n g of M A S S P . Contacts w i t h P T A , A d u l t Educa t i o n A s s o c i a t i o n . Reviewed Committee o n International Understanding, M A S C D . Mathematics C o m m i t t e e — Arti c l e being prepared for M A S S P . Physical Educa t i o n C o m m i t t e e — Coor d i n a t i o n w i t h C o n s e r ­ v ation S c h o larship S c h o o l . Post-T welfth Grade C o m m i t t e e — J o i n t m e e t i n g w i t h M i c h i g a n Council of Commu n i t y Coll e g e A d m i n i s t r a t o r s . Joint meeting w i t h M i c h i g a n Commu n i t y College A s s o ­ ciation. C o o r d ination with Commis s i o n on Commu n i t y C o l l e g e s . Safety Education C o m m i t t e e — Discus s i o n of Training of Teachers in Driver E d u c a t i o n — Re v i e w by A d v i s o r y Commission on Teacher E d u c a t i o n . Responsibility program, School and Col l e g e Divi s i o n of Mi chigan Safety C o n f e r e n c e . Joint meeting w i t h M A S S P . Report Junior High School section of Science and Mathematics Teachers Convention, Chicago. Secondary C o u n c i l — Reviewed M i c h i g a n A s s o c i a t i o n of Schools and C o l l e g e s . R e p o rt— M i c h i g a n Council of Eng l i s h T e a c h e r s . Invited to Southwestern and S o u t heastern College Ag reement Workshops. Report of North Central Study of External Testing. Review of Bulletin 2124, "Michigan Needs Vocational Technical Education." Reviewed study of Institute of Regional Studies (Non-Western Culture) to improve college and s e c o n ­ dary teaching. School Holding Power C o m m i t t e e — Ad Hoc C o m m i t t e e on School Drop-Outs, P T A , Mich i g a n Youth C o m m i s s i o n , Mi chigan Welfare L e a g u e , Nati o n a l Commi t t e e on Employment of Y o u t h , Cooperation with Western Region Col l e g e A g r e e m e n t on Follow-Up Study. Report of Detroit Youth C o m m i s s i o n . i 389 Re s e a r c h C o m m i t t e e — C o o r d i n a t i o n p l a n n e d w i t h E l e m e n t a r y and S e c o ndary Princi p a l s A s s o c i a t i o n on s t u d y of Roles and F u n c tions in R e s e a r c h of School Staff. T r a d e and Technical C o m m i t t e e — R e p o r t of C o n f e r e n c e o f W om e n ' s Bureau, M i c h i g a n D e p a r t m e n t of L a b o r . M e e t i n g w i t h A d v i s o r y C o m m i t t e e for A r e a V o c a t i o n a l Education P r o grams. P r e s e n t a t i o n by r e p r esentatives of C o n s u m e r s P o w e r on Computers. U P E P C — D i s c u s s i o n of 1962 C o n s e r v a t i o n S c h o l a r s h i p S c h o o l in U .P ; D i s cus s i o n of U.P. C o m m i s s i o n o n A r e a P r o b l e m s . Special E d u c a t i o n W o r k s h o p — December, announced. R e port of activities of M i c h i g a n C o u n c i l o n S e c o n d a r y Education. R eport of N D E A and need for e v a l u a t i o n of the program. U.P. C u r r i c u l u m F i l m w i t h MEA. Di s cussed M i c h i g a n E d u c a t i o n a l R e s e a r c h C o u n c i l . Di s cu s s e d September and J a n u a r y M A S A meetings. ■D i s cu s s e d Mich i g a n A s s o c i a t i o n of Schools and C o l l e g e s . 2. U n iversities A g r i c u l t u r a l E d u c a t i o n C o m m i t t e e --Is w o r k i n g w i t h W e s t e r n M i c h i g a n U n i v e r s i t y to provide a technical c o u r s e in A g r i c u l t u r e Distribution. Cooperate with Michigan E m p l o y m e n t Service and A g r i c u l t u r e I n d u s t r i e s . C i t i z e n s h i p C o m m i t t e e — C o o p e r a t e d w i t h U n i v e r s i t y of M i ch i g a n H i g h School Student Cou n c i l Conference. A l s o sponsored by M A S S P and Secon d a r y C o u n c i l . C r e a t i v i t y C o m m i t t e e — A s k e d assist a n c e w i t h B u l l e t i n from M i ch i g a n State U n i v e r s i t y A u d i o - V i s u a l Center. E c o n o m i c E d u c a t i o n C o m m i t t e e — Pro j e c t w i t h E a s t e r n M i c h iqan U n i v e r s i t y , N o r t h e r n M i c h i g a n C o l l e g e and W e s t e r n M i c h i g a n U n i v e r s i t y on E c o n o m i c Education. S a f e t y Educa t i o n C o m m i t t e e — D i s c u s s i o n of U n i v e r s i t y of M i c h i g a n C o n f e r e n c e of School Bus Dr i v e r E d u c a t i o n and T r a n s p o r t a t i o n Specialists. M i c h i g a n State U n i v e r s i t y Driver E d u c a t i o n Workshop. Science C o m m i t t e e — Report on M i c h i g a n State U n i v e r s i t y Science and M a t h T e a c h i n g Center. S e c o n d ary C o u n c i l — Report of Central M i c h i g a n U n i v e r s i t y T e ac h e r E d u c a t i o n I m p r ovement Experiment. 390 T r a d e and T e c h n i c a l C o m m i t t e e — R e p o r t o f M i c h i g a n Sta t e U n i v e r s i t y L a b o r and Indust r i a l R e l a t i o n s Center. U P E P C — C o o p e r a t e d w i t h U n i v e r s i t y Sc h o o l S e r v i c e s C o m ­ m i t t e e (Extension C o u r s e s ) . P r o p o s a l to be s u b m i t t e d to M i c h i g a n T e c h a n d N o r t h e r n M i c h i g a n C o l l e g e that they have a line item of $5,000 to s u b s i d i z e e x t e n s i o n cl asses w h e n e n r o l l m e n t is less than r e q u i r e d to h o l d an e x t e n s i o n class. B. C o o r d i n a t i o n B e t w e e n C o m m i t t e e s of the M i c h i g a n C u r r i c u l u m P r o g r a m and w i t h o t h e r State C o m m i t t e e s 1. B e t w e e n C o m m i t t e e s of the M i c h i g a n C u r r i c u l u m P r o g r a m A e r o s p a c e C o m m i t t e e — W i t h S c i e n c e C o m m i t t e e in u s e o f S p a c e m o b i l e in m e e t i n g s in O c t o b e r 1962. Alcohol Committee— Joint project with Home and Family L i v i n g C o m m i t t e e proposed. Citizenship Committee— Elementary Student C o u n c i l , El e ­ m e n t a r y Sc h o o l C o m m i t t e e Brochure, l i b r a r y materials. I n vited b y C o m m i t t e e o n I n t e r n a t i o n a l U n d e r s t a n d i n g to a ttend m e e t i n g o f c o m m i t t e e o n D e c e m b e r 8. R e v i e w e d B l o c k T i m e E d u c a t i o n in M i c h i g a n of Core C o m m i t t e e and Scop e and Gr a d e P u b l i c a t i o n of E c o n o m i c E d u c a t i o n Committee. C o n s e r v a t i o n C o m m i t t e e — Fu t u r e plans for joint m e e t i n g s with Business E d u c a t i o n , Instructional Materials Committees. C u r r i c u l u m P l a n n i n g C o m m i t t e e - - C o o r d i n a t e w i t h Core C o m m i t t e e o n J u n i o r H i g h program. Re p o r t by r e p r e s e n t a t i v e of U P E P C . M i c h i g a n C o u n c i l on S e c o n d a r y E d u c a t i o n r e g a r d i n g r o l e of L a n g u a g e A r t s Committee. C r e a t i v i t y C o m m i t t e e expt. p r o g r a m discussed. Economic Education— Reviewed publication of Business Education C o m m i t t e e . P r o p o s a l for c o o p e r a t i v e p r o j e c t w i t h B u s i n e s s E d u c a t i o n C o m m i t t e e o n school curriculum. H e a l t h E d u c a t i o n C o m m i t t e e — J o i n t m e e t i n g w i t h Physi c a l E d u c a t i o n C o m m i t t e e o n p h y s i c a l fitness. L i a i s o n w i t h S a f e t y C o m m i t t e e , to r e q u e s t o t h e r c o m m i t ­ tee's c o o p e r a t i o n w i t h r e v i s i o n o f B u l l e t i n 345. C o o r d i n a t i o n w i t h H o m e and F a m i l y L i v i n g C o m m i t t e e o n o n T r a i n i n g for P a r e n t h o o d . 391 H o m e and Fa m i l y L i v i n g C o m m i t t e e — A s k e d to send r e p r e ­ sentative to Dece m b e r 8 m e e t i n g of C o m m i t t e e on international U n d e r s t a n d i n g . Inter n a tional U n d e r s t a n d i n g C o m m i t t e e — Invited r e p r e ­ sentative to C o u n c i l o n S e c o n d a r y E d u c a t i o n . R e v i e w e d min u t e s of c o m m i t t e e s . N i n e c u r r i c u l u m committees invited to D e c e m b e r meet i n g . M a t h e m a t i c s C o m m i t t e e — Invited E l e m e n t a r y C o m m i t t e e to have representative. P h y s i c a l E d u c a t i o n C o m m i t t e e — Dr. B a r t l e t t asked this c o m ­ m i t t e e and the He a l t h E d u c a t i o n C o m m i t t e e to m e e t t ogether at St. M a r y ’s L a k e to recom m e n d a c o o p e r a t i v e p l a n of action for the "Suggested Elem e n t s of a S c h o o l C e n t e r e d Program" u r g e d by the P r e s i d e n t ' s C o u n c i l o n P h y sical Fitness. R e c o m m e n d e d a c t i o n and per s o n s to serve o n Commi t t e e o n Y o u t h Phys i c a l Fit n e s s L e a d e r ­ ship. S e c o n d a r y C o u n c i l — Hol d i n g Power C o m m i t t e e , use of Ki t reviewed. M e m b e r s of C o m m i t t e e on International U n d e r s t a n d i n g g a v e r eport of committee activity. Appointed Subcommittee on International Understanding. Co m m i t t e e on A g r i c u l t u r e asked for reactions on b u l l e t i n o n A g r i c u l t u r e in the Secon d a r y School. Re q u e s t from C o m m ittee o n H e a l t h E d u c a t i o n for names of junior and senior h i g h E n g l i s h and social studies teachers for B u l l e t i n 345, Revision of Hea l t h E d u c a t i o n in the S e c o n d a r y Schools. Re p o r t of C o m m i t t e e on I n t e r n a t i o n a l U n d e r s t a n d i n g . R e p o r t of Interim C o m m i t t e e on Foreign Students C o m m i t t e e Of M A S S P . R e p o r t of M i c h i g a n Coun c i l of E n g l i s h T e a c h e r s . R e p o r t of School Holding Power C o m m i t t e e . Science C o m m i t t e e — A g r i c u l t u r e C o m m i t t e e asked r e a c t i o n to pr o p o s e d bulletin, "Agriculture in Secon d a r y Schools" and refe r r a l to M i c h i g a n A s s o c i a t i o n of Schools and Colleges. Refer red statement o n I n t e r n a t i o n a l U n d e r s t a n d i n g to that co m mittee for implementation. Trade and T e c h nical C o m m i t t e e - - I n v i t a t i o n to School H o l d i n g Power and P o s t - T w e l f t h Grade C o m m i t t e e to trip to N a v y T e c hnical Trai n i n g Center, Memphis, Tennessee. C o o r d i n a t i o n w i t h O t h e r S t a t e Committees C u r r i c u l u m P l a n n i n g C o m m i t t e e — C o o r d i n a t i o n w i t h othe r Educational Television Commi t t e e s . R e p o r t of T e a c h e r C e r t i f i c a t i o n C o d e Revision. R e v i e w of O t h e r C o m m i t t e e M i n u t e s E c o n o m i c E d u c a t i o n C o m m i t t e e — Revie w i n g b u t also studying w a y s to involve other c o m m i t t e e s in economic education. E l e m e n t a r y C o m m i t t e e s — Reviewed M a t h e m a t i c s / S c i e n c e , and Research Committee m i n u t e s . C o o r d i n a t i o n w i t h M E A and MFT Meet i n g s and Publicatio n s Meetings A e r o s p a c e C o m m i t t e e — M E A S e c t i o n m e e t i n g at Selfridge, O c t o b e r 1961 and S e c t i o n m e e t i n g at Flint, Octobe r 19 61. S e v e n regions have m a d e cont a c t s for 1962. A l c o h o l C o m m i t t e e — P a r t i c i p a t i o n in nine M E A regions, O c t o b e r 1961, was evaluated. C i t i z e n s h i p C o m m i t t e e — W i t h E l e m e n t a r y C o m m i t t e e — Regionals p l a n n e d for 1962. C o n s e r v a t i o n C o m m i t t e e — 1962 services off e r e d to M E A R e g i o n a l s — R e g i o n 11-12 field trip on M a r c h 30 planned. E l e m e n t a r y C o m m i t t e e — E l e m e n t a r y Stu d e n t Councils, R e g i o n a l s , 1962. I n s t r u c t i o n a l M a t e r i a l s C o m m i t t e e — Several M E A Regions have r e q u e s t e d p r o g r a m help for Oct o b e r 19 62. I n t e r n a tional U n d e r s t a n d i n g C o m m i t t e e — Proposal for M E A m e e t i n g s in 1 9 6 2 — 7 regions accepted. M a t h e m a t i c s C o m m i t t e e — P r o p o s a l for M E A regional meetings, 1962. P u b l i c a tions C u r r i c u l u m P l a n n i n g C o m m i t t e e — School Board Journal w i l l a c c e p t a r t i c l e s from committees of the M i c h i g a n C u r r i c u l u m Program. 393 I nstru c tional Mater i a l s C o m m i t t e e — C o n t a c t e d M F T and M E A a b o u t proposed articles. R e s e a r c h C o m m i t t e e — M o n t h l y articles on R e s e a r c h Studies in Mich i g a n Educa t i o n J o u r n a l . D. C o m m i t t e e P a r t i c i p a t i o n in Co u n t y Institutes and Coun t y Inservice Programs 1. C o u n t y Institutes A e r o s p a c e C o m m i t t e e — Kalamazoo C o u n t y Institute, A p r i l 6, 1962. T hree County Institutes in Upper P e n i n s u l a . L e n a w e e C o u n t y , F e b r u a r y 6, 19 62. E c o n o m i c Education C o m m i t t e e — Tus c o l a County, Februar y 15, 1962, delayed until 1962-63. U.P. Cop p e r Country institute w o r k s h o p s proposed. E l e m e n t a r y C o m m i t t e e — Bra n c h C o u n t y (Creativity, Arts and Crafts, ungraded p r i m a r y ) , F e b r u a r y 14. M a c o m b C o u n t y , Grand T r a v e r s e C o u n t y . Instru c tional Materials C o m m i t t e e — Br a n c h County M a t h e m a tics C o m m i t t e e — Prop o s a l to assist in county institute. Re s e a r c h C o m m i t t e e — Branch County Institute. Section. Secondary U P E P C — Helped to sponsor co u n t y institutes in Upper Peninsula. Ev a l u a t i o n of 1960-61 co u n t y institutes discussed. 2. C o u n t y Inservice Programs Core C o m m i t t e e — participated in W a y n e Co u n t y Study of Gifted W o r k s h o p C r e a t i v ity C o m m i t t e e — M o n t c a l m Co u n t y requested help of committee, Febr u a r y 14, 1962. A s k e d to attend Sou t h e a s t e r n C u r r i c u l u m C o n f e r e n c e , Waldenwoods, on Creativity, M a y 18-19. E l e m e n t a r y C o m m i t t e e — Part i c i p a t e d in Elemen t a r y Principals m e e tings in Shiawassee and B e r r i e n C o u n t i e s . B a r r y Cou n t y study. 394 International Understanding C o m m i t t e e — R e p r e sentative s of co m mittee m e t w i t h Ma c o m b C o u n t y elemen t a r y teachers o n International Understanding. E. C o m m i t t ee Cooperation and Contacts w i t h Local Inservice P r o grams and Local School Studies A e r o s p a c e C o m m i t t e e — Fo l l o w up of A e r o s p a c e P r o g r a m in M o n t r o s e Towns h i p School. A g r i c u l t u r e C o m m i t t e e — Committee w i l l assist in e v a l u a ­ tion of Young Farmer E d u c ation Pro g r a m in Th u m b A r e a . Reviewed the Detroit W o r l d of W o r k Study. V i s i t e d Battle Creek and Jackson science project on p l a nting acreage. Al cohol C o m m i t t e e — Cooperated w i t h Teacher Inservice T r a i n i n g programs in Grand R a p i d s , L a n s i n g , D e a r b o r n , Ma c o m b C o u n t y , P o n t i a c . D e t r o i t , Director of Home and Fam i l y Living Pro g r a m m e t w i t h the Committee o n available m a t e rials for teachers. Business Educa t i o n C o m m i t t e e — Reviewed reports from D e t r o i t Business Education Project. Reviewed Detroit World of W o r k Study. C o n s e r v a t i o n C o m m i t t e e — Wo r k e d w i t h Oakland Cou n t y C o n ­ servation Educa t i o n Project, A n n A r b o r Outdoor E d u ­ cation Pro g r a m and Kalamazoo Col l e g e and Kalamazoo Nature Center program. Core C o m m i t t e e — Visited Lansing and Sag i n a w Township programs. Creat i v ity C o m m i t t e e — Creativity study in El m i r a E l e m e n ­ tary School, St. Clair Shores School District. Economic E d u c ation C o m m i t t e e — Cooperated with Wyandot t e Economic Education Committee. Lakers Junior H i g h asked help. Eleme n t ary C o m m i t t e e — Participated in Grand Rapids school institute. P a r ticipated in Southwestern Michi g a n Elemen t a r y P r i n ­ cipals Meeting. P a r ticipated in Jackson Prison Education Program. Industrial Arts C o m m i t t e e — Invited by Mt. Cle m e n s High School to evaluate Industrial Arts program. 395 M athem a tics C o m m i t t e e — Part i c i p a t e d in Jack s o n inservice m athematics program. S afety E d u c a t i o n — Reviewed Lans i n g Emerg e n c y Procedur e s and Lansing Dr i v e r E d u c a t i o n Program. S c ience C o m m i t t e e — Report of Detroit Science Prog r a m in grades 7-8-9. S e c o ndary C o u n c i l — Revi e w e d Det r o i t World of W o r k Study School Holding P o w e r — Worked w i t h five pilot schools, C a s s o p o l i s , F l i n t , R o s e v i l l e , South H a v e n ; Detroit m a y be the 5th. Trade and Technical C o m m i t t e e — Reviewed Det r o i t World of W o r k Study U P E P C — Sent team to Flint C o m m u n i t y School Workshop. F. Publications Sponsored by Committees 1. Completed Aerospace C o m m i t t e e — Advent u r e s in Air/Space, January 1962 A l c ohol C o m m i t t e e — Radio Sound T a p e s — PTA, E thyl on M y M i n d ." "I've Got Core C o m m i t t e e — Core bulletin published. Econo m i c Educa t i o n C o m m i t t e e — Scope and Sequence Charts; S yllabus for Establishing Institutes and/or Workshops. Trade and T e c h nical C o m m i t t e e — "Profile of M i c h i g a n M a n ­ power Train i n g Needs of the 1960's." Research C o m m i t t e e — Solving C l a s s r o o m Problems Through S ystematic S t u d y — A bull e t i n for teachers. 2. In Process A g r i c u l ture Educa t i o n C o m m i t t e e --"Vocational Ag r i c u l t u r e Students Go to College" is being planned. Better Human Relations C o m m i t t e e — H u m a n Relations Bulletin #7, "Religious Differences in the Classroom" prepared. C i t i z e n ship C o m m i t t e e — Bulle t i n 519, "Teaching M i c h i g a n History in the Elemen t a r y S c h o o l ." 396 C o n s e r v a t i o n C o m m i t t e e — T e a c h e r s Guide, Site Development, planned. R e v i s i o n — S chool C o r e C o m m i t t e e — Ph a s e II B u l l e t i n b e i n g planned. P l a n ning q u e s t i o n n a i r e on p r e - s e r v i c e and in-servi c e p r o g r a m for core teachers in preparation. El e m e n t a r y C o m m i t t e e — w i t h C i t i z e n s h i p C o m m i t t e e — E l e m e n t a r y S t u d e n t C o u n c i l Bulletin, planned. He a l t h E d u c a t i o n C o m m i t t e e — "Sugge s t e d P o l i c i e s o n E m e r ­ ge ncies and F i r s t Aid," planned. Re v i sion of B u l l e t i n 345 in process. Home and F a m i l y L i v i n g C o m m i t t e e — P l a n to re v i s e bulletin, "Education for Home and F a m i l y Living." Instru ctional M a t e r i a l s C o m m i t t e e — B r o c h u r e is being written. M a t h e m a t i c s C o m m i t t e e — B u l l e t i n planned. P h y s i c a l E d u c a t i o n C o m m i t t e e — Proposed, "Sugge s t e d P r o g r a m for D e v e l o p i n g and M a i n t a i n i n g P h y s i c a l F i t n e s s in Schools" and Guide, "Materials for Teachers, E l e m e n ­ tary Physical Fit n e s s P r o g r a m — E v a l u a t i o n Instrument." P o s t - T w e l f t h Grade C o m m i t t e e — B u l l e t i n proposed, "Purposes, Role, F u n c t i o n and P r o g r a m of the C o m m u n i t y College." R e s e a r c h C o m m i t t e e — S t u d y proposed. Steps in M o d i f i c a t i o n and E v a l u a t i o n of Curriculum, u s i n g E v a l u a t i o n of N D E A as an example. Science C o m m i t t e e — Bulletin, P r o p o s e d S u r v e y of Science. Trade and T e c h n i c a l C o m m i t t e e — P r o p o s e d G u i d e for C u r r i c ­ u l u m D e v e l o p m e n t for I n d u s t r i a l Education. G. C o n f e r ences Sponsored by C o m m i t t e e s A g r i c u l t u r e C o m m i t t e e — C o n f e r e n c e in T r a v e r s e A r e a o n A r e a R e - D e v e l o p m e n t proposed. C i t i z e n s h i p C o m m i t t e e — J a n u a r y 10-11, 1962, O n e h u n d r e d high school students and teachers. C o n s e r v a t i o n C o m m i t t e e — U.P. S c h o l a r s h i p School, A u g u s t 5-11, 1962. Req u e s t from P h y s i c a l E d u c a t i o n C o m m i t t e e to c o ­ sponsor O u t d o o r E d u c a t i o n Conference, M a y 11-12. 397 Core C o m m i t t e e — Core Conference, M a r c h 15-16-17. C u r r i c u l u m P l a n n i n g C o m m i t t e e — S p o n s o r e d w i t h DPI a C u r ­ r i c u l u m L e a d e r s h i p C o n f e r e n c e for School D i s t r i c t s w i t h o u t C u r r i c u l u m Leaders. E x c e p t i o n a l C h i l d r e n C o m m i t t e e — Report of C o n f e r e n c e on E x c e p t i o n a l C h i l d r e n s p o n s o r e d b y DPI and NMU. Industrial A r t s C o m m i t t e e — J o i n t C o n f e r e n c e w i t h T e a c h e r Educators, 1961, and o n e b e i n g p l a n n e d for N o v e m b e r 1962. I ntern ational U n d e r s t a n d i n g C o m m i t t e e — W o r k s h o p plan n e d for N o v e m b e r 12-13, 1962. P h y sical E d u c a t i o n C o m m i t t e e — O u t d o o r E d u c a t i o n C o n f e r ­ ence in May; W a t e r Sa f e t y C l i n i c in May; and W o r k s h o p at Proud Lake. C h e c k L i s t for E v a l u a t i n g Phys i c a l E d u c a t i o n Programs. Trade and T e c h n i c a l C o m m i t t e e — Tr a d e and Industrial T e achers Conference, F e b r u a r y 16-17. R e s e a r c h C o m m i t t e e — A n n u a l C u r r i c u l u m R e s e a r c h Conference, February. U P E P C — Spons o r e d W o r k s h o p in Conservation, E l e m e n t a r y and S e c o n d a r y Science, C o u n s e l i n g and Guidance. Plans to hold Econ o m i c W o r k s h o p Series in U.P. H. R e g i o n a l i z a t i o n U P E P C — Six Regional School Board m e e t i n g s in October. C o n s e r v a t i o n E d u c a t i o n C o m m i t t e e — Prop o s e d to study p r o g r a m for regionalization. School H o l d i n g Po w e r C o m m i t t e e — F o u r R e g i o n s — hold m e e t ­ ings and the total commi t t e e m e e t s two o r m o r e times per year. I. Use of N e w s of the W e e k by C o m m i t t e e s r i c u l u m Courier) 9/8/61 — 10/6 — (Instead of a C u r ­ No t i c e of M i c h i g a n C o o p e r a t i v e C u r r i c u l u m P r o g r a m Workshop d a t e s . Report of C u r r i c u l u m W o r k s h o p to be in the ne x t issue (boxed item) 398 10/13 - "Challenge o f C o m m u n i t y L e a d e r s h i p E m p h a s i z e d a t C u r r i c u l u m Workshop" "New C o m m i t t e e C r e a t e d o n I n t e r n a t i o n a l U n d e r ­ standing" "Student C o u n c i l W o r k s h o p Set for O c t o b e r 2 3 - 2 4 — S p o n s o r e d b y State C o m m i t t e e o n E d u c a t i o n for C i t i z e n s h i p and C o m m i t t e e o n E l e m e n t a r y E d u c a t i o n . ” 10/20 - C o m m u n i t y E d u c a t i o n Workshop, F l i n t — C o - s p o n s o r e d by DPI, m e m b e r s of the M i c h i g a n C u r r i c u l u m P r o g r a m and the M o t t P r o g r a m of the F l i n t B o a r d of E d u c a t i o n 11/3 - Re p o r t of F l i n t C o m m u n i t y E d u c a t i o n W o r k s h o p 11/10 - A g r i c u l t u r e E d u c a t i o n C u r r i c u l u m C o m m i t t e e announces Agricultural Education Exhibit 11/24 - W o r k Plans Set by C o r e C o m m i t t e e 12/1 - A n n u a l Mat h e m a t i c s C o n f e r e n c e — C o - s p o n s o r e d b y State M a t h e m a t i c s C u r r i c u l u m C o m m i t t e e and U n i v e r ­ sity of M i c h i g a n Sch o o l of E d u c a t i o n and D e p a r t m e n t of Mathematics. 12/8 - N e w N D E A M a t h e m a t i c s B u l l e t i n — "Frontiers in M a t h e ­ ma t i c s E d u c a t i o n ”— Prep a r e d by the M a t h e m a t i c s Curriculum Committee 1/5/62 - - C i t i z e n s h i p Conference, J a n u a r y 10-11 1/12 - A n n u a l C u r r i c u l u m R e s e a r c h C o n f e r e n c e announ c e d 2/2 - School H o l d i n g P o w e r M e e t i n g s S c h e d u l e d for F e b r u a r y - M a r c h — T h r e e of five regi o n a l meeti n g s held b y State C o m m i t t e e o n School Hold i n g Po w e r to be held 2/9 - An n u a l C o r e C o n f e r e n c e announced 3/2 - Busi n e s s E d u c a t i o n Study in C l a s s B Schools c o n ­ duc t e d by State C u r r i c u l u m C o m m i t t e e for Business Education; publi s h e d by DPI 3/6 - C u r r i c u l u m D e v e l o p m e n t W o r k s h o p Sl a t e d for A p r i l 9-10 4/13 - Keys to C u r r i c u l u m Cha n g e g i v e n at L a n s i n g W o r k s h o p APPENDIX G C OMMIT T E E S OP THE MICHI G A N COO P E R A T I V E C U R R I C U L U M PROGRAM: 1 9 3 5 - 3 6 — 1967-68 399 APPENDIX G COMMIT T E E S OF THE MICH I G A N COOPERATIVE C U R R I C U L U M PROGRAM: 1 9 3 5 - 3 6 — 1967-68 1935-36 C u r r i c u l u m Steering Committee Instructional Guide for Elementary Schools P r epare a Bull e t i n o n Innovating Practices in M i c h i g a n El emen t a r y Schools Pr e p a r e a Bull e t i n for Lay Groups R e s earch and E x p e r i m e n t a l P r a c t i c e Bulletin S e c o ndary School Exp l o r a t o r y Committee Social and Econ o m i c Trends 1936-37 C u r r i c u l u m Steering Committee D i r e c t i n g C o m m ittee of the M i c h i g a n Study of the Se c o n d a r y School C u r r i c u l u m E x p l o r a t o r y Commi t t e e on E l e m e n t a r y Education Pr epare a B u l l e t i n on Innovating Practices in M i c h i g a n El emen t a r y Schools Pr e p a r e a Bulletin for L a y Groups P r epare a Bull e t i n on the Yo u t h of Secondary School A g e The School as a Social Institution S ocial and Econo m i c Trends 1937-38 C u r r i c u l u m Steering Committee A d m i n i s t r a t i o n of the Instructional P r o g r a m C o m m u n i t y Relations of the C u r r i c u l u m D i r e cting Commi t t e e of the M i c h i g a n Study of the S e c o n ­ d a r y School C u r r i c u l u m E d u c a t i o n in Rural Areas E x p l o r a t o r y C o m m i t t e e on Health Education E x p l o r a t o r y Committee o n E l e m entary Education Instructional O r g a n i z a t i o n of Pupil Personnel T he School as a Social Institution T e a ching the School in the School Y o u t h of Secon d a r y School Age 400 401 1938-39 Curriculum Steering Committee Curriculum C o n s ultant Group A d m i n istration of the Instructional P r o g r a m C o m m unity Relations of the Curric u l u m Directing Committee of the M i c h i g a n St u d y of the Secondary School Cu r r i c u l u m Education in Rural Areas Elementary Education Exploratory Committee on Health Education Instructional O r g a n i z a t i o n of Pupil Personnel Teaching the School as a Social Institution Youth of Secondary School Age 1939-40 Curriculum Steering Committee C u r r i c u l u m Consul t a n t Group A d m i n istration of the Instructional Program Commu nity Relations of the Curric u l u m Continuous Surveys and Curric u l u m Dev e l o p m e n t Directing Committee of the Mich i g a n Study of the Secondary School C u r r i c u l u m E d u c ation in Rural Areas Elementary Education H e alth Education Instructional O r g a n ization of Pupil Personnel T eaching the School as a Social Institution Youth of Secondary School Age 1940-41 Curriculum Steering Committee C u r r i culum C o n s ultant Group Aids to Learning Community Relations of the Cu r r i c u l u m D i r e cting Committee of the M i c h i g a n Study of the Secondary School C u r r i c u l u m E d u c ation in Rural Areas Elementary Education Health Education Instructional O r g a nization of Pupil Personnel T e a ching the School as a Social Institution 402 1941-42 C u r r i c u l u m Steering C o m m i t t e e Aids to Learning A p p l i c a t i o n of R e s e a r c h Findings C o n s e rvation E d u c a t i o n D i r e cting C o m m i t t e e of the M i c h i g a n Study of the Secondary School C u r r i c u l u m E d u c a tion in Rural Areas Elementary Education Health Education Instructional O r g a n i z a t i o n of Pupil Personnel Intercultural U n d e r s t a n d i n g Occupational I n f o rma tion and Guidance P r o g r a m for R e o r g a n i z e d School Distr i c t T e a c h i n g the School as a Social Institution 1942-43 C u r r i c u l u m Steering Committee A d u l t Education A p p l i c a t i o n of Rese a r c h Findings C o n s e rvation Education Continuous Report Cities Directing Commi t t e e of the M i c h i g a n Study of the Secondary School Cu r r i c u l u m Educa tion in Rural Areas Eleme ntary Education H ealth and Safety E d u c a t i o n Intercultural Unde r s t a n d i n g O c c u p a t i o n and Guidance Secon dary School P r o g r a m 1943-44 C u r r i c u l u m Planning Committee A d u l t Education C o n s e rvation E d u c a t i o n Di r e cting Commi t t e e of the M i c h i g a n Study of the S e c ondary School C u r r i c u l u m E d u c a t i o n in Rural Areas Eleme ntary E d u c a t i o n Guidance and O c c u p ational Information Health Education Intercultural Under s t a n d i n g Safety Education Secondary School P r o g r a m 1944-45 Curriculum Planning Committee Aviation Education D i r e c t i n g C o m m i t t e e of the M i c h i g a n S t u d y of S e c o n d a r y School C u r r i c u l u m E d u c a t i o n in R u r a l A r e a s Elementary Education Guidance Health Education Intercultural Understanding Safety Education S e c o n d a r y School P r o g r a m 1945-46 Curriculum Planning Committee U pper P e n i n s u l a C u r r i c u l u m P l a n n i n g C o m m i t t e e Adult Education Aviation Education Conservation Education Creative Living E d u c a t i o n for C i t i z e n s h i p E d u c a t i o n in Rural A r e a s Elementary Education G u i d a nce Health Education H u m a n G r o w t h and D e v e l o p m e n t Intercultural Understanding Practical Nurse Education Safety Education Secondary Education T r a d e and I n d u s t r i a l E d u c a t i o n 1946-47 Curriculum Planning Committee Upper Peninsula Curriculum Planning Committee Aviation Education Creative Living E d u c a t i o n for C i t i z e n s h i p E d u c a t i o n in Rural A r e a s Elementary Education Guidance Health Education Intercultural Understanding Practical Nurse Education Safety Education Secondary Education T r a d e and Indust r i a l E d u c a t i o n 404 1947-48 Curriculum Planning Committee Upper Peninsula C u r r i c u l u m P l a n n i n g C o m m i t t e e Adult Education A u d i o Vi s u a l Aids Aviation Education Conservation Education Cr e a t i v e Living Ed u c a t i o n for C i t i z e n s h i p E d u c a t i o n in Rural Areas Elementary Education Guidance He a l t h E d u c a t i o n Home and F a m i l y Life E d u c a t i o n Industrial A r t s Educa t i o n Intercultural U n d e r s t a n d i n g P r a c tical N u r s e E d u c a t i o n S afety E d u c a t i o n School L i b r a r y S e c o n dary E d u c a t i o n Special E d u c a t i o n T hrift E d u c a t i o n 1948-49 C u r r i c u l u m Plann i n g Commi t t e e U pper Penin s u l a C u r r i c u l u m P l a n n i n g C o m m i t t e e Adult Education A u d i o Visual Aids C o n s e r v a t i o n and E d u c a t i o n E d u c a t i o n for C i t i z e n s h i p E d u c a t i o n in Rural Areas Elementary Education H ealth E d u c a t i o n Home and Fa m i l y Life E d u c ation Industrial Arts E d u c a t i o n O c c u p ational Training Safety E d u c a t i o n School Library S e c o n dary Education Special E d u c a t i o n Thrift Education 1949-50 C u r r i c u l u m Planning C o m m i t t e e U pper Peninsula C u r r i c u l u m Planning C o m m i t t e e Adult Education A u d i o Vi s u a l Aids 405 1949-50 (cont'd) Better Human Relations Conservation and Education E d u c a t i o n for C i t i z e n s h i p E d u c a t i o n in Rural A r e a s Elementary Education Guidance Health Education Home and Family Life Education I n d u st r i a l A r t s E d u c a t i o n Occupational Competence Safety Education S c hool L i b r a r y S c hool L u n c h Secondary Education S p e cial E d u c a t i o n 1950-51 Curriculum Planning Committee Upper Peninsula Curriculum Planning Committee Be t t e r H u m a n R e l a t i o n s Bu s i n e s s E d u c a t i o n C o m m u n i t y School S e r v i c e P r o g r a m C o n s e r v a t i o n and E d u c a t i o n E d u c a t i o n for C i t i z e n s h i p E d u c a t i o n for E x c e p t i o n a l C h i l d r e n E d u c a t i o n in Rural Areas Gu i d ance He a l t h E d u c a t i o n Home and Fa m i l y L i v i n g In d u st r i a l A r t s E d u c a t i o n I n s t r u c t i o n a l P r o g r a m of the C o m m u n i t y School Occupational Competence Practical Nurse Education Safety E d u c a t i o n School L i b r a r y and A u d i o V i s u a l E d u c a t i o n Trade and Industrial E d u c a t i o n Vocational Agriculture 1951-52 Curriculum Planning Committee Upper P e n i n s u l a C u r r i c u l u m P l a n n i n g C o m m i t t e e B etter Human Relations Business Education C o m m u n i t y School Ser v i c e P r o g r a m C o n s e r v a t i o n and E d u c a t i o n 406 1951-52 (cont'd) E d u c a t i o n for Cit i z e n s h i p E d u c a t i o n for E x c e p t i o n a l C h i l d r e n E d u c a t i o n in Rural Areas G u i d ance Health Education Home and Family L i v i n g Industrial Arts E d u c a t i o n Instructional M a t e r i a l s Instructional P r o g r a m of the C o m m u n i t y School O c c u p a t i o n a l Co m p e t e n c e P r a c tical Nurse E d u c a t i o n S afety E d u c a t i o n T r a d e and Industrial Education V o c a t i o n a l Agr i c u l t u r e 1952-53 C u r r i c u l u m Planning Commi t t e e U pper Penin s u l a C u r r i c u l u m Plann i n g Committee Be t t e r Human Relations Bu s iness E d u c a t i o n C o m m u n i t y School Service P r o g r a m C o n s e r v a t i o n and E d u c a t i o n E d u c a t i o n for C i t i z e n s h i p E d u c a t i o n for E x c e p tional C h i l d r e n E d u c a t i o n in Rural Areas Guidance H ealth E d u c a t i o n Home and Fa m i l y Living Industrial A r t s E d u c a t i o n Instructional' Materials Instructional P r o g r a m of the Commu n i t y School O o c u p ational C o m p e t e n c e P ractical N u r s e E d u c a t i o n S afety E d u c a t i o n Vocational Agriculture T rade and Industrial Educa t i o n 1953-54 C u r r i c u l u m Plann i n g Committee Upper Peninsula C u r r i c u l u m Planning Committee B etter Human Relations Bu s iness Education C o n s e r v a t i o n and E d u c a t i o n C u r r i c u l u m Research Ed u c a t i o n for Ci t i z e n s h i p 407 1953-54 (cont'd) E d u c a t i o n of E x c e p t i o n a l C h i l d r e n Guidance Health Education H o l d i n g Power Horae and F a m i l y Liv i n g Industrial Arts Instructional Materials I n s t r u c t i o n a l P r o g r a m o f the C o m m u n i t y Sc h o o l Occupational Competence Practical Nurse Education Safety Education T r a d e and I n d u s t r i a l E d u c a t i o n Vocational Agricultural Education 1954-55 Curriculum Planning Committee Upper Peninsula Curriculum Planning Committee A d u l t E d u c a t i o n and C o m m u n i t y C o l l e g e Agricultural Education B e t t e r Htiman R e l a t i o n s Business Education C o n s e r v a t i o n and E d u c a t i o n Curriculum Research E d u c a t i o n for C i t i z e n s h i p E d u c a t i o n for E x c e p t i o n a l C h i l d r e n Elementary Education E v a l u a t i o n and I m p r o v e m e n t of C o n f e r e n c e s Guidance Health Education H o l d i n g Power H o m e and F a m i l y L i v i n g Industrial Arts Instructional Materials Occupational Competence Practical Nurse Education P r o g r a m for R e o r g a n i z e d School D i s t r i c t Physical Education Safety Education S e c o n d a r y E d u c a t i o n and Life A d j u s t m e n t T r a d e and I n d u s t r i a l E d u c a t i o n 1955-56 Curriculum Planning Committee Upper Peninsula Educational Planning Council A d u l t E d u c a t i o n and C o m m u n i t y C o l l e g e 408 1955-56 (cont'd) A g r i cultural Education Better Human Relations Business Education Conference and Curric u l u m Planning Conservation and Education Curriculum Research Ed u c ation for C i t i z enship E d u c a t i o n E d u c ation for Exceptional Children Elementary Education Guidance Health Education Home and Fa m i l y Living Industrial Arts Instructional Materials Living in the Air Age Physical Education Program for the Reorganized School Safety Education and Civil Defense School Holding Power Science and Technical E d u c a t i o n 1956-57 Curriculum Planning Council Upper Peninsula Educational Planning Council Agricultural Education Better Human Relations Business Education Conference and Curric u l u m Planning Conservation and Education Cu r r ic u l u m Research Economic Education Ed u c ation for Citizenship E d u c ation for Exceptional Children Elementary Education Guidance Health Education Home and Family Living Industrial Arts Instructional Materials Living in the Air Age P hysical Education Safety Education and Civil Defense School Holding Power Science and Technical Education Trade and Industrial Education 409 1957-58 C u r r i c u l u m Plann i n g C o m m i t t e e Upper Penin s u l a E d u c a t i o n a l Plan n i n g Cou n c i l Ag r i c u l t u r a l E d u c a t i o n Al cohol and E d u c a t i o n B e tter H u m a n Relations Business E d u c a t i o n C o m m u n i t y School Project Conservation Education C o r e and General Education C u r r i c u l u m Research Economic Education E d u c a t i o n for Ci t i z e n s h i p Ed u c a t i o n of E x c e p tional C h i l d r e n Elementary Education Guidance H e a l t h Educa t i o n Home and Fa m i l y Living Industrial Arts I n s tructional Materials L i v i n g in the A i r Age P h y sical E d u c a t i o n S afety E d u c a t i o n and Civil Defense School Holding Power Science E d u c a t i o n T rade and T e c h n i c a l E d u c a t i o n 1958-59 C u r r i c u l u m Planning Committee Upper Peninsula E d u c a t i o n a l Plan n i n g Council Agricultural Education A l cohol and Education B etter Human Relations B usiness E d u c a t i o n Conservation Education Core and Ge neral E d u c a t i o n Curriculum Research Econo mic E d u c a t i o n E d u c a t i o n for Citizenship E d u c a t i o n of Exceptional C h i l d r e n Elementary Education Guidance H ealth Education Home and Fa m i l y Living Industrial Arts Instructional Materials L i ving in the A i r Age Physi cal Education 410 1958-59 (cont'd) P o s t - T w e l f t h Grade C o m m u n i t y E d u c a t i o n S a f e t y E d u c a t i o n and C i v i l D e f e n s e S c hool H o l d i n g Power Science Education T r a d e and T e c h n i c a l E d u c a t i o n 1959-60 C u r r i c u l u m Planning C o m m i t t e e Upper Peninsula Educational Planning Council Agricultural Education Air/Space Education Alcohol Education Better H u m a n Relations Bu s iness E d u c a t i o n Conservation Education C o r e and General E d u c a t i o n Creativity C u r r i c u l u m Rese a r c h Economic Education E d u c a t i o n for C i t i z e n s h i p E d u c a t i o n of E x c e p t i o n a l C h i l d r e n Elementary Education F o r e i g n L a n g u a g e In s t r u c t i o n G u i d a nce Health Education Home and F a m i l y Li v i n g Industrial Arts I n s t r uctional Mater i a l s Physical Education P o s t - T w e l f t h Grade C o m m u n i t y E d u c a t i o n S afety E d u c a t i o n and C i v i l D e f e n s e S chool Hold i n g Power Secondary Education S c i e n c e and M a t h e m a t i c s T r a d e and T e c h n i c a l E d u c a t i o n 1960-61 C u r r i c u l u m P l a n n i n g Commi t t e e Upper P e n i n s u l a E d u c a t i o n a l P l a n n i n g C o u n c i l Agricultural Education Air/Space Education Alcohol Education Better Human Relations Bu s i n e s s E d u c a t i o n Conservation Education C o r e and Gen e r a l E d u c a t i o n 411 1960-61 (cont'd) Creativity C u r r i c u l u m Resea r c h Economic Education E d u c a t i o n for C i t i z e n s h i p E d u c a t i o n of E x c e p t i o n a l C h i l d r e n Elementary Education F o r e i g n L a n g u a g e Instruction G u i d ance Health Education Home and F a m i l y Li v i n g Industrial Arts Instructional M a t e rials International Understanding P h y sical E d u c a t i o n P o s t - T w e l f t h Grade C o m m u n i t y E d u c a t i o n S afety E d u c a t i o n and Civil D e f e n s e S chool H o l d i n g Power S c i e n c e and M a t h e m a t i c s Secondary Education T r a d e and T e c h n i c a l E d u c a t i o n 1961-62 C u r r i c u l u m Pl an n i n g C o m m i t t e e U pper P e n i n s u l a E d u c a t i o n a l P l a n n i n g C o m m i t t e e Aerbspace E d u c a t i o n ' Agricultural Education Alcohol Education B e t t er H u m a n Relations B u s iness E d u c a t i o n Conservation Education C o r e and Gen e r a l Educa t i o n Creativity Curriculum Research Economic Education E d u c a t i o n for C i t i z e n s h i p E d u c a t i o n of Ex c e p t i o n a l C h i l d r e n Elementary Education F o r e i g n Lang u a g e Instruction G u i d ance Health Education Home and Fa m i l y Livi ng Industrial Arts Instructional Materials I nternational U n d e r s t a n d i n g Mathematics P h y sical E d u c a t i o n P o s t - T w e l f t h Grade C o m m u n i t y E d u c a t i o n 412 1961-62 (cont'd) S a f e t y E d u c a t i o n and C i v i l Defense T r a d e and T e c h n i c a l E d u c a t i o n Science S chool Hol d i n g Power Secondary Education 1962-63 C u r r i c u l u m Plann i n g C o m m i t t e e U p p e r P e n i n s u l a E d u c a t i o n a l P l a n n i n g Council Aerospace Education Agricultural Education A l c o h o l and E d u c a t i o n B e t t er H u m a n Relations B u s i ness E d u c a t i o n Conservation Education C o r e and Ge neral E d u c a t i o n Creativity Curriculum Research Economic Education E d u c a t i o n for C i t i z e n s h i p E d u c a t i o n of E x c e p t i o n a l C h i l d r e n Elementary,Education F o r e i g n Lang u a g e In s t r u c t i o n Guidance H e a l th E d u c a t i o n Home and F a m i l y Living I ndustrial Arts I n s t r uctional M a t e r i a l s I n t e r national U n d e r s t a n d i n g L a n g u a g e Arts Mathematics Physical E d u c a t i o n P o s t - T w e l f t h Grade C o m m u n i t y E d u c a t i o n S a f e ty E d u c a t i o n and Civil Defense School Hol d i n g Power S c ience Secondary Education T r a d e and T e c h n i c a l E d u c a t i o n 1963-64 C u r r i c u l u m Plan n i n g C o m m i t t e e U p p e r Penin s u l a E d u c a t i o n a l P l a n n i n g Council Aerospace Education Agricultural Education A l c o hol and E d u c a t i o n 4X3 1963-64 (cont'd) Better Human Relations Business Education Conservation Education C o r e and G e n e r a l E d u c a t i o n Creativity Curriculum Research Economic Education E d u c a t i o n for C i t i z e n s h i p E d u c a t i o n of E x c e p t i o n a l C h i l d r e n Elementary Education Foreign Language Instruction Guidance Health Education H o m e and F a m i l y L i v i n g Industrial Arts Instructional Materials International Understanding Language Arts Mathematics Physical Education and Recreation Post-Twelfth Grade Community Education S a f e t y E d u c a t i o n and C i v i l D e f e n s e School Holding Power Science Secondary Education T r a d e and T e c h n i c a l E d u c a t i o n 19 6 4 - 6 5 Curriculum Planning Committee Upper Peninsula Educational Planning Council Aerospace Education Alcohol Education Better Human Relations Conservation Education C o r e and G e n e r a l E d u c a t i o n Creativity Curriculum Research Economic Education E d u c a t i o n for C i t i z e n s h i p E d u c a t i o n of E x c e p t i o n a l C h i l d r e n Elementary Education Foreign Language Instruction Guidance H o m e and F a m i l y L i v i n g Industrial Arts Instructional Materials International Understanding 414 1964-65 (cont'd) Language Arts Mathematics Post-Twelfth Grade Community Education Safety Education School Holding Power Science Secondary Education Vocational-Technical Education 1965-66 Curriculum Planning Committee Upper Peninsula Educational Planning Council A l c o h o l and E d u c a t i o n Better Human Relations Conservation Education C o r e and G e n e r a l E d u c a t i o n Creativity Curriculum Research Early Childhood Education Economic Education E d u c a t i o n for C i t i z e n s h i p E d u c a t i o n of E x c e p t i o n a l C h i l d r e n Elementary Education Foreign Language Instruction Guidance H o m e and F a m i l y L i f e Industrial Arts Instructional Materials International Understanding Language Arts Mathematics P o s t - T w e l f t h Grade C o m m u n i t y E d u c a t i o n Safety Education S c h o ol H e a l t h Education, P h y s i c a l Education, R e c r e a t i o n and O u t d o o r E d u c a t i o n Sc h o ol H o l d i n g Power Science-Aerospace Education Secondary Education Vocational-Technical Education 1966-67 Curriculum Planning Committee Upper Peninsula Educational Planning Council Alcohol Education Better Human Relations i 415 1966-67 (cont’d) Conservation Education C o r e and Gen e r a l E d u c a t i o n C r e a t ivity C u r r i c u l u m Research Early Childhood Education Econo mic E d u c a t i o n E d u c a tion for Cit i z e n s h i p E d u c a tion of E x c e p t i o n a l C h i l d r e n E l e m e ntary E d u c a t i o n Fo reign L a n g u a g e Instruction Guidance Home and Fa m i l y Living Industrial Arts Instructional M a t e r i a l s International U n d e r s t a n d i n g L a n g u age A r t s M athematics P o s t - Twelfth Grade C o m m u n i t y E d u c a t i o n S afety Education School Hea l t h Education, Physical E d u c a t i o n and O u t d o o r Ed u cation School Holding Power Science C u r r i c u l u m Secondary Education Vocational-Technical Education 1967-68 C u r r i c u l u m C o o r d i n a t i n g Council A l c o h o l and Education Better Human Relations Conservation Education Core and General E d u c a t i o n C u r r i c u l u m Research Cr e a t i v i t y E a r l y Child h o o d E d u c a t i o n Econo mic E d u c a t i o n E d u c a t i o n for C i t i z e n s h i p Educa tion of E x c e p t i o n a l C h i l d r e n Elementary Education F o reign Langu a g e Instruction Guidance Home and Fa m i l y Living Industrial Arts Instructional M a t e r i a l s La n guage Arts Mathematics P o s t - Twelfth Grade C o m m u n i t y Educa t i o n 416 1967-68 (cont'd) S a f e ty Education School Hea l t h Education, P h y s i c a l Education, and Outdoor E d u c a t i o n S chool Holding Power Science C u r r i c u l u m Vocational-Technical Education Recreation APPENDIX H A PARTIAL LIST OF PUB L I C A T I O N S OF THE MICHIGAN C O O P E R A T I V E CURRICULUM PRO G R A M 417 APPENDIX H A P A R T I A L LIST OF P U B L I C A T I O N S O F T H E p Lllet iuinbe MICHIGAN COOPERATIVE CURRICULUM PROGRAM Year Published Title 301 1936 Instructional Guide for E l e m e n t a r y Schools 302 1936 Alco h o l and N a r c o t i c s 303 1936 E d u c a t i o n for Safety 304 1936 Prop o s a l for an E x p e r i m e n t a l S t u d y of the S e c o n d a r y School P r o g r a m in Michigan 305 1936 M i c h i g a n P r o g r a m of C u r r i c u l u m R e v i s i o n — Re p o r t of Progress 305A 1937 M i c h i g a n P r o g r a m of C u r r i c u l u m R e v i s i o n — Second Re p o r t of Progress 306 1938 I nstructional Pract i c e s in E l e m e n ­ tary Schools 307 1938 M i c h i g a n Today: Its H u m a n and P h y s i ­ cal Resources as T h e y Af f e c t E d u c a ­ tion 308 1937 W h a t Does R e s e a r c h Say? A S t a t e m e n t of the I m p l i cations of Ed u c a t i o n a l R ese a r c h for T e a c h i n g in the E l e m e n ­ tary School D evelo p i n g a Set of Behavioral Records 310 311 1939 The M i c h i g a n C u r r i c u l u m P r o g r a m — T h i r d Report of Progress 312 1940 A d j u s t m e n t Services in M i c h i g a n for Exceptional Children 313 1941 E ssen t i a l Rural School Equipment; Selec t i o n and Use 418 Its 419 314 1941 Basic Instructional Po l i c y for the Mich i g a n C u r r i c u l u m P r o g r a m 315 1941 Helping the E x c e p t i o n a l C h i l d in the Regular C l a s s r o o m 316 1942 Temperance Education 318 1941 Should Yo u t h C h a l l e n g e the S e c o n d a r y School? Wor k i n g w i t h C h i l d r e n in One and Two T e a c h e r Schools 319 320 1941 Democ r a c y in Action; Desc r i p t i o n s and Recommendations Cove r i n g Student P a r t i c i p a t i o n in M i c h i g a n S e c o n d a r y Schools 321 1941 Health Services in the Schools 322 1942 Learn i n g to Conserve Natural Res o u r c e s 323 1942 War t i m e He a l t h E d u c a t i o n Pro g r a m for S econ d a r y Schools 324 194 2 On Going to College 325 1945 Teacher Obs e r v a t i o n s of He a l t h C o n d i ­ tions of School Children 326 1943 The Proble m - S o l v i n g A p p r o a c h in H e a l t h Teaching 327 1943 Teac h i n g Boys and Girls in Michigan; A Handbook for the T e a c h e r in the E l e m e n t a r y School 328 1943 Leads to Better C o m m u n i t y Health 329 1944 He a l t h in Education, A Story of the School Hea l t h Project in Osceola and Sanilac Counties, M i c h i g a n 1939-42 330 1944 Organizing a Community 331 1944 Educa t i o n for Home and Fa m i l y Life 333 1945 Ann u a l Report of the C u r r i c u l u m P lanning Commi t t e e 1943-1944 Council 420 334 Administrators Adult Education Handbook 336 1945 N u t r i t i o n E d u c a t i o n in H i g h Schools; Suggestions for Improving F o o d Habits 337 1945 P lanning and W o r k i n g Together: A Guide to C u r r i c u l u m D e v e l o p m e n t in M i c h i g a n S e c o n d a r y Schools Understanding Through Discussion 339 340 1945 Ann u a l Report of the C u r r i c u l u m P lan n i n g C o m m ittee 1944-1945 341 194 6 A i r A g e E d u c ation in M i c h i g a n 342 1954 State Plan for M i c h i g a n V i s i t i n g T eac h e r s P r o g r a m 344 1946 U n d e r s t a n d i n g Others; A Handbook on Intercultural E d u c a t i o n 345 1947 Health E d u c a t i o n in Secondary Schools 346 1946 A C h e c k L i s t for Surveying the S e c o n ­ dary School He a l t h Program 347 1946 An n u a l Report of the C u r r i c u l u m P lan n i n g Commi t t e e 1945-1946 349 1947 O fficial Flight Trai n i n g Curric u l u m for M i c h i g a n 350 1948 The Family T o d a y — E d u c ation for Home and Family Living 351 1949 O bser v i n g He a l t h Conditions of Boys and Girls 352 1951 T he y ' r e Going to Drive 353 1951 E duca t i o n for the A m e r i c a n W a y of Life 354 1953 Plan n i n g Toge t h e r W i t h Children 355 1953 Growing in Reading 356 1954 T h e C h i l d in His W o r k a d a y World 421 358 1954 E d u c a t i o n a l S e r v i c e s For A l l M i c h i g a n Adults 359 1957 P h y s i c a l E d u c a t i o n for M i c h i g a n Communities 359 Rev. 1963 P h y s i c a l E d u c a t i o n for M i c h i g a n Communities— Revised 360 1956 Michigan Driver Education Manual 361 1959 Education and Alcohol 362 1957 N u c l e a r Scie n c e in the C l a s s r o o m 363 1959 T he T e a c h e r ' s R o l e in A l c o h o l Education 364 1960 A S t a t e m e n t of Basic P h i l o s o p h y R e g a r d i n g P u b l i c E d u c a t i o n in M i c h i g a n 366' 1963 Community College Instructional Pro­ gram Development 367 1963 T y p e B P r o g r a m for the T r a i n a b l e Mentally Handicapped 368 1964 The D i s a d v a n t a g e d C h i l d and the L a n g u a g e Arts 369 1965 The I n s t r u c t i o n a l M a t e r i a l s C e n t e r 370 1965 The H i g h School C o m p l e t i o n P r o g r a m for A d u l t s and O u t - o f - S c h o o l .Youth 371 1965 N o t e s on A l c o h o l E d u c a t i o n for T e a c h e r s 402 1936 A P r o g r a m for Pu b l i c E d u c a t i o n in Michigan Wartime Action 403 404 1937 A p p r o v e d L i b r a r y List 405 407 408 M i c h i g a n ' s Future C i t i z e n s 1944 M i c h i g a n ' s S y s t e m of P u b l i c E d u c a t i o n The M i c h i g a n C o m m u n i t y H e a l t h S e r v i c e P r o j e c t — A S t o r y of the P r o j e c t f r o m 1943 to 1945 422 409 1946 The M i c h i g a n C o m m u n i t y H e a l t h S e r v i c e Project— An Evaluation and Interpre­ tation 410 1947 H e l p Yourself: T h e S t o r y of the M i c h i g a n Communities, W h i c h T h r o u g h C o o p e r a t i v e Effort, A r e Find i n g the Wa y to a B e t t e r L i f e 411 1948 Rev. 1961 School P l a n t P l a n n i n g 412 412 P e r s onnel P o l i c y D e v e l o p m e n t Rev. 1956 Pl a n n i n g T o g e t h e r For Be t t e r Sc h o o l Building P r o g r a m for the E d u c a t i o n of M e n t a l l y H a n d i c a p p e d Pupils in M i c h i g a n 413 414' 1952 M i c h i g a n Sc h o o l Holding Power S t u d y 415 1952 Pat t e r n for P l a n n i n g 417 1956 M i c h i g a n Citi z e n s S t u d y T h e i r Schools 418 1956 Pl a n n i n g Be t t e r H i g h School Bui l d i n g s 420 1958 School E x p e riences in Camp, A Guide to Planning 421 1958 L e a d e r s h i p G u i d e in C o n s e r v a t i o n Education 422 1958 Plan n i n g the I n s t ructional Mate r i a l s Center for E l e m e n t a r y and Secon d a r y Schools 424 1959 Important U n d e r s t a n d i n g s for C o n s e r ­ va t i o n E d u c a t i o n 425 1960 Guide to T e a c h i n g C o n s e r v a t i o n and R e s o u r c e Use in M i c h i g a n 426 1960 The Status of B l o c k - T i m e P r o g r a m s in M i c h i g a n S e c o n d a r y Schools 428 1960 Plann i n g for Public School A d u l t Ed u c a t i o n i 423 430 1961 M i c h i g a n S e c o n d a r y S c h o o l-Colle g e Agreement; A n a l y s i s of 1960 Rep orts 432 1962 Th e I m p r o v e m e n t of Block- T i m e P r o ­ grams in M i c h i g a n Secon d a r y Schools 433 1962 Sol v i n g C l a s s r o o m Prob l e m s Thr o u g h S ystem a t i c Study 502 1959 Sex E d u c a t i o n in the T o t a l E d u c a t i o n Program 504 1961 D i r e c t o r y of L o c a l C u r r i c u l u m P r o ­ grams in M i c h i g a n 507 1960 "Quickie Kit" o n School Holding Power 507 1963 "Quickie Kit" o n School Hol d i n g P o w e r — Revised 508 1960 Hu m a n R e l a t i o n s S e r i e s — D i f f e r e n c e B e t w e e n Standards at H o m e and at School 508 1961 H u m a n Relat i o n s S e r i e s — H o w C a n C h i l d r e n F r o m V a r i o u s Fa m i l y and C u l t u r a l B a c k g r o u n d s Le a r n F r o m E a c h Other? 508 1961 Hu m a n Relat i o n s S e r i e s — People M a k e Ot h e r Pe o p l e Important 508 1961 Hu m a n Relat i o n s S e r i e s — H o w A r e Our Schools and School Systems O r g a n i z e d for E d u c a t i o n in Interg r o u p Relations? 510 1960 T w o A r t i c l e s o n the M i c h i g a n Se c o ndary School-College Agreement 515 1961 M i c h i g a n C u r r i c u l u m Program: 516 1961 Use and Mi s u s e of Tests 517 1961 E d u c a t i o n a l T.V. 519 1961 T e a c h i n g o f M i c h i g a n His t o r y in E l e m e n t a r y Grades 526 1962 Guidelines for C u r r i c u l u m D e v e l o p m e n t o n I n t e r national U n d e r s t a n d i n g 1960-61 and Curriculum Policy 424 528 1963 Guide to I m p r o vement of School Hol d i n g Power 529 1963 The T r e a t m e n t of M i n o r i t y Groups in Textbooks 530 1963 C o n s e r v a t i o n Educa t i o n in C o m m u n i t y School Programs 531 1963 The Physical Fitness Ph a s e of the P hysical E d u c a t i o n P r o g r a m 532 1963 A Policy State m e n t C o n c e r n i n g Emp l o y m e n t - B o u n d Youth 533 1963 Michigan Cooperative Curriculum P r o g r a m — A n n u a l Report 1962-1963 533 1964 Michigan Cooperative Curriculum P r o g r a m — A n n u a l Report 1963-1964 533' 1965 Michigan Cooperative Curriculum P r o g r a m — An n u a l Report 1964-1965 533 [1966] M i c h i g a n C o o p e rative C u r r i c u l u m P r o g r a m — Annual Report 1965-1966 533 [1967] Michi g a n C o o p e rative C u r r i c u l u m P r o g r a m — Annual Report 1966-1967 537 1964 Industrial Arts in the Jun i o r H i g h School 540 1964 B i b l i o g r a p h y of M a t e r i a l s for P a r ents and the N e w Mathematics 542 1964 Guide to M a t h ematics for CollegeBound Youth 543 1964 The P r o b l e m of the Effects of Smoking on the Health of Youth 544 1966 T h e El e v e n M o s t As k e d Quest i o n s on Economic Education 546 1965 Vocati o n a l - T e c h n i c a l A d v i s o r y Committee 547 1965 B i b l i ography on N e g r o L i f e and H istory 425 548 1965 Guidelines for S e l e c t i o n of Hum a n R elations C o n t e n t of T e x t b o o k s 549 1965 This W e Believe 562 1966 L ang u a g e A r t i c u l a t i o n Report 703 1965 A n Improved E d u c a t i o n a l P r o g r a m Through Cooperative Research Within the M i c h i g a n D e p a r t m e n t o f Public I nstruction NDEA 304 1960 M o d e r n For e i g n L a n g u a g e in M i c h i g a n Schools NDEA 305 U t i l i z a t i o n of NDEA, T i t l e III, H e a l t h Science for NDEA 308-62 1961 School L i b r a r y and N D E A in Michigan NDEA 309 1961 Guidance for K-12 Science P r o g r a m 1961 Frontiers in M a t h e m a t i c s E d u c a t i o n NDEA 311 1962 S u g g ested Out l i n e for Teaching Mo d e r n Foreign Language NDEA 312 1963 Cues and Clues in the Creative Classroom NDEA 312A 1963 C o m p u t e r s — Implications for School M athematics NDEA 313 1965 O p e n - E n d e d L a b o r a t o r y - C e n t e r e d Science for Grades 7-8-9 NDEA 314 1965 The Commu n i t y School S i t e — A L a b o r a ­ tory for L e a r n i n g NDEA 503 1964 P hysical Facili t i e s for the Guidance Service T e a m NDEA 310 426 Instructional Services Series Bulletin Number Year Published (Mimeographed) Title 3001 1937 D e v e l o p i n g and R e c o r d i n g Un i t s o f Curriculum Planning 3002 1937 F u n c t i o n a l E v a l u a t i o n o f the C u r ­ riculum 3003 1938 D e v e l o p i n g T e c h n i q u e s for I n v e n t o r y ­ ing a n d U t i l i z i n g P u b l i c I n t e r e s t 3004 3 004A 1938 Rev. 1940 T e a c h i n g the S c h o o l in the S c h o o l — A G u i d e for the D e v e l o p m e n t of I n s t r u c t i o n a l U n i t s D e a l i n g W i t h the S c h o o l as a S o c i a l I n s t i t u t i o n 3005 1938 A C o o p e r a t i v e P l a n for I m p r o v i n g I n s t r u c t i o n in O n e and T w o T e a c h e r S c h o o l s in M i c h i g a n 3006 1938 A P r o p o s e d Basis for a C o n t i n u i n g S t u d y of M u s i c E d u c a t i o n in M i c h i g a n 3007 1938 A Part i a l A p p r a i s a l of the M i c h i g a n Curriculum Program 3008 3008A 1938 Rev. 1939 Minimum Curriculum Bibliography 3009 1938 E v a l u a t i o n of the C o n s o l i d a t e d S c h o o l Curriculum— Business Education 3010 1938 V i e w p o i n t s in E l e m e n t a r y E d u c a t i o n 3011 1939 E v a l u a t i o n of the C o n s o l i d a t e d S c h o o l C urriculum— Elementary School C u r ­ riculum 3011A 1939 T h e T e a c h e r 's C l a s s r o o m P r o c e d u r e I m p r o v i n g the C u r r i c u l u m 3012 1939 B a s i c I n s t r u c t i o n a l P o l i c y for the Michigan Curriculum Program 3013 1939 E v a l u a t i o n of the C o n s o l i d a t e d S c h o o l Curriculum— The English Program Minimum Curriculum Bibliography in 427 3014 1939 Basic Community Survey 3015 1939 The New Evaluation Movement— A R e a d i n g L i s t for T e a c h e r s 3016 1939 A S t a t e m e n t of P o l i c i e s a n d a n I n t e r ­ p r e t a t i o n o f A c t 319 o f the P u b l i c A c t s of 1927 A s A m e n d e d for S p e c i a l S c h o o l s a n d C l a s s e s for C r i p p l e d , Deaf, H a r d of Hearing, Blind, P a r ­ ti a l l y S e e i n g and E p i l e p t i c C h i l d r e n in M i c h i g a n 3017 1939 I n t e r p r e t a t i o n o f the B a s i c I n s t r u c ­ tional Po l i c y — Health Education 3018 1939 S e x E d u c a t i o n in the C u r r i c u l u m 3019 1939 T h e C o u n t y S c h o o l C o m m i s s i o n a n d the Instructional Program 3020 C o n s e r v a t i o n E d u c a t i o n in M i c h i g a n 3021 I n s t r u c t i o n a l P o l i c i e s o f the M i c h i g a n County Normal Schools 3022 T h e T e a c h i n g of G e o g r a p h y in C o u n t y Normal Schools 3023 Teach e r s * 3024 1940 Professional Kit P r o g r e s s and P l a n s of the J o i n t C o m ­ m i t t e e for S t u d i e s in C h i l d G r o w t h and D e v e l o p m e n t 3025 The Teaching of Music Normal Schools in C o u n t y 3026 R e p o r t s of P r o g r a m B u i l d i n g G r o u p s — Third Annual Conference on Curriculum and G u i d a n c e 3027 T h i r d R e p o r t o n the D e v e l o p m e n t in the A r e a o f the S c h o o l as a M a j o r Social Institution 3028 Bibliography on Child Development 3029 Bibliography on Temperance Edu c a t i o n , I n c l u d i n g M a t e r i a l on the E f f e c t s of A l c o h o l , Tobacco, and N a r c o t i c s 428 3030 E v a l u a t i o n in the M i c h i g a n C u r r i c u l u m Program 3031 P e r s o n n e l R e s o u r c e s for F a c u l t y S t u d y Groups and County Institutes 3032 Annotated Bibliography of Recent Curriculum Bulletins 3033 1941 A Cooperative Program of Citizenship Education 3034 T e a c h e r O b s e r v a t i o n s of H e a l t h C o n ­ ditions of School Children 3035 M a t e r i a l A i d s to L e a r n i n g 3036 The C o m m u n i t y C o u n c i l 3037 Adjusting Instructional Programs Rural A r e a s to the W a r E f f o r t 3038 A d m i n i s t r a t i v e P o l i c i e s for C o u n t y I nstit u t e s 3039 A i r Raid P r e c a u t i o n s in the S c h o o l s 3040 L e a d e r T r a i n i n g for G r o u p D a y C a r e of School A g e C h i l d r e n in D e f e n s e in 3041 1942 Preparing Teachers S chools 3042 1944 A S t a t e P r o g r a m for V i s i t i n g T e a c h e r s for N u r s e r y R e a d i n g a n d M a t e r i a l A i d s for T e a c h i n g Conservation 3043 3044 1944 The M i c h i g a n E x p e r i m e n t a l P r o g r a m in Adult Education 3048 1944 Current Curriculum Development— A C o m p i l a t i o n of " C u r r i c u l u m No t e s " 3049 1945 In 151 M i c h i g a n C o m m u n i t i e s W a r t i m e A c t i o n for M i c h i g a n S c h o o l s 3050 3052 1943 U n d e r s t a n d i n g a n d A c t i o n in P u b l i c Affairs Through Discussion 429 3059 1946 D i s c u s s i o n S y l l a b u s for P l a n n i n g and Working Together 3060 E d u c a t i o n for P e r s o n a l G r o w t h a n d Community Action 3063 A d u l t E d u c a t i o n T h r o u g h the C o m m u n i t y School 3064 1949 To A d d to the Sta t u r e of M e n ' s M i n d s 3065 1950 O p p o r t u n i t y Kn o c k s Again, A R e p o r t of A d u l t E d u c a t i o n in M i c h i g a n C o m ­ m u n i t y Schools D u r i n g 1949-1950 Special The S t a t e m e n t of the M e a n i n g of H o m e and F a m i l y L i v i n g Special C o m m u n i t y and C o l l e g e E x p e r i m e n t a l Adult Education Programs Circulars Number Year Published Title 11 1961 A Code of Et h i c s for Sc h o o l C o u n s e l o r s 47 1963 Q u e s t i o n s and A n s w e r s A b o u t Sc h o o l Dropouts 48 1964 O r g a n i z i n g E d u c a t i o n a l P r o g r a m s for Children with Handicaps 50 1964 The Michigan Cooperative Curriculum Program Miscellaneous Unnumbered Publications Year Published T — itle \ Organi z i n g the C o n d u c t i n g the H i g h School Coun c i l s of Defense [1947] 1949 A Cha r t e r for Rural E d u c a t i o n A n A c c o u n t of E l e v e n H i g h School C a m p s in Michigan, 1948-49 430 1949 The T e a c h i n g of C o n t r o v e r s i a l Issues in Education 1953 M i c h i g a n C u r r i c u l u m P r o j e c t for E n c o u r a g i n g and A s s i s t i n g Local C u r r i c u l u m D e v e l o p m e n t 1954 Better E d u c a t i o n for M i c h i g a n C h i l d r e n and Youth 1955 Ci v i l Defe n s e and Sa f e t y Manual 1955 C o n s e r v a t i o n E d u c a t i o n in the C o m m u n i t y S c h o o l Program 1955 So 1959 So Y o u W a n t to H e l p Y o u r Sc h o o l and C o m m u n i t y Promote C i t i z e n s h i p 1960 Re p o r t of W o r k s h o p s for C u r r i c u l u m Sp e c i a l i s t s 1964 Bibliography on Creativity 1964 V o c a t i o n a l R e h a b i l i t a t i o n for School Youth: E i g h t Quest i o n s for Teac h e r s . . . yo u ' r e g o i n g to a Conference! First An n u a l Re p o r t on M i c h i g a n P o w e r S u r v e y for Public Schools 1966 S uggestions for E v a l u a t i o n Under T i t l e I for the E l e m e n t a r y and S e c o n d a r y E d u c a t i o n A c t of 1965 1967 Plan n i n g for Sex E d u c a t i o n 1967 W h a t I D o — W h a t I Say 1968 Industrial A r t s P r o g r a m m i n g for J u n i o r a n d Senior High Schools 1968 A St u d y of Special E d u c a t i o n Progr a m s in the State Depart m e n t of E d u c a t i o n Vocati o n a l B u l l e t i n s Bu l l e t i n Number 241 Year Published 1961 Title The U n d e r s t a n d i n g and G u i d a n c e of Children; Reso u r c e M a t e r i a l for Teachers 431 250 1950 S upervised Fann i n g P r o g r a m s in Vocational Agriculture 294 1950 Reading, Riting, and W h a t Else? 295 1950 E d u c a t i o n for Home and Fa m i l y L i v i n g in M i c h i g a n 296 1950 S uggestions for the D e v e l o p m e n t of Rooms and F a c i l i t i e s for V o c a t i o n a l A g r i culture 297 1957 The C o m m u n i t y in Your Classroom; Coo p e r a t i v e O c c u p a t i o n a l T r a i n i n g in Michigan 299 1953 Let's Get T o g e t h e r 2128 1950 Some Suggestions C o n c e r n i n g Gui d a n c e S ervices for M i c h i g a n C h i l d r e n a n d Y outh 2129 1950 A n Ef f o r t to Do Things Be t t e r (Samples of Pro g r e s s i v e Pract i c e s and Pr o j e c t s in Sele c t e d M i c h i g a n Schools) 2130 1951 A Guide for Homema k i n g E d u c a t i o n 2132 1952 E d u c a t i o n for Work: A Series of Source Wri t i n g 2134 1953 Let's Look at W o r k E x p e r i e n c e P r o ­ grams in M i c h i g a n H i g h Schools 2135 1959 Planning Industrial E d u c a t i o n Facilities 2136 1956 This Is Your P r o g r a m of V o c a t i o n a l E d u c a t i o n in Mich i g a n 2138 1956 Public Relations Ideas for Busi n e s s E d u c a t i o n Teachers 2139 1959 Industrial-Technical E d u c a t i o n in Michigan 2140 1961 A d v e n t u r e s in Air/Space; for E l e m e n t a r y Teachers Ri thine tic . . . Sugges t i o n s 432 2141 1963 E d u c a t i o n for Home and Family: A C u r r i c u l u m Reso u r c e M a t e r i a l for Public S c h o o l s — R e v i s e d 2142 1960 A n n o t a t e d B i b l i o g r a p h y for M i c h i g a n H o m e making E d u c a t i o n Teac h e r s 2144 n.d. M i c h i g a n Needs: Vocational, T e c h ­ nical , Ed u c a t i o n a l 2145 1962 Profile of M i c h i g a n M a n p o w e r T r a i n i n g Ne e d s of 1960 Un d e r standing a Basic T r a n s i s t o r Radio 2146 2147 1964 G uidelines for E s t a b l i s h i n g Trad e and Technical E d u c a t i o n 2147 1965 Guidelines for C o n d u c t i n g F o l l o w - U p Studies of V o c a t i o n a l and Techn i c a l Educa t i o n Students 2148 1965 Industrial A r t s P r o g r amming for the High School 2149 1965 Power 2150 1957 People M a k e Other Pe o p l e Importa n t Guide for Prepa r i n g Cour s e s of Instruction in Vocati o n a l A g r i c u l t u r e in M i c h i g a n 2151 2153 1966 E s t a b l i s h i n g and O p e r a t i n g Area Vo c a t i o n a l - T e c h n i c a l E d u c a t i o n General Series Bulletin Number Year Published (Mimeographed) Year 1001A 1939 E d u c ating Teac h e r s for an Improving Curriculum 1004 1941 C i t i z e n s h i p E d u c a t i o n A c t i v i t i e s of Lay O r g a n i z a t i o n s in M i c h i g a n APPENDIX I CHAIRMEN OP THE CURRICULUM STEERING COMMITTEE CURRICULUM PLANNING COMMITTEE CURRICULUM COORDINATING COUNCIL 433 APPENDIX I CHAIRMEN OF THE CURRICULUM STEERING COMMITTEE CURRICULUM PLANNING COMMITTEE CURRICULUM COORDINATING COUNCIL Year 1 9 3 5 -3 6 1936-37 1937-38 1 9 3 8 -3 9 1939-40 1940-41 1941-42 1942-43 1943-44 1944-45 1945-46 1946-47 1947-48 1 948-49 1949-50 1950-51 1951-52 1952-53 1953-54 1954-55 1955-56 1956-57 1957-58 1958-59 1959-60 1960-61 1961-62 1962-63 1963-64 1964-65 1965-66 1966-67 1967-68 Chairman Paul T. Rankin, Director, Curriculum and Research, Detroit Paul T. Rankin, Director, Curriculum and Research, Detroit Paul T. Rankin, Director, Curriculum and Research, Detroit Paul T. Rankin, Director, Curriculum and Research, Detroit Harvey L. Turner, Michigan State Normal College, Ypsilanti Charles 6. Park, Superintendent, Mt. Pleasant Charles B. Park, Superintendent, Mt. Pleasant Charles B. Park, Superintendent, Mt. Pleasant David M. Trout, Central Michigan, Mt. Pleasant David M. Trout, Central Michigan, Mt. Pleasant Earl C. Kelley, Wayne University, Detroit Earl C. Kelley, Wayne University, Detroit Fred G. Walcott, University of Michigan, Ann Arbor Fred G. Walcott, University of Michigan, Ann Arbor Carl H. Gross, Michigan State College, East Lansing Carl H. Gross, Michigan State College, East Lansing Norris A. Hanks, Superintendent, Marysville Norris A. Hanks, Superintendent, Marysville Cecil E. MacDonald, Superintendent, East Lansing Cecil E. MacDonald, Superintendent, East Lansing Herschel K. Bennett, Deputy Superintendent, Dearborn Herschel K. Bennett, Deputy Superintendent, Dearborn L. Keith Cheney, County Superintendent, Hillsdale L. Kdith Cheney, County Superintendent, Hillsdale Perry D. Chatterton, Assistant Superintendent, Fitzgerald Public Schools, Warren Theodore D. Rice, Wayne State University, Detroit Theodore D. Rice, Wayne State University, Detroit Robert C. Lusk, Director, Educational Services, Automobile Manufacturers Association, Detroit Robert C. Lusk, Director, Educational Services, Automobile Manufacturers Association, Detroit Robert C. Lusk, Director, Educational Services, Automobile Manufacturers Association, Detroit Robert C. Lusk, Director, Educational Services, Automobile Manufacturers Association, Detroit Charles A. Blackman, Michigan State University, East Lansing Charles A. Blackman, Michigan State University, East Lansing 434 APPENDIX J ' SECRETARIES OF THE CURRICULUM STEERING COMMITTEE CURRICULUM PLANNING COMMITTEE CURRICULUM COORDINATING COUNCIL 435 APPENDIX J SECRETARIES OF THE CURRICULUM STEERING COMMITTEE CURRICULUM PLANNING COMMITTEE CURRICULUM COORDINATING COUNCIL Year 1935-36 1936-37 1937-38 1938-39 1939-40 1940-41 1941-42 1942-43 1943-44 1944-45 1945-46 1946-47 1947-48 1948-49 1949-50 1950-51 1951-52 1952-53 1953-54 1954-55 1955-56 1956-57 1957-58 1958-59 1 9 5 9 -6 0 1960-61 1961-62 1962-63 1963-64 1964-65 1965-66 1966-67 1967-68 Secretary Lee M. T h u r s t o n L e e M. T h u r s t o n L ee M. T h u r s t o n G. R o b e r t K o o p m a n G. R o b e r t K o o p m a n G . Robert Koopman G . Robert Koopman G. R o b e r t K o o p m a n John S . Haitema R o l a n d C . Fa u n c e R o l a n d C . Fa u n c e Leon S . Waskin Leon S . Waskin Leon S . Waskin G. R o b e r t K o o p m a n G. R o b e r t K o o p m a n E d g a r L. G r i m G. R o b e r t K o o p m a n G. R o b e r t K o o p m a n G. R o b e r t K o o p m a n G. R o b e r t K o o p m a n G. R o b e r t K o o p m a n G. R o b e r t K o o p m a n G. R o b e r t K o o p m a n G. R o b e r t K o o p m a n E d g a r L. G r i m N i c h o l a s P. G e o r g i a d y N i c h o l a s P. G e o r g i a d y Georgiady Nicholas P Georgiady Nicholas P Georgiady Nicholas P Georgiady Nicholas P Leon S . Waskin 436 SELECTED BIBLIOGRAPHY (Sources Consulted) 437 SELECTED BIBLIOGRAPHY (Sources Consulted) Books Alexander, W i l l i a m M. State Leader s h i p in Improving I n s t r u c ­ tion: A Study of the Leader s h i p Service Function of State E d u c ation Departments, W i t h Special Reference to Louisiana, Tennessee, and V i r g i n i a . N e w York: Teachers College, C o l u mbia University, 1940. Koopman, G. Robert. "The M i c h i g a n C u r r i c u l u m P r o g r a m — A Ca s e History." In C u r r i c u l u m Improvement in Public School S y s t e m s , pp. 399-423. 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"Dr. T h u r s t o n Describes School Needs." Journal 26 (February 1949): 392. M i c h i g a n Educati o n "Duties and Functions of the Divi s i o n of Instruction of the Department of Public Instruction." M i c h i g a n Educati o n Journal 31 (December 1953): 194-96. Edelfelt, Roy A. "A Challenge: Can It Be Ignored?" E d u c a t i o n Journal 38 (January 1961): 358, 378. Mic h i g a n 440 Elliott, Eug e n e B. "All Interests A g r e e on Financial Plan." M i c h i g a n E d u c ation Journal 12 (September 1934): 13-14. ________ . "Department Provides M a n y Services to Teachin g P r o f e s s i o n — Has Responsibilities of A d m i n i s t e r i n g State Laws and Providing Leadership." M i c h i g a n E d u c ation Jo urnal 13 (November 1935): 126-27. "Experimental He a l t h Project." (December 1945): 216. M i c h i g a n E d u c a t i o n Jou r n a l 23 First, J o a n M. "Teamwork by Local Units and DPI Enriches Curriculum." M i c h i g a n E d u c ation Jour n a l 37 (March 1960): 438-441, 488. "For Enlarged Community Service." 23 (October 1945): 99. M i c h i g a n E d u c a t i o n Journal Frisch, O tti l i a M. "The N e w Lei s u r e W i l l Be a Me n a c e Unless S o c i e t y Ad o p t s a P r o g r a m of A d u l t Education." Mich i g a n E d u c a tion Journal 13 (January 1936): 166-67. Good, W a r r e n R. "Goals of Educa t i o n Provide Crite r i a for P r o g r essive Appraisal and Readjustments." Michigan E d u c a t i o n Journal 13 (February 1936): 206-207, 218. Henry, David D. "Committee of Seventeen." tion Journal 10 (September 1933): 22. Mich i g a n E d u c a ­ _________ . "Teacher Problems in Michigan." Michigan Ed u c a tion Journal 12 (October 1934) : 86-88. Jay, John. "Michigan's Educational Planning C o m m i s s i o n Is U n i q u e in the History of Education." M i c h i g a n Educ ation Journal 12 (September 1934): 12. Johnston, Edgar G. "Teachers to Help Dev e l o p N e w Methods of Instruction: Cooperative Pro j e c t Proposed for A p p l i c a t i o n of the Philosophy of Secondary Education." Mich i g a n E d u c a tion Journal 12 (November 1934): 152-53. Keyworth, Maurice R. "Commission Studies Purposes of Public Schools in Michigan." Mich i g a n Education Journal 12 (September 1934): 12-13. ________ "The Teacher's Responsibilities for Goal One." Mi c h i gan E d u c ation Journal 12 (February 1935): 249-50. _________ , and Heaton, Kenneth L. "Interpreting the Goals of Public E d u c ation in Michigan." Mich i g a n Educati o n Journal 12 (October 1934): 89-91. 441 Koopman, G. Robert. " F o r w a r d - L o o k i n g R u r a l Edu c a t i o n . " M i c h i g a n E d u c a t i o n J o u r n a l 20 (September 1942): 20-21. "Local C o n t r o l of C u r r i c u l u m F a v o red." J o u r n a l 21 (March 1944): 340. Michigan Education "Many O p p o r t u n i t i e s for I n - S e r v i c e Training, I n c l u d i n g S u m m er S c h o o l C o u r s e s and W o r k s h o p s , E x t e n s i o n Classes, Institutes, and C o n f e r e n c e s . " Michigan Education Journal 15 (April 1938): 412. "The M i c h i g a n A d v i s o r y C o m m i s s i o n on E d u c a t i o n S e l e c t s P r o b l e m s for S t u d y and A p p o i n t s C o m m i t t e e s ." Michigan E d u c a t i o n J o u r n a l 13 (April 1936): 298. "M i c h i g a n P r o g r a m for B e t t e r C i t i z e n s h i p E d u c a tion." M i c h i g a n E d u c a t i o n J o u r n a l 18 (October 1940): 198-99. "The M i c h i g a n S c h o o l Program." 18 (March 1941): 450-52. Michigan Education Journal " M i c h i g a n's C u r r i c u l u m P r o b l e m s S t u d i e d a t C o n f e r e n c e s . " M i c h i g a n E d u c a t i o n J o u r n a l 14 (March 1937): 319. Mitchell, F r e d T. "The N e x t Step Is the A d j u s t i n g of I n s t r u c t i o n a l M a t e r i a l to I n d i v i d u a l D i f f e r e n c e s . " M i c h i g a n E d u c a t i o n J o u r n a l 13 (October 1935): 84. "New D e v e l o p m e n t s in the State C u r r i c u l u m Program." M i c h i g a n E d u c a t i o n Jou r n a l 16 (October 1938): 98-99. Page, John. "Social C h a n g e s and M o d e r n M e t h o d s A r e R e v i s i n g the Old C o n c e p t i o n s of F u n d a m e n t a l K n o w l e d g e . " Michigan E d u c a t i o n J o u r n a l 13 (September 1935): 8-9. Park, C h a r l e s B. "The M i c h i g a n C u r r i c u l u m Program." M i c h i g a n E d u c a t i o n Jour n a l 18 (May 1941): 590, 593. Rankin, Paul T. "Curriculum Reconstruction." Michigan E d u c a t i o n J o u r n a l 13 (March 1936): 244-45. _________ . " E x p e r i m e n t a l St u d y to D i s c o v e r and E v a l u a t e M o d i f i c a t i o n s in S e c o n d a r y School Progr a m . " Michigan E d u c a t i o n J o u r n a l 14 (January 1937): 223, 225. ________ "What the T e a c h e r C a n Do to P r o m o t e G r o w t h in Character." M i c h i g a n E d u c a t i o n J o u r n a l 12 (March 1935): 292-94. "Recent and Pending Publications." Journal 14 (May 1937): 458. Michigan Education 442 "Relationship of State Department to Local S c h o o l s ." M i c h i g a n E d u c a t i o n Journal 15 (May 1938): 478. "Resources of Instructional Improvement." Mich i g a n E d u c a ­ tion Journal 17 (October 1939): 186-87. Rice, T h eodore D. "New Perspectives." Journal 22 (March 1945): 328-30. Michigan Education "Schools Do Their Part: W a r Council to Steer Defense-Sc h o o l Policies." Mich i g a n E d u c ation Journal 19 (March 1942): 438-39. Seaton, John L. "The Place of Specialized Services in Modern Society." Mich i g a n Education Journal 13 (Novem­ ber 1935): 104-105, 107. "Services in School Administration." Journal 15 (September 1937): 21. "Services to Commu n i t y Schools." 18 (November 1940): 248-49. Michi g a n E d u c a t i o n Michigan E d u c a t i o n Journal "State Board Adopts Plan for Educational Planning Group." Mi c higan Education Journal 13 (November 1935): 148. "State C u r r iculum Conference." 17 (April 1940): 498-99. M i c h i g a n Education Journal "State General Education Conference." Journal 18 (January 1941): 360. M i c h i g a n Educati o n "Statement of Principles Governing A d m i n istrative Proce d u r e for the State Curric u l u m Program, As Approved by the Curriculum Steering Committee." Michigan Education Journal 15 (February 1938): 294-95. "Suggested Functions and Responsibilities." Michigan Ed u c a t i o n Journal 41 (December 1963): 17. "Ten P a r amount Problems of Public E d u c a t i o n in M i c h i g a n — Selected by the Mich i g a n Council on E d u c a t i o n . ” M i c higan Educa t i o n Journal 13 (November 1935): 148. "The Third Report of Progress of the M i c h i g a n Pro g r a m of Curriculum." Mich i g a n Educa t i o n Journal 16 (January 1939): 242-44. Trout, David M. "All in the D a y fs Work for Curriculum Planning Committee." Michigan Education Journal 22 (May 1945): 463-65. 443 _________ ; Hurt, M a r y Lee; and Withers, Mrs. Rex Todd. "Progress in Educa t i o n for Family Living." Michigan E d u c a t i o n Journal 29 (April 1952): 490-91. Turner, Harvey L. "Proposed Bull e t i n o n Innovating P r a c ­ tices in Mich i g a n Public Schools." M i c h i g a n Educat i o n Journal 13 (May 1936): 334. V an Antwerp, Harriet. "The T e a c h e r in C u r r i c u l u m D e v e l o p ­ ment." M i c h i g a n E d u c a t i o n Journal 14 (April 1937): 405-406. Voelker, Paul F. "Educational Program." Jo urnal 10 (April 1933): 378. M i c h i g a n Educ a t i o n _________ and others. "A P r o g r a m of Demo n s t r a t i o n and Research." E d u c a tional Record 16 (April 1935): 207-16. Waskin, Leon S. "The Teacher's Interest in Civic Education." M i c higan E d u c ation Jou r n a l 19 (November 1941): 232-33. Weaver, R ichard L. "The Role of State Committees in D e v e l o p ­ ing a C o n s e r v a t i o n Educa t i o n Program." School Science and Mathematics 59 (April 1959): 290-93. "Will Make R e c o m mendations to State Planning Body." Ed u c a t i o n Journal 12 (February 1935): 239. Michigan G o v e rnment Publications "Basic Educational Needs Cited to MCCP." Michi g a n E d u c a t i o n News (Michigan D e p a rtment of Education) 35 (October 20, 1967): 2-3. "Challenge of Rapid Ch a n g e f.'ist Be Met." News of the W e e k (Michigan Department of Public Instruction) 29 (June 22, 1962): 97-108. "Great Deal of Progress E x p e r i e n c e d in Making C u r r i c u l u m Changes and in Upgrading Qua l i t y of Instruction During Past Year." News of the W e e k (Michigan Department of P u b l i c Instruction) 27 (June 10, 1960): 77-85. Haber, William, and Stanchfield, Paul. "Michigan as an Industrial State." In M i c h i g a n Today: Its Human and Physical Resources as They Aff e c t E d u c a t i o n , Bullet i n No. 307, pp. 195-206. Edited by Michigan D e p a r t m e n t of Public Instruction. Lansing: Department of Public Instruction, 1938. 444 "MASC Adds N e w School to Membership." News of the Week (Michigan D e p a r t m e n t of Public Instruction) 3 2 (Septem­ ber 25, 1964): 8. Michigan. ________. Constitution. Constitution (1908). "Michigan C o o p e r a t i v e C u r r i c u l u m Program." News of the W e e k (Michigan Depart m e n t of Public Instruction) 22 (June 24, 1955): 82-87. "Michigan C u r r i c u l u m P r o g r a m Gears to Scientific Age." News of the W e e k (Michigan Depart m e n t of Public I n s t r u c ­ tion) 25 (August 8, 1958): 85-90. M i c h i g a n Depart m e n t of Education. 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Lansing: Depart m e n t of Public Instruction, 1937. (Mimeographed.) . Help Yourself: The Story of M i c h i g a n Communities, W h i c h Through Cooperative Effort, A r e Finding the W a y to a Better L i f e , Bulletin No. 410. Lansing: Departm e n t of Public Instruction, 1947. ‘ Instructional Guide for Elemen t a r y S c h o o l s , Bu l letin No. 301. Lansing: D e p a r t m e n t of Public Instruction, 1936. . The Mich i g a n Cooperative C u r r i c u l u m P r o g r a m , Ci r cular No. 50. Lansing: Department of Public Instruction, 1964. . The Michi g a n Curric u l u m Program: 1 9 6 0 - 6 1 , B u l ­ letin No. 515. Lansing: Department of Public I n s t r u c ­ tion, 1961. . Mich i g a n Cooperative Cu r r i c u l u m Program: Report for 1 9 6 2 - 6 3 , Bulletin No. 533. Lansing: m e n t of Public Instruction, 1963. Annual Depart­ . Mich i g a n C o o p e rative C u r r i c u l u m Program: Annual Report for 1 9 6 3 - 6 4 , Bulletin No. 533. 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T h e M i c h i g a n P r o g r a m of C u r r i c u l u m R e v i s i o n — P r o g r e s s R e p o r t , B u l l e t i n No. 305. Lansing: Department of P u b l i c Instruction, 1936. . The M i c h i g a n P r o g r a m of C u r r i c u l u m Revision: S e c o n d R e p o r t of P r o g r e s s , B u l l e t i n No. 305A. Lansing: D e p a r t m e n t of P u b l i c Instruction, 1937. . M i c h i g a n ' s S y s t e m of P u b l i c E d u c a t i o n , B u l l e t i n No. 407. Lansing: D e p a r t m e n t of P u b l i c Instruction, 1944. . N i n e t y - F i f t h R e p o r t of the S u p e r i n t e n d e n t of P u b l i c Instruction: For the B i e n n i u m 1 9 3 7 - 3 9 . Lansing: D e p a r t m e n t of P u b l i c Instruction, 1940. . N i n e t y - F o u r t h Report of the S u p e r i n t e n d e n t of P u b l ic Instruction: For the B i e n n i u m 1 9 3 7 - 3 8 . Lansing: D e p a r t m e n t of Public Instruction, 1938. . 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