HomeMy WebLinkAbout1978-10-17-SC-min • •
Page 131
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October 17, 1978
A meeting of the Lexington School Committee was held on October 17,
1978, at the School Adainistration Building Conference Room. Those in
attendance were Brown, Swanson, Gaudet, Hoffman, Michelman, and student
representative Mende. Also present were: Lawson, Spiris, Pierson, Mac-
Innes and Barnes.
It was MINUTES
SEPTEMBER 26,
VOTED: to accept the minutes of September 26, 1978 as amended. 1978
(Michelmaii, Swanson, Unanimous)
It was EXECUTIVE
MINUTES
VOTED: to accept the executive minutes of September 26, 1978, as pre- 9/26/78
sented. (Michelman, Gaudet, Unanimous)
SCHEDULE OF
SCHOOL DEPARTMENT BUDGETS PAYMENTS
Personal Services
September 29, 1978 Classified Payroll #8C $ 71,149.03
October 6, 1978 Professional Payroll #7 415,962.60
Expenses
October 6, 1978 Bill Schedules #43 3,282.76
October 6, 1978 #44 5,598.30
October 6, 1978 #45 36,934.58
October 6, 1978 #46 5,627.94
October 6, 1978 #47 17,905.32
October 6, 1978 #48 9,623.70
October 13, 1978 #49 3,193.95
October 13, 1978 #50 11,772.28
October 13, 1978 #51 496.72
Expenses (Carryover)
October 6, 1978 Bill Schedule #231 984.06
SPECIAL PROGRAMS Non-Lexington Funds
Adult Education
October 6, 1978 Professional Payroll 528.75
Driver Education - Adult Education
October 6, 1978 Professional Payroll 464.70
METCO
September 29, 1978 Classified Payroll #2 1,569.56
October 6, 1978 Professional Paytoll 3,598.77
PL 94-142 Transition to Employment
September 29, 1978 Classified Payroll #2 89.68
October 6, 1978 Professional Payroll 1,450.39
PL 89-313 Special Education
October 6, 1978 Professional Payroll 520.41
Upon the recommendation of the superintendent of schools it was
VOTED: to accept the above schedule of payments. (Gaudet, Swanson,
Unanimous)
Page 132
October 17, 1978
The financial statement was reviewed. FINANCIAL
STATEMENT
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Mr. Barnes presented a revision of the October 1, enrollments. He REVISED ENROLL-
said an error had been brought to his attention by the principal of the MENT FIGURES
Fiske School, Mrs. Eileen Smith, who stated the Fiske School enrollment
was 401 rather than the 415 students previously recorded. He noted that
the system' s student enrollment was 322 students less this year than last
year. (See attached)
Upon the recommendation of the superintendent of schools it was DIVISION OF
EMPLOYMENT
VOTED: to accept the following revised agreement between DES and the SECURITY CON-
Lexington Public Schools. (Michelman, Swanson, Unanimous) TRACT
(See attached)
Dr. Lawson noted that the Lexington Education Association had re- EXTENSION OF
quested that the present contract be extended a second time to enable LEA CONTRACT
the LEA to work with members regarding the new contract proposals.
It was
VOTED: to authorize the chairman to execute an agreement to extend the
Lexington Education Association Contract to November 7, 1978.
(Michelman, Swanson, Unanimous)
Upon the recommendation of the superintendent of schools it was PERSONNEL
CHANGES
VOTED: to accept the following personnel changes (professional) . (PROFESSIONAL)
(Michelman, Hoffman, Unanimous)
Effective Date of Resignation
Maternity Leave
Upon the recommendation of the superintendent of schools it was PERSONNEL
CHANGES
VOTED: to accept the following personnel changes (classified) . (Gaudet, (CLASSIFIED)
Michelman, Unanimous) (See attached)
Mr. Spiris noted that the Supreme Court had ruled that employees MATERNITY SICK
must be given sick leave for maternity. He said he had had conferences LEAVE
and communications with Jeffrey Swope of Palmer and Dodge, and Alan
Miller. Dr. Lawson added that after consultation with Mr. Swope and
Mr. Miller, it was recommended that Lexington establish a procedure to
pay sick pay for periods of maternity disability. They recommend that
each case be reviewed individually and require a doctor's certificate
of disability. The school doctor, Dr. ,Crumb, will work with Lexington
to determine the disability for pre and post partum.
Upon the recommendation of the superintendent of schools it was
VOTED: that payment for maternity related disability be made to the fol-
lowing teachers in the amounts indicated. (Michelman, Swanson,
Unanimous) (See attached)
6
Lexington High School •
Lexington, Massachusetts :'eptember lei, l'>7fl
: 1
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Agreement betr:een DES ani F' y D eton i`ub1_i_r__;'chonls
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it is agreed that the Waltham office of the Massaehteetts Division of Employment
Security shall establish a satellite job Service Center at the Lexington Hiph School.
Career Center to augment the services already brine free -ded by the Career Center
staff and for the adult community.
The DES services will include inter;iewiog, sel etine, and r*rerring applicants
to appropriate job listings . DES will contact area eerie/err for their job opnninrs.
Thty will also use job development techniques for apni. milts as needed . A professional
employment counselor will be available on au appointment, basis, for those adult
clients who have a question concerning ,ia change, jtd err .
The DES satellite Job Service Center will not hp i , ,ol'vee in the taking of
unemployment insurance claims nor in tie issuance of iteeployment insurance checks .
The Division of Emllcymert Security will be rteeiieible for oreeidine tie
own telephone service a_ well as any office ilirrit ;re applianees neeUsd to
conduct its business . The ;'ES rana-er he rr .pone blr, for '.hr staffinp of the
satellite DES office located le Lexinrioe 'fi;'it 'cha0 , 2nd will rjiterelee the offier
hours .
It is aiirecd that, the be:tithe ton He trrnvote strict react- ,
electricity, heat, and c .trtodicl services, ecunreiiee oe students will to the
- responsibility ,,f the school counselors e m l eyed by tir joxineton High School
Guidance Department. Students will lie referred in 'Tor job-placement servicer: .
It is further agreed that the Irivisien nC ereilovrieet Security will not, chan;•e
any of the above services without, prior arrcement, rrom the Lexington Public Schools .
Nor will the Lexington Public Schools chance any of the services it is to provide without
prior agreement from the Division of Employment Sec lri .y. - its Is also agreed that either
party can terminate this arreem. nt. at any time. Tr, tho event, of such termination by
either party, the Division of Employment Security aeries to vacate the premises occupied
by the satellite Job Err• ice Center without under defMy
�I'.,r i - urini' Ernpl•ryment. S - •unity
a aitham Job Center
Mary A. Tutunjian, Manager
-3242,044 edeesesc
Principal
LexinctOn High School
YOUR SUPERINTENDENT RECOMMENDS ACCEPTANCE OF THE ABOVE
PERSONNEL. CHANCES (classified)
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TTe.ave of Absence Effective
Extension of Sick leave Effective
Res is"na t ions Effective
_far
New Personnel Effective
New Personnel • Effective
Change of Hours Effective
Change due to transfer of Marie Walton to Senior High from 10/16/78
Barrington School - No change in classification or step.
YOUR SUPERINTENDENT RECOMMENDS ACCEPTANCE OF THE ABOVE.
* SUBJECT TO (MANGE UPON COMPLETION OF NEGOTIATIONS.
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Lexington School Committee Meeting October 17 , 1978 Page 27
New Business
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: a
TO: Dr. Lawsgn
FROM: M. J. Spiris
SUBJECT: Medical Disability Payments for Maternity under Sick Leave
The recent Supreme Court ruling that employees must be given sick leave
for maternity has caused us to reconsider our past practices in this regard.
Various conferences and communications have been initiated with Jeffrey Swope
of Palmer and Dodge and Alan Miller. I have also had communications and a
conference with Dr. H. J. Crumb per the request of Jeffrey Swope. I have
also had numerous communications with the Massachusetts Commission Against
Discrimination asking about the disposition of cases filed with them.
It is the recommendation of Jeffrey. Swope and Alan Miller, since we are
now required to pay available sick pay for the period of disability, that we
establish a procedure for doing so. They recommend that we handle each case
as application is made for sick leave henefits, based on a doctor 's certificate
of disability. Dr. Crumb will work with us in determining the length of dis-
ability for pre and post partum.
In light of the above I recommend to you that we make the following sick
leave payments based on evidence of disability and availability of sick leave.
•
YOUR SUPERINTENDENT RECOMMENDS THAT PAYMENT FOR MATERNITY RELATED DISABILITY
BE MADE TO THE ABOVE IN THE AMOUNTS INDICATED.
b
Page 133
October 17, 1978
Mr. Spiris presented an analysis of class sizes in the elementary CLASS SIZES
and secondary schoolg.e
The School Committee reviewed the class sizes. Mr. Spiris said
Lexington was proceeding in the proper direction with class sizes by
maintaining a pupil/teacher ratio under the contract agreement with the
LEA. He noted that there were fewer class size extremes at either end.
He expressed compliments to the principals for control of the sizes.
Mr. Michelman asked whether in approving class size information,
it should be a relevant consideration that a sizeable number of student§
in a school were new to it and to the teaching staff. Dr. Lawson noted
that some schools could have had smaller class sizes if they had accepted
no transfer students. He noted that one teacher was added at Estabrook
because of student distribution at 5/6 level. However, there had been
no requirement to keep class sizes at a particular number. He said new
students were not a consideration but might possibly be considered as
an item in the future. He said the School Committee might wish to con-
sider this item in its deliberation this year. Mrs. Swanson noted that
all new teachers didn't know their students either; and, however, suggest-
ed a determination needed to be made somewhere. Mr. Hoffman noted that
there were class sizes under fifteen that were not approved but origi-
nally offered. He added that the School Committee was concerned with
both ends--those that did exist as well as those that did not exist.
This question regarding the high school courses was answered by
Miss Quinn who noted that 30-50 classes probably were eliminated at
one point or another, but there were 100 approved. She said she would
supply the committee with the information pertaining to those not of-
fered. Paul Mende, student representative, said that he felt the in-
formation indicated a good display of class sizes, and it also indica-
ted flexibility to have courses. Dr. Lawson noted that classes under
15 were very well documented, and expressed compliments to the staff of
the secondary schools.
Dr. Lawson introduced the Curriculum Management Status Report, and CURRICULUM
noted that all members of the Educational Program Study Committee were MANAGEMENT
personally invited to attend the evening's meeting. He acknowledged
the presence of some of the EPSC members.
He stated he found the Educational Program Study to be a remarkable
report for a variety of reasons: 1) It had a far reaching assessment of
system's curriculum which noted that there were already things that were
done very well, 2) It was conducted by a group mainly of lay people even
though some were professional educators, 3) The results permitted staff
to have a reference point of over two thousand reactions, 4) The report
provided an opportunity for staff and public to discuss and benefit from
a great deal of information. He congratulated each of those who served
on the committee, and praised the wisdom of the School Committee for the
appointments to the committee.
• Page 134
October 17, 1978
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Dr. Pierson then introduced the status report on curriculum. He
noted that the report dealt primarily with the elementary program, and
was organized around recommendations made by the Educational Program
Study Committee. He noted that the value of the Educational Program
Study Committee Report resided not so much in recommendations, but the
degree to which these recommendations were placed in context of docu-
mented needs, attitudes and compliments. He then proceeded to comment
on seven major areas; curriculum coordinators, Curriculum Resource Cen-
ter, Curriculum Development, Mastery Learning, responsibilities of
Assistant Superintendent for Instruction, specialists, and Community
Resources. (See attached)
Dr. Pierson also noted that the secondary schools were in the pro-
cess of completing an analysis on instructional grouping practices at
the junior high school level. Following Dr. Pierson's introduction,
an extensive discussion followed concerning each of the areas reviewed.
It was moved that the Educational Program Study Committee be thanked, E.P.S.C.
commended and discharged. (Michelman, Swanson, Unanimous) DISCHARGE
Mr. Hoffman said, as former chairman of the E.P.S.C. , and now as a
present member of the School Committee, he felt that the other nine mem-
bers should be complimented highly for their extensive work over eleven
months, and noted special commendation to Nancy Bender. The School Com-
mittee agreed with Mr. Hoffman's remarks.
Mr. Brown said the entire school committee expressed those senti-
ments. Mr. Brown then commended Mr. Pierson on behalf of the school
committee for his report. Mr. Michelman added that he hoped the Educa-
tional Program Study Committee would not be put aside but would continue
to be a source of great worth to the school system. The superintendent
responded that it would continue to be a valuable resource.
Dr. Pierson reviewed the Basic Skills Improvement Policy informa- BASIC SKILLS
tion due to Dr. Monderer's absence. Dr. Lawson added that recommenda- POLICY
tions would be made in November after the State hearings on the Basic
Skills Policy.
Mr. Brown announced that Mrs. Swanson and Mrs. Gaudet would repre- SCHOOL COMMITTE]
sent the Lexington School Committee at the MASC meeting, October 27. REPORTS
It was
VOTED: at 10:09 p.m. to adjourn to discuss matters of collective bar-
gaining and the character and reputation of an individual. (Mi-
chelman, yes; Swanson, yes; Gaudet, yes; Hoffman, yes; Brown,
yes)
The chairman announced that the school committee would be coming
out of executive session later in the evening.
Respectfully submitted,
;/
7// -/ iztc
Ria and H. Barnes
/k Recording Secretary
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Lexington School Committee Meeting - October 17, 1978
Administrative Report
• STATUS REPORT ON CURRICULUM MANAGEMENT
•
This status report deals primarily with the elementary instructional
program, and is organized around recommendations made by the Education
Program Study Committee in their report, The Lexington Elementary Schools
(February 1976). The examination now of the elementary program seems
appropriate for several reasons: grades K-6 have been the initial object
of efforts•'to improve the management of instruction during the past two
years; a re-examination of secondary program, as a result of the Study
of Instructional Grouping Practices and the Evaluation of the New England
Association of Schools and Colleges, is still in process; and, finally, as the
title of the EPSC report suggests, its chief consideration was elementary
program.
The value of the EPSC report resides not so much in the recommendations
themselves, but in the degree to which these recommendations are placed in
a context of documented needs, attitudes, and accomplishments. There are,
after all, few school systems which could not improve their efforts to
coordinate curriculum, provide better resources, communicate more effec-
tively with staff and community, etc. But by providing an opportunity
for a large number of students, staff, parents and other citizens to
express themselves, and by synthesizing these expressions into a set of
questions and recommendations, the EPSC report has provided both a
structure and a sense of priority for some of the decisions which the
school system has addressed over the past two years. In some cases the
data contained in the report serves to further support decisions already
in process at the time of its publication.
In order to simplify the examination of the EPSC report 's recommenda-
tions (pp 108-110), they have been included in each section of this report
and are followed by a discussion of steps taken to address the recommendation
or of issues raised by the recommendation.
Curriculum Coordinators
Creating full-time curriculum coordinators in several
major areas. Having principals act as program directors
is not realistic. Curriculum coordinators should develop
town-wide frameworks more fully, oversee the preparation
of materials for the classroom teachers, create better
channels for exchanging ideas and materials among
teachers, work with teachers in the implementation of
new programs and continuously evaluate educational
programs. Coordinators should ideally be master
teachers with extensive knowledge and experience in
their subject areas. They should work closely with
principals and teachers and be accountable to a central
office administrator.
To improve the coordination of elementary curriculum, we have appointed
full-time specialists in social studies and language arts and part-time
specialists in drama (.4) and computers in instruction (.5). The Report
(over)
2.
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suggests that ax$ecting elementary principals to act as program directors
is "not 'realistic." To make this expectation more realistic, we have,
in addition to adding specialist staff, provided principal/program
managers with some of the resources necessary to accomplish their tasks:
released time for selected staff, town-wide materials budget, summer
workshops and space at the CRC.
In deciding to retain and augment the structure of elementary
principal/program manager, we have acknowledged some of the advantages
inherent in this system and avoided some of the difficulties involved in
a structure of K-l2 coordinators. Among the advantages:
-elementary principals with individual system-wide program
responsibilities remain sensitive and responsive to the
requirements and expectations of other system-wide curricula.
-given their individual building responsibility for curriculum
implementation and supervision, elementary principals have
considerable experience which can be made available to the
entire system through their work as program managers.
-responsibilities for a system-wide program help elementary
principals maintain the sometimes conflicting roles as
building manager and program supervisor.
-by assigning responsibilities for overall program administration
and management to available principals and responsibility for
teacher and classroom consultation to the specialist(s), - rather
than consolidating responsibilities in one person - we free a
full position(s) for work in schools and classrooms and avoid
the possibility of a "bureaucracy" too "tied down" by administrivia
to be available to teachers.
-shared responsibility for program management and implementation
between principal and specialist(s) appears to produce better
decisions.
Our decision to maintain the present structure is not a perfect solution.
-Decisions sometime require additional time to make when the
principal has to consult with a specialist(s).
-Principals are very busy people and tend to postpone program
management responsibilities in favor of response to immediate
crises.
Nor is our decision perfectly consistent.
-By assigning program management responsibilities to the current
language arts specialist, we have, in effect, created the single
person position suggested by the EPSC report. Given the unavail-
ability of an elementary principal to assume the manager role and
the availability of a highly experienced individual to fill this
specialist role, "violation" of principle seemed like a defensible
one.
(over)
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Curriculum Resource Center
-Establishing a Curriculum Resource Center to provide
the kind of learning resources and support which
would enable the classroom teacher to spend more time
with children.
.• -Provide a Curriculum Center which will provide
direction for on-going development, catalogues and
files of materials available for all teachers' use,
an efficient, effective information delivery service
for staff, a central location where all kinds of
materials and equipment are located so teachers know
where to go for resources or help and when they will
be available.
The CRC located at Bowman School opened in February, 1978, after a
year of planning. Among the services it is designed to provide are those
listed above. Additionally, it provides office and work space for ten
specialists and two aides; limited storage, display, and conference
space; facilities for print and non-print production; and several
structures for information sharing and better communication, one of
which is the bi-monthly newsletter "Re:Source," another of which will
be a computerized indexing of cross referenced materials to support the
curriculum.
Several unresolved questions remain:
The consolidation of the Professional Library and the CRC would
provide more complete and more efficient service to staff. Unless
additional space can be found at Bowman, or the entire CRC relocated,
however, the consolidation can be only partially accomplished at best.
A further decision involves the degree to which we want to provide
direct production service for teachers. At present (or soon) teachers
will be able to produce multiple black and white copies of materials,
laminate, dry mount, view and create video tapes and slide tapes, make
transparencies for overhead projectors. Such production involves
teachers' coming to the CRC and producing materials they want. If we
want teachers to be able to "order" rather than make materials,
additional technician/aide time will have to be provided either through
a reallocation of existing staff or a reassignment of some aide time
from the individual schools (some schools already send aides to the
CRC to use its machines and other equipment).
Curriculum Development
-Deciding if Lexington is to continue developing
curriculum to any great extent. If so, sufficient
funding, more teacher-released time, summer workshops
and program implementation should be amply provided.
If not, then a decision should be made which clarifies
what new directions will be taken.
(over)
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In the foi4seeable future, Lexington will need to develop (improve,
evaluate, re-create, organize) its curriculum. In some cases, we will
need to create 'curriculum materials (or resource units). But in most
cases the curriculum development will involve the organization of the
curriculum according to a format accepted by Lexington staff. In general
the format calls for a rationale/philosophy; an outline/syllabus/scope
and sequence; resource units; evaluation procedures. This format can be
applied according to the subject matter, and its components can be developed
in a variety of ways.
Time for staff to accomplish these tasks has been provided over the
past two years through fourteen different summer workshops, two hundred
days each year during which staff are released from teaching responsibil-
ities to work on curriculum, and the provision of six half-days throughout
the year for secondary staff to participate in curriculum and staff develop-
ment.
We have not, however, completely addressed or solved the problem
inherent in the system-wide implementation of new programs. Though we
have reduced the demands on teachers to introduce several programs in one
year, we have not coordinated, in all cases, the delivery of materials,
the availability of in-service and consultation prior to the introduction
of the material. Nor have we developed a completely satisfactory process
for monitoring the use of system-wide curricula, though we have made some
promising attempts in this area (LIRSP structure, math level testing,
language arts inventory test, elementary science record keeping procedures,
folder system in composition K-9).
Mastery Learning
-Using the mastery learning approach in program areas
where a large component of what is to be learned consists
of skills. Mastery learning provides greater continuity
in a student 's education and is in keeping with current
citizen priorities. It can provide clearer communication
with parents and greater teacher accountability in the
system. Since the approach would be used only in town-
wide frameworks, ample room is left for individualized
learning and individual teaching styles.
This term is subject to a variety of interpretations. Frequently it
is understood to mean that learning sequences be expressed in behavioral
terms and that a testing structure offer regular and precise information
about a student 's progression through the sequence. This recommendation
is related to one made earlier in the report:
-develop and implement scope and sequence procedures for objectives
in all basic skills and knowledge areas to produce continuity between
grades and schools (p. 31).
(over)
. 5.
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Clearly the ydevelopment of scope and sequence or program outlines
must precede the much more complete expressions of the curriculum required
for mastery learning. In Lexington some curricula have been expressed
in terms which allow mastery learning; other areas are still addressing
the more general question of scope and sequence; and still others, while
generally organized around scope and sequence, resist the precision of a
behavioral expression.
Implicit in the notion of mastery learning is the assumption that a
student achieve mastery before he or she progresses. The elementary
reading and math programs are organized to test for relative mastery (a
score of 807.-1007. in math, for instance, to pass to the next level). The
language arts scope and sequence chart indicates when a skill should be
introduced and when it should be mastered.
But. the development and maintenance of a mastery learning program is
a complex procedure. We are not familiar with commercial programs which
can be adopted entirely. Thus, the development of a satisfying program is
time-consuming, as is the testing and record-keeping required to use the
program, as is the revision process necessary to make the inevitable
improvements which increased experience with a curriculum requires. For
these reasons, Lexington has experienced some difficulty in adjusting to
and sustaining the two programs which most completely employ mastery
learning methodologies: elementary reading and math. Is the effort worth
the results? Evaluation of the two programs planned over the next two
years, as well as continued monitoring of the program through CTBS testing,
may help examine this question more thoroughly than our small experiments
and impressions allow.
Responsibilities of the Assistant Superintendent (for Instruction)
The tasks listed below have been addressed by a number of staff and
have been effected by a number of new procedures instituted during the past
two years.
(i) keep in close contact with elementary staff and act as a
liaison between the eleven schools and the central office.
(ii) be responsible for curriculum coordination and implementation.
(iii) ensure a sharing of resources, ideas and planning at all
elementary levels.
(iv) work to improve staff, parent, administrative and School
Committee communications.
(v) ensure research and development to provide continuing
staff growth in educational process and practice.
(vi) be responsible for stimulating in-service teacher
training programs.
(vii) ensure continuity between the 6th and 7th levels where
interface is sorely needed.
(over)
6.
Liaison with 4:dymentery schools (i, iv)
-The Superintendent and Central Office staff meet on a regular
basis every two weeks with elementary principals and other times
when needed.
-The Superintendent and Central Office staff have met with individual
school faculties each year to discuss issues and questions related
to each of their functions.
-The Superintendent and Central Office staff visit schools regularly
with the focus of each visit differing according to the function
of the Cr 0. staff member.
-The Superintendent and Central Office staff meet regularly with
staff in a variety of committee formats:
-Superintendent's Advisory Committee
-622 Advisory Committee
-Professional Development Committee
-International Education Committee
-CRC Committee
Additionally printed communications, "Notes from the Personnel
Office", "School Committee Highlights", and "Re:Source", have been
developed to improve internal communications.
Communications with parents and the community have been sought
through the "Newsletter", individual meetings with PTA's, the
PTA Council, the League of Women Voters, and the CCLPS. Presently
a course offered to parents and teachers - "Parents and Teachers -
Enriching the Partnership" is exploring ways to improve relationships.
Curriculum coordination, grade 6-7 continuity (ii, vii)
Curriculum implementation and coordination among the subjects and
between grade levels require first a definition of the curriculum in a
particular discipline at a particular grade level. In those areas where
the curriculum is most precisely stated - math, for instance - coordination
is most easily accomplished. "Transition meetings" held last year at each
junior high school for 6th and 7th grade teachers were partially successful,
and the difficulties staff experienced with these meetings help to define
where improvements are necessary.
Sharing resources (iii)
The program budget procedures, the CRC, the regular meetings of staff,
the activity of specialists, the in-service program, the summer workshops
have all been directed toward "sharing of resources, ideas, and planning."
(over)
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In-service, s,Af growth (v, vi)
Over the past two years the philosophy and program of in-service
education in Lexington have grown more comprehensive. Large numbers
of staff now participate in the planning, evaluating and teaching of
in-service courses. In-service credit toward M+30, a catalogue of
offerings for each half-year, and additional released time have all
served as inducements for staff to become involved. Additionally, the
EDCO teacher exchange and in-service programs promise to bring staff
new resources and experiences.
Research and development (v)
A school system's efforts in areas such as coordination, communication,
professional development, evaluation remain a matter of degree: improvements
can always be made, and shortcomings can always be identified. Though these
tasks are never "finished", it seems fair to say that a great deal has been
initiated toward their temporary accomplishment. One area - research and
development in instruction - remains underdeveloped, particularly the
research. We know too little about the process, content, and consequences
of our instructional practices.
Before this knowledge can be obtained, certain antecedent processes
must be initiated:
-The curriculum must be precisely stated.
-Teachers and supervisors must increase their skills in observing
and understanding classroom events.
-Evaluation and research designs must be developed.
-Records of student performance must be stored in retrievable
format.
-Sufficient time and resources must be allocated to conduct and
analyze the research.
-The system must be prepared to deal with the consequences of
the research.
We have made some progress toward the establishment of these
conditions, many of which have already been discussed in this report:
-The curriculum is becoming more specifically stated, at the
elementary level through system-wide workshops and at the high
school through the school's effort to develop program goals and
course objectives.
-Analysis and interpretation of CTBS scores are being provided
in greater detail.
(over)
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-Some staff have shown interest in learning observational techniques
which generate specific and useful data about student and teacher
behavioein the classroom.
-Supervisors and teachers participated in a two-day workshop on
evaluation run for Lexington by Educational Testing Service,
which is available to "audit" our evaluation designs.
-Data processing has established as priority for the following
year, the maintenance of student data in reading and math.
Processes already exist for the maintenance of information in
secondary math and foreign language.
Once major curriculum sequences are established, more time will be
available to study our practices and to make incremental changes, when
necessary.
Specialists
-Is it more educationally sound to lower pupil-
teacher ratios and provide training for classroom
teachers so they can better handle challenges
within the classroom?
-Or should we assume teachers' responsibilities
will be limited and continue to rely heavily
on specialists to supplement many areas of
learning and to deal with behavioral aspects?
It is important for both the development of staff and program
to have specialists within the system. Many of the system's specialists
occupy full-time teaching positions; a few of them have system-wide
responsibilities. Obviously, as the system's enrollment declines, we
will not be able to maintain the present number of specialists, and
increasingly we will have to find ways of developing and using the
"specialties" of our staff.
The question remains one of priorities and the appropriate balance
of resources. To propose the elimination of specialists raises the issue
of whether teachers would be able to serve students better. The question
remains open to discussion. The system's capacity, however, to develop,
implement and monitor instructional programs would be considerably
reduced, as would its ability to share and to consolidate both material
and human resources.
Community Resources
-Using resources and talents within town more
extensively. Sporatic and duplicating efforts
have been made to do this. Lexington is a town
uncommonly rich in human resources, which still
remain largely untapped by the schools. One
staff member should explore, coordinate, and
make full use of this enric} nt by channeling
(over)
9:
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these resources into areas where teachers and
students can enjoy them fully.
As the recommendation suggests, the effective use of volunteer
resources requires a commitment by the system of time for planning
and coordination. Rather than assign a staff member full time to
this task, the responsibilities of many specialists involve the
definition of tasks which volunteers could assume. In addition, a
volunteer has organized the use of "external resources" for the
system and has responded to many specific requests by staff for
connections between the classroom and the community. Volunteers
have figured most prominently in the following areas: library,
computers, elementary science, elementary social studies (use of
the Museum of Our National Heritage, race awareness, Lexington
history), proposed development of an interdisciplinary environmental
science program.
As a way of providing citizens with more formal access to the
processes which influence instructional decision-making, a curriculum
advisory committee has been proposed, initially in the June, 1978,
paper and in greater detail in the May, 1978, summary of curriculum
meetings. Composed of teachers, parents, citizens and administrators,
the committee would make recommendations regarding the evaluation,
dissemination and improvement of curriculum in Lexington. Participa-
tion on the committee would involve examination of Lexington curricula,
curriculum theory, evaluation results, and surveys. The following
distribution of participants is recommended:
6 Parents (1 PTA Council, 1 elementary, 1 junior high,
1 senior high, 2 at large)
5 Teachers
2 Department Heads/Specialists
2 Principals
1 Assistant Superintendent for Instruction (Ex. Officio)
Geoffrey Pierson
October 12, 1978