A handbook for the teachers of the Fern Avenue School of Torrance, California

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A , HANDBOOK FOR THE TEACHERS. OF, THE FERN. AVENUE. SCHOOL OF TORRANCE, CALIFORNIA

A" P r o j e c t P re se n ted to th e F a c u lty o f th e S c h o o l o f E d u c a tio n U n iv e r s i t y o f S ou th ern C a lif o r n ia

In P a r t i a l F u l f i l l m e n t o f t h e R e q u ir e m e n t s fo r , t h e D eg ree M aster o f S c ie n c e i n E d u c a tio n

by R o n a ld C. H e n d e r so n A u g u s t 1950

UMI Number: EP46355

All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.

Dissociation Publishing

UMI EP46355 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code

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T h is p r o je c t rep ort, w ritten u n d er the direction o f the candidate’s a d v ise r a n d a p p r o v e d by him , has been p re se n te d to an d a c c e p te d by the F a cu lty of the S c h o o l o f E d u c a tio n in p a r tia l fu lfillm e n t of the requirem ents fo r the d e g re e o f M a s te r of Science in E du cation .

A d v is e r

D ea n

TABLE OF CONTENTS CHAPTER I.

PAGE

THE NATURE OF THE PROBLEM................................................ In tr o d u c tio n

• - • • • •

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

D e s c r i p t i o n o f th e s i t u a t i o n

III.

1

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

2

S t a t e m e n t o f t h e p r o b le m

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

2

R e v ie w o f t h e l i t e r a t u r e

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

3

The s c o p e and d e l i m i t a t i o n o f t h e p r o b le m .

7

The im p o r t a n c e o f t h e p r o b le m . . . . . . .

8

O r g a n iz a tio n o f th e c h a p te r s

9

Summary II.

. . .

1

. . . . . . .

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

10

PROCEDURES USED IN THE SOLUTIONOF THE PROBLEM.......................................................................

11

I n t r o d u c t i o n ........................................................................

11

The e m e rg e n c e o f t h e p r o b l e m ...............................

11

The d e v e lo p m e n t o f t h e b i b l i o g r a p h y . . . .

12

How r e l i a b i l i t y and v a l i d i t y a r e c o n c e i v e d .

12

Summary .........................................

14

. . . . . . . . .

I S THE TEACHER HANDBOOK AN EFFECTIVE MEANS OF PROVIDING THE ANSWERS TO TEACHERS? . . . In tr o d u c tio n F in d in g s

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

.

15 .

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

Summary . . . . . . . . . . . .

15 15

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

17

CHAPTER IV ,

PAGE

DISTRICT POLICIES ADOPTED BY THE TORRANCE UNIFIED SCHOOL DISTRICT

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

In tr o d u c tio n

18 18

A b s e n c e and s i c k l e a v e

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

18

A b se n c e fro m w o r k ..............................................................

18

A bsence tim e

19

A c c id e n ts,

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

F ir e s,

A d m is s i o n c h a r g e s

T h efts,

In c id e n ts

. . . .

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

A d m is s io n t o k i n d e r g a r t e n and f i r s t g r a d e

19

.

19

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

19

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

20

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

20

A p p r a i s a l and e v a l u a t i o n A tten d a n ce z o n e s B ereavem ent le a v e

19

C e r tific a te d d ir e c to r y C om m ercia l a g e n c i e s

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

20

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

21

C o n t e s t s and s p e c i a l aw ards

. . . . . . . .

21

D e d u c t i o n o f s a l a r y f o r a b s e n c e .........................

23

D u tie s o f P r i n c ip a l s

23

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

E a r th q u a k e i n s t r u c t i o n s

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

. . . . .

23

E m e rg e n c y s i t u a t i o n s ...................................

24

E q u ip m en t p o l i c y

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

24

F i r e p r e v e n t i o n m e a s u r e s .........................................

24

I n s t r u c t i o n a l p r o g r a m .............................................

24

L o s t b o o k s and dam ages p r o p e r t y

24

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

iii CHAPTER

PAGE P h y s i c a l e x a m i n a t i o n s ..................................................

25

P r o b a t i o n a r y e m p lo y e e s

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

25

P u b lic r e l a t io n s

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

25

P a y r o ll d e d u ctio n s

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

26

U se o f b u s s e s

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

26

U s e o f s c h o o l p r o p e r t y ...................................

27

R e sig n a tio n

27

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

R e t ir e m e n t and a n n u n i t y ..............................................

27

S a la r y sch ed u le

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

28

S c h o o l s .......................................................................................

32

S c o p e o f e d u c a t i o n a l p r o g r a m ..................... .....

32

S e le c tio n

of c e r tific a te d

S p e c i a l program s

personn el

.

. . . .

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

32 32

S u s p e n s i o n o f p u p i l s ..................................................

33

T r a n s p o r t a t i o n and e x c u r s i o n s

34

Summary . . . . . .

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

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

. . . . .

34

«

V.

BUILDING POLICIES ADOPTED BY FERN AVENUE SCHOOL ........................................................................

35

In tr o d u c tio n

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

35

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

35

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

36

. . . . .

A bsences A c cid en t r e p o r t A u d io -v isu a l a id s

.

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

B e h a v i o r ..................................................................................

36 37

iv CHAPTER

PAGE B e ll S ig n a ls B ic y c le s

. .

.

.

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

. . . . . . .

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

. . . . .

38 39

B u l l e t i n s ..................................................

39

B u ll e t i n boards

40

. . . . . .

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

Bus s c h e d u l e s .....................* ..................................

40

C la ss r e g i s t e r s

41

. . . . . . .

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

C l a s s r o o m s .................................

42

C l e r k ............................................................................................

43

C u m u la t iv e r e c o r d f o l d e r s

43

. .

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

C u s t o d i a n s ........................................................................

.

44

D a i l y program o f c l a s s w o r k .....................................

44

D e te n tio n

45

.

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

D i s p l a y c a s e .........................

45

E n r o lm e n t and a t t e n d a n c e r e p o r t

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

E q u i p m e n t ....................................................................... E v a lu a tio n o f th e p r o b a tio n a r y te a c h e r F ie ld

45 45

.

47

t r i p s .............................................................................

47

F ir e d r i l l

.

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

G ro u p in g o f s t u d e n t s

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

48 48

H e a l t h .........................

49

H o l i d a y s .......................................................................

50

I n s titu te c r e d it

51

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

I n s tr u c tio n a l su p p lie s

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

52

CHAPTER

PAGE I n t e r - a c h o o l and I n t r a - s c h o o l v i s i t s

. . .

52

I n v e n t o r y " ................................... ..............................................

K eys L ib ra ry

52

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

53

L o i t e r e r s .............................................................................

56

L o s t and f o u n d ...................................................................

56

L unch p e r i o d ........................................................................

56

M a g a z in e s



57

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

57

M i l k ............................................................................................

58

M usic r o o m .......................................................................

58

O f f i c e b u l l e t i n board

58

M ee tin g s

. . . . . . . . .

55

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

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

P aren t-T each er A s s o c ia t io n

.

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

P a ren t-tea ch er con feren ces P la y g r o u n d a s s i g n m e n t s c h e d u l e

59 .

. . . . . .

59 59

P o s t b o x e s ........................................

60

P la y g r o u n d e q u ip m e n t

60

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

P r o fe s s io n a l o r g a n iz a tio n s

. . .

60

P u b l i c r e l a t i o n s ..................................................

61

P u b lic a tio n s

64

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

R e g is t r a t io n o f p u p ils

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

64

R e l e a s e t i m e .............................................................

64

S afety

65

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

Vi CHAPTER

PAGE S c h e d u les

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

65

S p e c i a l d a y s and w e e k s ..............................................

66

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

67

S t a t e c o m p e n sa tio n in s u r a n c e S tock c a t a lo g

.

, .............................................

67

S t a t e t e x t s ........................................................................

67

S tu d e n t body governm ent

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

68

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

68

S tu d en t h e lp e r s

.

S u b s titu te tea ch er

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

69

S u p e r v i s i o n b y p r i n c i p a l .........................................

69

T a r d in e ss

70

T eachers

1

. . . . . . . .

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

r o o m ...................................................................

T e s t i n g program

. . .

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

70

. . . . .

71

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

72

V a l u a b l e s .............................................................................

72

W e ek ly r e a d e r s

72

Torrance E d u c a tio n A s s o c i a t i o n

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

Work o r d e r s ..............................

72

S u m m a r y .....................................................................................

72

V I . ■ CONCLUSIONS AND RECOMMENDATIONS In tr o d u c tio n

• .

.

. . . . . .

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

74 74

C o n c l u s i o n s ........................................................................

74

S u m m a r y ..................................................................................

76

BIBLIOGRAPHY................................... APPENDIX A .

78

FACULTY ASSIGNMENTS FOR SCHOOL

YEAR 1 9 5 0 - 1 9 5 1

.

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

63

v ii

CHAPTER APPENDIX B .

PAGE THE ADMINISTRATION OF THE TORRANCE UNIFIED SCHOOL DISTRICT ........................

APPENDIX C.

SPECIAL PERSONNEL OF THE TORRANCE UNITIED SCHOOL DISTRICT ........................

APPENDIX D.

84

85

TORRANCE UNIFIED SCHOOL DISTRICT CALENDAR FOR SCHOOL YEAR 1 9 5 0 - 1 9 5 1 .

86

CHAPTER I THE NATURE OP THE PROBLEM In tr o d u c tio n .

The i m p o r t a n c e o f p r o v i d i n g a b r i e f

a n d . c o n c i s e t e a c h e r h a n d b o o k s h o w in g t h e n e c e s s a r y c a l e n ­ dars,

o u tlin e s,

p e r tin e n t to

r u l e s ^ a n d r e g u l a t i o n s and o t h e r i n f o r m a t i o n

th e e s t a b l i s h m e n t o f a goo d s c h o o l i s b e c o m in g

more and more r e c o g n i z e d b y l e a d i n g s c h o o l a d m i n i s t r a t o r s i n C a lif o r n ia as w e l l as i n th e n a tio n as a w h o le .

In

t h i s day o f in c r e a se d e n r o llm e n ts w ith th e r e s u lt a n t d o u b l e s e s s i o n s and o t h e r p r o b le m s t h e t e a c h e r i s

over­

w helm ed w i t h a mass o f t e c h n i c a l b o o k k e e p i n g t a s k s n o t r e la te d to te a c h in g .

Many o f t h e l e a d i n g e d u c a t o r s h a v e

r e c o g n i z e d t h i s p r o b le m and h a v e made e f f o r t s t e a c h e r b y p r o v i d i n g a h an d b o ok o f p o l i c i e s , r u l e s and r e g u l a t i o n s becom e mere d e t a i l s

to h e lp th e c o n ta in in g

t h a t w i l l h e l p many o f t h e s e p r o b le m s

i n t h e d a y o f th e t e a c h e r .

I f th e se in stru m en ts are f a i t h f u l l y a p p lie d th e r e can n e v e r a r i s e a c a s e o f n e g l e c t o f d u ty , ab u se o f a u t h o r i t y o r u s e o f bad t a s t e i n t h e p e r fo r m a n c e o f a t a s k . The p r i n c i p a l h a s a d e f i n i t e d u t y t o i n s t r u c t t h e tea c h e rs in th e proced ures o f h is

s c h o o l and t h e s c h o o l

d i s t r i c t i n o r d e r t o u n i f y t h e aim s and o b j e c t i v e s

so

t h a t a m ore s u c c e s s f u l and e f f e c t i v e e d u c a t i o n a l t r a i n ­ i n g o f t h e s t u d e n t s w i l l be t h e r e s u l t .

To d i s c o v e r a

g u i d e t o a i d t h e t e a c h e r s o f P ern A venue S c h o o l o f t h e Torrance U n if ie d S c h o o l D i s t r i c t i n th e e x e c u t io n o f h er n o n - a c a d e m ic d u t i e s c o n s t i t u t e s a b a s i s D e s c r ip t io n o f th e s i t u a t i o n .

fo r th is

stu d y .

Fern A venue S c h o o l

i s a c o m p a r a t i v e l y new s c h o o l a s th e T o r r a n c e U n i f i e d S c h o o l D i s t r i c t w it h d r e w from t h e Los A n g e l e s C i t y S c h o o l D i s t r i c t a t the s t a r t o f t h e s c h o o l y e a r i n 1 9 4 7 . p a st th r e e years th e d i s t r i c t , been d e v e lo p in g p o l i c i e s needs o f th e d i s t r i c t .

F or t h e

a s w e l l a s th e s c h o o l , h a s

t o k e e p p a c e w i t h th e g r o w th and T h is m a t e r i a l h a s n e v e r b e e n

b r o u g h t t o g e t h e r u n d e r one h e a d i n g s o t h a t t h e t e a c h e r s c o u l d be s u r e j u s t w h at t h e e s t a b l i s h e d p o l i c i e s

and p r o ­

cedures a r e . Statem en t

o f th e p ro b lem .

I t was th e p u r p o s e o f

t h i s s t u d y t o c o n s t r u c t an a d m i n i s t r a t i v e g u i d e t o n o n a c a d e m ic d u t i e s

fo r tea ch ers in

th e F e r n Avenue S c h o o l .

Su ch a n e e d h a s b e e n shown b y t h e number o f q u e s t i o n s ask ed about p roced u re d u rin g th e p a s t y e a r ,

even by th e

fe w t e a c h e r s who w e re members o f t h e o r i g i n a l s t a f f t h a t sta r te d here th ree years a go. I n v i e w o f t h e e v i d e n t n e e d f o r a n s w e r s t o th e q u e s tio n s ask ed by th e te a c h e r s e v o lv e d :

th e

f o l l o w i n g p r o b le m s

I s t h e t e a c h e r h a n d b ook a n e f f e c t i v e means o f

p r o v id in g t h e s e answ ers t o th e te a c h e r s ?

What a r e t h e

d i s t r i c t p o l i c i e s ad op ted by th e T orrance U n if ie d S c h o o l

D istr ic t?

What a r e t h e b u i l d i n g p o l i c i e s a d o p t e d b y P ern

A venue S c h o o l ? R e v ie w o f t h e l i t e r a t u r e .

A r e v ie w o f th e l i t e r ­

a t u r e w h ic h was u s e d i n t h e d e v e lo p m e n t o f t h e s c o p e and •im p o r t a n c e o f t h e p r o b le m was un anim ou s i n t h e b e l i e f th at i t

was one o f t h e i m p o r t a n t d u t i e s

o f th e b u ild ijg

p r i n c i p a l t o s u p e r v i s e t h e i n d u c t i o n and i n - s e r v i c e t r a i n in g o f th e te a c h e r s

o f th e f a c u l t y .

The f o l l o w i n g q u o t e s from t h e l i t e r a t u r e

show c o n ­

c l u s i v e l y t h a t t h e t h i n k i n g o f t h o s e who e x p l o r e d th e fie ld

o f s u p e r v is io n f o r te a c h e r s w as. Simon-*-found t h a t t h e t h i r d g r e a t e s t c a u s e o f

t e a c h e r d i s m i s s a l i n 3 7 1 c a s e s was ’’f a i l u r e Not f a i l u r e t o c o o p e r a t e w i t h but fa ilu r e

th e s u p e r v i s o r

to c o o p e r a te ." or p r i n c i p a l ,

to p r o m p tly e x e c u t e th e n eeded r e g u l a t i o n s

and a d m i n i s t r a t i v e d u t i e s

t h a t make f o r a w e l l - o r d e r e d

sc h o o l.

The s t u d y d o e s n o t e x t e n d t o d i s c o v e r i n g i f

fa ilu r e

t o c o o p e r a t e was due i n a n y way t o f a i l u r e t o

the

u n d e rsta n d th e a d m i n is t r a t i v e d u t i e s e x p e c te d o f a t e a c h e r .

■^D. L. S im o n , " T u rn o v er Among T e a c h e r s i n S m a l l e r Secondary S c h o o ls o f In d ia n a ," S c h o o l R ev iew , 4 4 : 1 1 4 - 2 6 , 1936.

4 Meyer s t a t e s

th a t:

Some e x c e l l e n t s c h o o l s y s t e m s h a v e r e c o g n i z e d th e I m p o r ta n c e o f p r o v i d i n g a c a r e f u l and s y m p a t h e t i c i n ­ d u c tio n in t o th e te a c h in g s e r v ic e fo r th o se p ersons who a r e . t o h e c o n s i d e r e d f o r p erm an en t em ploym ent i n th ose sch o o l sy stem s. T h ey r e c o g n i z e t h a t i n o r d e r to t e a c h s u c c e s s f u l l y i n a s c h o o l s y s t e m i n a g i v e n c o m m u n ity , one n e e d i s t o know t h a t s c h o o l s y s t e m , , and p r o v i d e f o r an I n d u c t i o n w h ic h w i l l a s s u r e t h a t a c q u a in ta n c e The f i r s t c o n c e r n o f b o t h t e a c h e r and p r i n c i p a l i s t h e e d u c a t i o n o f t h e c h i l d r e n o f t h a t com m unity w h ic h t h e y serve.

%

E lle n w o o d s t a t e d t h i s

v e r y a p t l y w ith th e f o l lo w ­

in g : What I w an t t o s a y , f i r s t , i s t h a t a s a f a t h e r I am n o t p r i m a r i l y i n t e r e s t e d i n t h e s c h o o l s y s t e m o r w h at h a p p e n s to t h e s c h o o l o r w h at h a p p e n s to t h e PTA o r w hat k i n d o f a n o r g a n i z a t i o n th e b o a r d o f management i s . I am n o t p r i m a r i l y i n t e r e s t e d in th ose th in g s . When I s e n d my k i d s t o s c h o o l , I am i n t e r e s t e d i n one t h i n g - w h at h a p p e n s t o th e m . E v e r y s t a n d a r d t h a t t h e s c h o o l H a s, e v e r y p r a c t i c e , m u st b e made i n t e r m s , a s f a r a s I am c o n c e r n e d , o f w h at h a p p e n s t o my c h i l d r e n . ^ T h is d u t y o f th e t e a c h e r c a n n o t and v e r y o f t e n i s n o t c a r r i e d o u t b e c a u s e o f an o v e r b u r d e n o f a d m i n i s t r a t i v e d e ta il. I n t h e l i g h t o f c u r r e n t demands upon t h e p r i n c i p a l ’ s

^ A lon zo P . M e y e r s , C o o p e r a t i v e S u p e r v i s i o n i n t h e P u b lic S c h o o ls . (New Y o rk : P r e n t i c e - H a l l . I n c . . 1 9 3 8 ) • p . 327 ®James Lee E l l e n w o o d , NEA J o u r n a l . 3 8 : 6 7 3 , D ecem b er, 1 9 4 9 •

tim e t h e n e e d o f a d m i n i s t r a t i v e d e v i c e s b e co m es e s p e c i a l l y e v id e n t.

A s t u d y b y W. S . Gray^shows t h a t g o o d a d m i n i s ­

t r a t i o n may e v e n becom e a s u p e r v i s o r y d e v i c e . c o n c lu sio n th a t

I t i s h is

t e a c h e r s w i l l h a v e m ore t i m e f o r t h e i r

in str u c tio n a l a c t iv it ie s

if

t h e y a r e f r e e d from c e r t a i n

o f t h e ir r o u tin e d u t ie s . K y te s t a t e s

th at b efo re

r many p r i n c i p a l s p r e p a r e , \ & d ir e c tS o n s f o r t e a c h e r s . { V

r e v ise ,

th e f i r s t d a y o f s c h o o l o r e d i t h a n d b ook s o f

I n some s c h o o l s

th e c o n te n ts

o f th e g u id e s a r e p re p a red by co m m ittee s o f te a c h e r s w o r k in g w i t h t h e p r i n c i p a l .

The m o st s a t i s f a c t o r y a n d

i n e x p e n s i v e t y p e o f h an d b o ok i s sistin g

a l o o s e - l e a f one c o n ­

o f p u n c h e d s h e e t s o f m im eograph ed i n s t r u c t i o n s .

The p a g e s a r e f a s t e n e d i n t o a c a r d b o a r d c o v e r o r l o o s e l e a f b i n d e r s o t h a t t h e y may b e k e p t I n g o o d c o n d i t i o n fo r refer e n c e.

The l o o s e - l e a f a r r a n g e m e n t makes p o s s i b l e

th e s u b s t i t u t i o n o f im p o rta n t m o d if ic a t io n s

from tim e

t o tim e L ite r a tu r e i s

s t r e s s i n g th e

f a c t m ore and more

t h a t t e a c h e r s h a v e many a d j u s t m e n t s t o m a k e .

^W. S . G ra y , "Work o f a n E le m e n t a r y P r i n c i p a l , " E le m e n t a r y S c h o o l J o u r n a l , 1 9 : 2 6 , J u n e , 1 9 2 8 . 5G eorge C. K y t e , The P r i n c i p a l a t W ork. Y o rk : Ginn and Company, 1 9 4 1 ) , p . 1 0 0 .

(New

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M urray s a y s i n r e s p e c t t o t h i s p o i n t t h a t , The t r a n s i t i o n from th e c o l l e g e com m u n ity t o b e i n g a t e a c h e r i n a s m a l l tow n i s b y f a r t h e g r e a t e s t ad ju stm en t th e b e g in n in g te a c h e r has to f a c e .6 I n e v e r y s u r v e y t h a t t h e a u t h o r s t u d i e d much was s a i d o f t h e n e e d f o r s u p e r v i s i o n o f th e t e a c h e r . sta ted \/

*7 B arr'

th a t,

S u p e r v i s i o n i s an e x p e r t t e c h n i c a l s e r v i c e p r i m a r i l y c o n c e r n e d w i t h t h e s t u d y i n g and b e t t e r i n g t h e c o n d i t i o n s t h a t su r r o u n d l e a r n i n g • . . E v e r y th in g i n a s c h o o l sy stem i s d e s ig n e d u l t i m a t e l y fo r th e purpose o f fu r th e r in g le a r n in g ? Much h a s b e e n d o n e i n t h e f i e l d

v i s i o n to h e lp te a c h e r s tio n .

E very a r t i c l e

o f a c a d e m ic s u p e r ­

t o becom e a c c l i m a t e d t o h i s p o s i ­

t h a t t h e i n v e s t i g a t o r s t u d i e d showed

th e p resen ce o f a need for h e lp i n

t h e n o n - a c a d e m ic

r o u t i n e o f the s c h o o l . W. N. A n d e r so n p r e s e n t s t h e

fo llo w in g e ig h t

r e a so n s fo r th e e s t a b lis h m e n t o f a d m in is t r a t iv e r u l e s :

6Lee J . M urray, ’’The P r i n c i p a l ’ s R e s p o n s i b i l i t y to H is B e g i n n i n g T e a c h e r s , " W is c o n s in J o u r n a l o f E d u c a t i o n . " 7 3 : 1 4 9 - 1 5 0 , N ovem ber, 1 9 4 0 . Ta . S . B a r r , W. H. B u r t o n , and L . J . B r u e c k n e r , S u p e r v isio n . (New Y ork: A . A p p l e t o n - C e n t u r y Company, 1 9 3 8 ) , p. 2 0 .

1.

R u le s g i v e s t a b i l i t y and p e r m a n en ce t o t h e sc h o o l, R u le s h e l p t o m a i n t a i n a g o o d p r o g r a m . R u le s a r e h e l p f u l t o new a d m i n i s t r a t o r s . R u le s e n a b l e t h e p r i n c i p a l t o know w h at i s r e q u i r e d o f him b y t h e s c h o o l a u t h o r i t i e s . R u le s w i l l g u a rd a g a i n s t m i s u n d e r s t a n d i n g s . R u le s w i 11 a c t a s a p r e v e n t a t i v e . / R u le s w i l l e n a b l e o t h e r s c h o o l o f f i c e r s ^ a n d p a t r o n s t o know w h a t i s b e i n g d o n e i n th e s c h o o l s y s t e m and w h at i s r e q u i r e d . T h ey w i l l p r o v i d e harm ony, u n i f o r m i t y , and c o o p e r a tio n . 8

2. 3. 4. 5. . 7.

6

8

.

The w ork o f th e e l e m e n t a r y s c h o o l t e a c h e r i s in s tr u c tio n a l in n atu re.

G r e a t e r and g r e a t e r demands a r e

b e i n g made upon th e t e a c h e r ' s su p e r v iso r y a c t i v i t i e s .

la r g e ly

t im e f o r a d m i n i s t r a t i v e and

The s c h o o l s b y t h e v e r y n a t u r e of

t h e i r g r o w th a r e p l a c i n g i n c r e a s i n g demands up on t h e te a c h e r 's

tim e f o r r o u t i n e a d m i n i s t r a t i v e d u t i e s .

Any

a d m i n i s t r a t o r who d o e s n o t do a l l h e c a n t o a l l e v i a t e t h i s c o n d itio n i s

n o t d o in g h i s d u ty t o th e c h i ld r e n o f th e

co m m u n ity . The s c o p e and d e l i m i t a t i o n o f t h e p r o b l e m .

G u id es

w o u ld s e r v e d i f f e r e n t s c h o o l i n d i f f e r e n t w ays a s no two sc h o o ls,

e v e n i n t h e same d i s t i l c t , a r e a l i k e .

l a r g e d e g r e e t h e g u i d e m u st f i t

(

To a

th e in d iv id u a l s c h o o l.

Q

N. W. A n d e r s o n , A . Manual f o r S c h o o l O f f i c e r s ''-4_Mew Y ork: The C e n t u r y Company, 1 9 2 5 ) , p . 1 3 6 .

The s c o p e o f t h i s im p o r ta n t a r e a s i n

stu d y i s

t o s p e c i f i c a l l y c o v e r two

th e n o n -a ca d em ic f i e l d .

T h ese a r e :

d i s t r i c t p o l i c i e s ad op ted by th e T orrance U n if ie d S c h o o l D i s t r i c t and b u i l d i n g p o l i c i e s a d o p t e d b y th e P ern A venue S c h o o l. The i n v e s t i g a t o r h ad s e v e r a l c o n v e r s a t i o n s w it h a ll

o f t h e t e a c h e r s and d e v o t e d much t i m e i n s e v e r a l o f

th e

f a c u l t y m e e t i n g s a s t o w h at i t e m s w ou ld b e s t b e i n ­

c lu d e d i n t h i s g u id e* d is c u s s e d w ith w e ll as

The it e m s ' o f t h i s han db ook w e r e

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

the a d m i n i s t r a t o r s o f th e d i s t r i c t .

t o r s who h a v e u s e d h a n d b o o k s o f t h i s i n t h e i r own d i s t r i c t s

A d m in istr a ­

t y p e f o r many y e a r s

i n C a l i f o r n i a and A r iz o n a w e re i n ­

t e r v i e w e d p e r s o n a l l y and many h e l p f u l s u g g e s t i o n s w ere r e c e iv e d

from ■Hem a s t o t h e ty p e o f t e a c h e r h an db ook

th ey u sed .

A r e a liz a tio n

came o u t o f t h e s e t a l k s and

i n t e r v i e w s t h a t i t w ou ld be a p h y s i c a l l y i m p o s s i b i l i t y to in c lu d e in t h i s w o u ld a r i s e . f le x i b i l it y in

stu d y answ ers

to a l l q u e s tio n s th a t

T h e r e f o r e p r o v i s i o n s w i l l b e made f o r th e handbook.

The im p o r t a n c e o f t h e p r o b l e m . f i r s t r e s p o n s i b i l i t y i n th e s c h o o l i s makes i t

The t e a c h e r f s to tea ch .

This

n e c e s s a r y f o r t h e p r i n c i p a l t o do a l l t h a t h e

can to r e l i e v e

th e t e a c h e r o f " b o o k k ee p in g ” c h o r e s .

C e r ta in a d m in is tr a tiv e d u tie s

a r e n e c e s s a r i l y p e r fo r m e d

9 by th e tea ch er*

T h e se s h o u l d b e made a s e a s y a s p o s s i b l e

and a minimum amount o f t im e s h o u l d b e consum ned i n t h e i r p e r fo r m a n e e . E very te a c h e r has th e r ig h t her p o s itio n .

to a c h ie v e su c c e ss in

The p r i n c i p a l m ust r e c o g n i z e t h i s

and g i v e

t h e t e a c h e r t h e c h a n c e t o a c h i e v e t h a t s u c c e s s by e l i m i n a t i n g a s many n o n - a c a d e m ic p r o b le m s a s h e c a n . Many good t e a c h e r s a r e r e q u i r e d t o p e r fo r m d u t i e s b e ­ sid e s

t e a c h i n g , h e n c e a r e worn down b y c o n s t a n t d r a i n

on t h e i r e n e r g i e s .

T h is makes i t

e s s e n t i a l to d e v e lo p

a goo d m eth od o f h a n d l i n g r o u t i n e m a t t e r s a r o u n d th e sc h o o l. O r g a n iz a tio n o f c h a p t e r s . ters

I n th e f o l l o w i n g c h a p ­

t h e i n v e s t i g a t o r h a s i n c l u d e d i n f o r m a t i o n w h ic h ,

when made a v a i l a b l e t o t h e f a c u l t y ,

s h o u l d make f o r a

b e t t e r p la n n e d and s m o o t h e r o p e r a t e d s c h o o l . in c lu d e s th e p ro ced u res used i n th e s o l u t i o n p ro b le m .

C h a p te r I I o f th e

C h ap ter I I I i n c lu d e s th e f in d in g s i n th e

l i t e r a t u r e d e a l i n g w i t h t h e p r o b le m .

C h a p t e r IV i n c l u d e s

p o l i c i e s a f f e c t i n g t e a c h e r s t a t u s a s s e t up b y t h e B oard o f E d u c a tio n o f th e s c h o o l d i s t r i c t .

C h ap ter V to u c h e s

on m o st o f t h e t h i n g s t h a t a q u e s t i o n w o u ld b e r a i s e d a b o u t a t some t im e d u r i n g t h e y e a r on a b u i l d i n g b a s i s . T h ese b u i l d i n g p o l i c i e s h a v e b e e n worked o u t b y a t r i a l and e r r o r m ethod f o r a p e r i o d o f t h r e e

77-ears

and r e p r e s e n t

10 some o f t h e b e s t t h i n k i n g a v a i l a b l e on th e p a r t o f t h e t e a c h e r s who d e m o c r a t i c a l l y s h a r e d i n e s ta b lish in g -th e se p o l ic ie s .

the p r o c e s s o f

As c o n d i t i o n s

change t h e s e

b u i l d i n g p o l i c i e s w i l l a l s o b e c h a n g e d t o m e e t t h e new p r o b le m s.

C h a p te r VI d e a l s w i t h t h e c o n c l u s i o n s and

r e c o m m e n d a tio n s made b y t h e i n v e s t i g a t o r . Summary.

I n su m m a r iz in g C h a p te r I ,

t h a t t h e p r o b le m e x i s t s

it is

seen

o f d e v d o p i n g some form o f g u i d e

t o be u s e d b y t h e t e a c h e r s o f t h e F ern A venue S c h o o l t o h e l p them p e r fo r m b e t t e r t h e r o u t i n e n o n - a c a d e m i c t a s k s . In r e v ie w in g th e l i t e r a t u r e

t h e r e c o g n i z e d a u t h o r s on

e d u c a t i o n a l a d m i n i s t r a t i o n w e r e o f th e o p i n i o n t h a t some t y p e o f g u i d e was n e e d e d t o h e l p t e a c h e r s . O b v io u sly i t

i s not p o s s ib le to d is c u s s a l l

p r o b le m s p r e s e n t e d i n lim ite d t h is

th is

fie ld

o f th e

so th e au th or has

s t u d y t o two a r e a s l i s t e d

u n d e r s c o p e and

d e l i m i t a t i o n o f th e p ro b le m . C h a p te r I I w i l l d e a l w i t h t h e e m e r g e n c e o f th e p r o b le m and t h e d e v e lo p m e n t o f t h e b i b l i o g r a p h y .

A

c r i t e r i a w i l l b e s e t up i n C h a p te r I I f o r t h e b i b l i o g r a p h y t o be u s e d i n

th is

stu d y.

w i l l a l s o be c o n c e iv e d i n

The r e l i a b i l i t y th e

and v a l i d i t y

fo llo w in g c h a p te r.

CHAPTER I I PROCEDURES USED IN THE SOLUTION OP THE PROBLEM I n C h a p te r I a n a t t e m p t was made t o show t h e c o n ­ d i t i o n s w h ic h p r o m p te d t h e a u t h o r t o make t h i s d e t a i l e d s t u d y o f th e p r o b le m . made i n t h e f i e l d T his

A r e v i e w o f t h e l i t e r a t u r e was

o f e le m e n ta r y s c h o o l a d m i n is t r a t i o n .

i n c l u d e d b o o k s , p e r i o d i c a l s , and u n p u b l i s h e d a r t i c l e s .

The a u t h o r s o f t h e s e m a t e r i a l s w ere s e l e c t e d b e c a u s e o f t h e ir r e c o g n it io n as a u t h o r it ie s in th e ta r y sch o o l a d m in istr a tio n .

f i e l d o f e le m e n ­

T h ey , w i t h o u t e x c e p t i o n ,

approved o f th e u s e o f g u id e s

f o r t e a c h e r s a s an i n -

se r v ic e tr a in in g fo r tea ch ers. The e m e r g e n c e o f t h e p r o b l e m .

In th e c o u n t le s s

c o n v e r s a t i o n s and m e e t i n g s w i t h members o f t h e P er n A venue S c h o o l f a c u l t y , p r i n c i p a l s i n th e d i s t r i c t ,

o f th e

oth er sc h o o ls

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

I n t e r v i e w s w i t h a d m i n i s t r a t o r s i n A r i z o n a and C a l i f o r n i a , th e consensus

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

s h o u l d c o n t a i n was n e a r l y t h e sa m e . M ost o f t h e p e o p l e c o n s u l t e d w e r e c o n c e r n e d w i t h t h e s e tw o a r e a s : 1. 2.

D i s t r i c t p o l i c i e s a d o p ted b y th e T orrance U n ifie d S chool D i s t r i c t . B u ild in g p o l i c i e s a d o p ted b y th e Pern A venue S c h o o l .

12 T h e se two a r e a s m erge t o becom e a b a s i s stu d y .

fo r th is

The r e s u l t w i l l b e a t e a c h e r h an d b ook f o r t h e

P ern A venue S c h o o l f a c u l t y . The d e v e lo p m e n t o f b i b l i o g r a p h y .

A r e v i e w o f th e

l i t e r a t u r e was made and t h e b i b l i o g r a p h y f o r t h i s was s e l e c t e d

from two d i f f e r e n t s o u r c e s .

stu d y

A s t u d y was

made o f e v e r y m e n t i o n o f t e a c h e r h a n d b o o k s and g u i d e s i n th e l i t e r a t u r e . ' A lis t

o f some t w e n t y t e a c h e r h a n d b o o k s and g u i d e s

t h a t a r e i n u s e i n A r i z o n a and C a l i f o r n i a w e r e s t u d i e d f o r the d i f f e r e n t a r e a s c o v e r e d b y a t e a c h e r han d b ook and g u i d e .

The a r e a s w h ic h w e r e m o st f r e q u e n t l y men­

t io n e d were u sed i n p r e p a r in g t h i s

stu d y .

The r u l e s and r e g u l a t i o n s a s s e t up b y th e T o r r a n c e D i s t r i c t B oard o f E d u c a t i o n w e re a l s o i n c l u d e d to co m p lete th e b i b li o g r a p h y . The c r i t e r i a u s e d was t h a t t h e a u t h o r s q u o t e d m ust be r e c o g n i z e d s c h o o l a d m i n i s t r a t o r s .

The S t a t e

E d u c a t i o n a l Code was u s e d a s , th e a u t h o r i t y t o d e v e l o p d i s t r i c t and b u i l d i n g l e v e l p o l i c i e s . How r e l i a b i l i t y and v a l i d i t y a r e c o n c e i v e d . O u t s t a n d i n g men i n t h e f i e l d w ere used as a u t h o r i t i e s . books i n t h is

fie ld .

o f e d u c a tio n a l a d m in is tr a tio n

The i n v e s t i g a t o r r e a d s e v e r a l

A l l o f t h e s e a u th o r s m en tio n ed th e

13 f a c t t h a t a t e a c h e r h an db ook was v e r y d e s i r ^ a b l e i n t h e a d m in is tr a tio n o f a s c h o o l. agreed w ith t h is

Not on e s i n g l e a u t h o r d i s ­

fin d in g *

E v e r y t im e t h i s

s u b j e c t was m e n t io n e d i n

th e

a r t i c l e s i n t h e p e r i o d i c a l s i t was m e n t io n e d i n a f a v o r ­ a b le lig h t • The u n p u b l i s h e d m a t e r i a l s

t h a t w ere s t u d ie d

r e p r e s e n t e d i n t e n s e s t u d y and r e s e a r c h i n t h i s a r e a and were a l l

o f t h e o p i n i o n t h a t a t e a c h e r h an db ook was

n e c e s s a r y i n the a d m i n i s t r a t i o n

o f a m odern e d u c a t i o n a l

p la n t* Men who h a v e b e e n r e c o g n i z e d a s o u t s t a n d i n g e d u c a ­ t o r s a n d a d m i n i s t r a t o r s i n A r i z o n a and C a l i f o r n i a w e r e , warm i n

t h e i r p r a i s e o f a t e a c h e r h a n d b o o k a s b e i n g one

o f th e b e s t means o f a n s w e r i n g t h e q u e s t i o n s t h a t a r i s e i n t e a c h e r ’ s m inds t h r o u g h o u t t h e y e a r * I n v ie w o f t h e f a c t t h a t o u t o f th e many b o o k s r e a d , p e r io d ic a l s c o n s u lt e d , u n p u b lish ed m a t e r ia ls r e p r e s e n t in g s p e c i a l s t u d y i n o p in io n s

th e

fie ld

and t h e un anim ou s

o f t h e e d u c a t o r s who h a v e h a d f i r s t hand e x ­

p e r ie n c e w it h th e t e a c h e r handbood,

I d i d n o t f i n d one

r e a s o n f o r o p p o s i t i o n t o th e h a n d b o o k . A l l o f th e a u t h o r s i n t h e l i t e r a t u r e w e r e o f t h e o p i n i o n t h a t t h e t e a c h e r han db ook i s

a n e f f e c t i v e means

o f p r o v id in g answ ers t o te a c h e r s q u e s t io n s .

The p r e -

14 ponderance o f th e l i t e r a t u r e a l s o

fa v o red handbooks t h a t

i n c l u d e d d i s t r i c t and b u i l d i n g p o l i c i e s . Summary.

C h a p te r I I i s

u s e d t o show how t h e

p r o b le m em erged and how t h e b i b l i o g r a p h y d e v e l o p e d t o h e l p s o l v e t h e p r o b le m . o f t h is b ib lio g r a p h y i s

The r e l i a b i l i t y and v a l i d i t y e sta b lish e d .

C h a p te r I I I w i l l d e a l w i t h t h e f i n d i n g s t h e l i t e r a t u r e i n r e g a r d to t h e p r o b le m .

fo u n d i n

CHAPTER I I I IS THE TEACHER HANDBOOK AN EFFECTIVE LEANS OF PROVIDING THE ANSWERS TO TEACHERS? In tro d u ctio n . was c o n c e r n e d w i t h

In th e p r e v io u s

c h a p te r the author

the emergence o f the problem ,

the

d e v e l o p m e n t o f t h e b i b l i o g r a p h y and c o n c e i v i n g t h e r e ­ lia b ility

and v a l i d i t y o f t h i s

d e a l m ain ly w ith the F in d in g s.

study.

This c h a p t e r w i l l

f i n d i n g s made b y t h e i n v e s t i g a t o r .

In a l l

o f the b o o k s r e a d b y t h e

s

i n v e s t i g a t o r i n regard to th e q u e s t io n as to whether handbooks were th e answer to t e a c h e r s *

q u estio n s,

the

un anim ou s o p i n i o n o f t h e a u t h o r s was t h a t ha n db oo ks or g u id e s a r e needed fo r t e a c h e r s i n o r d e r to a c q u a in t them w i t h the m e t h o d o f h a n d l i n g r o u t i n e m a t t e r s i n t h e o p e r a tio n o f the sc h o o l p l a n t .. The a u t h o r s w e r e i n a g r e e m e n t on t h e f a c t t h a t i t is

the p r i n c i p a l ' s

reg u la tio n s

d u t y to p r o v i d e a s e t o f r u l e s and

t o h e l p t h e t e a c h e r s do a b e t t e r j o b o f

teach in g. A l l o f the a u t h o r i t i e s

review ed a g reed th a t the

t e a c h e r g u i d e . o r h a n d b o ok was t h e b e s t and l e a s t t i m e c o n s u m in g way o f h a n d l i n g t h e p r o b l e m o f i m p a r t i n g in fo r m a tio n t o the t e a c h e r s .

16

E ven i n cals

th e a r t i c l e s

a p p e a r in g i n the l a t e p e r i o d i ­

th e a u t h o r s were a g r e e d t h a t i t

is

the p r i n c i p a l ' s

m a in f u n c t i o n t o s u p e r v i s e and t h a t i n o r d e r f o r t h e t e a c h e r s t o have a chance a t a c h i e v i n g s u c c e s s as t e a c h e r s t h a t t h e y m u st h a v e more f r e e d o m from r o u t i n e a d m i n i s t r a t i v e d u t i e s and h a v e more t i m e t o t e a c h .

Only

b y t h a t way w i l l t h e y h a v e a c h a n c e t o be a b l e t o s u c c e e d on t h e

job.

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i n f o r m a t i o n t o t h e t e a c h e r s i n r e g a r d t o d i s t r i c t and b u ild in g p o lic ie s

was t o p r o v i d e t h a t i n f o r m a t i o n f o r

the t e a c h e r i n a w r i t t e n g u i d e o r han db ook a s p a r t o f o r ie n ta tin g the teach er to her p o s itio n . I n the numerous h a n d b o o k s r e v i e w e d b y t h e i n v e s t i ­ g a t o r t h e m a in p u r p o s e o f tie h a n d b o o k s a s s e t up b y t h e i r a u t h o r s was t o i m p r o v e t h e e f f i c i e n c y o f t h e s c h o o l and t o a n s w e r q u e s t i o n s a s t o p o l i c y and p r o ­ cedure.

T h i s was a im ed p r i m a r i l y a t h e l p i n g t h e new

members o f t h e s t a f f o r i e n t a t e t h e m s e l v e s , b u t was a l s o c o n s i d e r e d t o be a v a l u a b l e a i d t o t h e o l d e r t e a c h e r i n p oin t o f s e r v ic e . Many o f t h e s e h a n d b o o k s had b e e n r e v i s e d a f t e r b e i n g u s e d e a c h y e a r and t h e i r a u t h o r s a g r e e d t h a t t h e y had s e r v e d a r e a l p u r p o s e a nd met a n e e d on t h e p a r t o f the te a c h e r s .

The h a n d b o o k s w e r e k e p t f l e x i b l e

so th a t

17 t h e y c o u ld m ee t t h e n e e d o f t e a c h e r s . F i n a l l y i n c o n v e r s a t i o n s w i t h a d m i n i s t r a t o r s who had u s e d h a n d b o o k s and t e a c h e r g u i d e s the op in ion o f a l l

for th e ir

o f t h e s e men was t h a t t h i s

p r o v i d i n g i n f o r m a t i o n was t h e b e s t u s e d . apt to m is p la c e o c c a s s i o n a l b u l l e t i n s

fa cu lty

form o f

Teachers are

and a r e l i a b l e

t o f o r g e t t h e s p o k e n word b u t when t h e y h a v e a n a t t r a c ­ t i v e l y done handbook, p r o p e r l y bound,

t h e y make t h a t

instrum ent a part o f t h e i r tea ch in g a i d s . a v a ila b le

for constant r e fe r e n c e .

They h a v e i t

M e r e l y haviig the

b o o k t e n d s t o f o c u s t h e t e a c h e r s ’ a t t e n t i o n on t h e p r o b l e m and t h e y w i l l e n d e a v o r t o f i n d t h e a n s w e r i n t h e h a n d ­ book b e f o r e a p p r o a c h in g the p r i n c i p a l f o r th e a n sw e r . Many t e a c h e r s i n t e r v i e w e d were a l s o w e l l p l e a s e d w i t h t h i s m ethod o f g e t t i n g Summary. authors,

the answers to t h e i r p rob lem s.

I n s u m m a r i z i n g we c a n s e e

t h a t the

t h e a d m i n i s t r a t o r s , and the t e a c h e r s w e re w e l l

p l e a s e d w i t h the

t e a c h e r han db o o k and g u i d e and f e l t

t h a t i t a n s w e r e d the

q u e s t i o n a s t o how t o p r o v i d e t h e

a n s w e r t o the many r o u t i n e q u e s t i o n s

t h a t Some up i n a

t e a c h e r ’ s mind d u r i n g the c o u r s e o f a y e a r . A l l were i n agreem ent t h a t t h e handbook sh o u ld be k ep t f l e x i b l e

to p r o v id e for c h a n g e s.

The p h y s i c a l

n a t u r e o f t h e h a n d b o o k s h o u l d be s u c h t h a t i t itse lf

to f l e x i b i l i t y .

w o u ld l e n d

CHAPTER IV DISTRICT POLICIES ADOPTED BY THE TORRANCE UNIFIED SCHOOL DISTRICT I n C h a p t e r I t h e n a t u r e o f t h e p r o b l e m was d i s c u s s e d and i n C h a p t e r I I t h e p r o c e d u r e s u s e d i n t h e s o l u t i o n o f the problem were shown.

Chapter I I I d e a l t w i t h th e v a r io u s

f i n d i n g s made b y t h e i n v e s t i g a t o r . c lu d e d i n the th is

scope o f t h is

The s e c o n d a r e a i n ­

stu d y w i l l be d i s c u s s e d i n

c h a p t e r , nam ely, d i s t r i c t wide p o l i c i e s

th a t have

e v o lv e d d u r in g the p a s t t h r e e y e a r s s i n c e t h e o r g a n i ­ z a t i o n o f the s c h o o l d i s t r i c t .

A l l of the

fo llo w ig

p o l i c i e s were a d o p te d by th e T orrance U n i f i e d S c h o o l D i s t r i c t Board o f E d u c a t i o n . 9 A b s e n c e and s i c k l e a v e . is

estab lish ed c o n sistin g

A sic k leave

schedule

o f ten days s i c k le a v e w ith

pay f o r a s c h o o l y e a r o f s e r v i c e , a c c u m u la tiv e to f o r t y d a y s, (for a l l p e r s o n n e l o f the Torrance U n i f i e d S c h o o l D istrict A b s e n c e from w o r k .

A te a c h e r should n o t i f y the

P r i n c i p a l o f t e m p o r a r y a b s e n c e b e f o r e 7 : 3 0 A.M. H ig h S c h o o l , 8 : 0 5 A.M. E l e m e n t a r y , u n l e s s n o t i c e was g i v e n on th e p r e c e d i n g d a y .

9Torrance U n i f i e d S c h o o l D i s t r i c t Board o f E d u c a t i o n , f,An A d m i n i s t r a t i v e H a n d b o o k . ” T o r r a n c e , C a l i f o r n i a , August 17, 1948.

19 Absence t im e .

A b s e n c e t i m e s h a l l b e c om p u te d t o

the n e a r e s t o n e - 3 i x t h o f a d ay f o r c e r t i f i c a t e d em ployees and b y th e h o u r f o r c l a s s i f i e d

em ployees.

A ccid en ts, fir e s , t h e f t s , in c id e n t s . fires,

thefts,

or i n c i d e n t s ,

A ll a ccid en ts,

on or n e a r s c h o o l p r o p e r t y ,

or a f f e c t i n g s c h o o l p e r s o n n e l , p u p i l s o r o t h e r p e r s o n s w h i c h on s c h o o l p r o p e r t y , s h a l l b e r e p o r t e d i m m e d i a t e l y t o the S u p erin ten d en t through th e person b u i l d i n g i n w hich the a c c i d e n t ,

fire,

i n charge o f the th eft,

or i n c i d e n t

occurred. A d m ission c h a r g e s .

The E d u c a t i o n Code p r o v i d e s

t h a t no a d m i s s i o n f e e may be c h a r g e d d u r i n g the school day.

regu lar

T h e r e f o r e a l l pro gram s duriig t h e r e g u l a r

s c h o o l d a y m ust be f r e e

to the i n d i v i d u a l s t u d e n t s .

A d m i s s i o n to t h e K i n d e r g a r t e n and F i r s t g r a d e . Ho c h i l d r e n w i l l be a c c e p t e d f o r K i n d e r g a r t e n o r F i r s t g r a d e , e x c e p t t h o s e who h a v e p r e v i o u s l y e n r o l l e d i n another d i s t r i c t

o r s t a t e and a r e e n t e r i n g T o r r a n c e

S c h o o l on t r a n s f e r s ,

e f f e c t i v e t h i r t y d a y s a f t e r th e

opening day o f s c h o o l each y e a r . A p p r a i s a l and e v a l u a t i o n .

I t s h a l l be the p o l i c y

o f t h e Boa rd o f E d u c a t i o n t o c a u s e t h e s c h o o l program t o

be r e v ie w e d a n n u a l l y by th e S u p e r i n t e n d e n t f o r p u rp o ses «

of a d d itio n s,

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

p h a s e s t h r o u g h t h e a p p l i c a t i o n o f modern a p p r a i s a l t e c h ­ niques . A ttendance perm its » is

F a lsifica tio n

consid ered s u f f i c i e n t b a s is

o f home a d d r e s s

for r e je c tio n

o f requests

for attendance p erm its. At t e n d a n c e z o n e s .

E ach E l e m e n t a r y S c h o o l w i t h i n

th e Torrance U n if i e d S c h o o l D i s t r i c t s h a l l have a s p e c i f i c a l l y d e f i n e d a t t e n d a n c e z o n e , a nd a l l c h i l d r e n s h a l l a t t e n d the

s c h o o l l o c a t e d w i t h i n t h e z o n e i n w h ic h

th e ir resid en ce i s

located .

The o n l y e x c e p t i o n s t o t h i s

j u s t b e p a s s e d up on s p e c i f i c a l l y b y t h e Boar d o f E d u c a t i o n . Bereavement l e a v e . exceed th ree days i s D is t r ic t ; retro a ctiv e

Bereavement l e a v e

granted to a l l

e m p l o y e e s o f the S c h o o l

t o December 1 ,

reavement le a v e t o be g r a n ted o n ly i n som eone i n

o f not to

1947;

said be­

case o f death o f

t h e i m m e d i a t e f a m i l y , and i n no c a s e s h a l l

s i c k l e a v e and b e r e a v e m e n t l e a v e e x c e e d t e n d a y s i n a n y one y e a r . C ertiflo a ted d irecto rs

o f nam es.

The d i r e c t o r y

o f names o f D i s t r i c t c e r t i f i c a t e d p e r s o n n e l s h a l l n o t be

21 g i v e n out t o anyone o t h e r than p r o f e s s i o n a l e d u c a t i o n a l organ ization s,

th e l a t t e r to be a t t h e d i s c r e t i o n

of

the A d m in istr a tio n . C o m m e rc ia l a g e n c i e s . h ib ited

Salesm en are t o be p ro ­

from m a kin g p e r s o n a l c o n t a c t s

or c a n v a s s in g the

v a r i o u s s c h o o l s and d i s t r i c t e m p l o y e e s on s c h o o l t i m e u n less perm ission i s

g ra n ted by the S u p e r in t e n d e n t .

C o n t e s t s and s p e c i a l a w a r d s . its

The p r o j e c t and

effect

on t h e s t u d e n t b o d y m ust c o n f o r m w i t h so u n d

p rin cip les

o f modern e d u c a t i o n a s s e e n b y the B o a r d o f

E d u c a t i o n and the A d m i n i s t r a t i o n . P u ll c o n s id e r a t io n s h a l l be g iv en to th e v iew ­ p oin ts

of teachers,

p r i n c i p a l s , and s t a f f members i n

d e c i s i o n s r e l a t i n g to p r i z e s ,

c o n t e s t s and o t h e r p r o j e c t s

sponsored by o r g a n iz a tio n s* The e d u c a t i o n a l v a l u e o f a n y c o n t e s t t o a c o n ­ s i d e r a b l e number o f p u p i l s m u s t b e c o m m ensurate w i t h t h e t i m e and e f f o r t i n v o l v e d . The number o f s u c h c o n t e s t s s h a l l n o t e x c e e d t h a t w h i c h c a n r e a s o n a b l y b e i n c l u d e d i n th e r e g u l a r t e a c h i ng s c h e d u l e • The c o n t e s t s h o u l d be o f s u c h a n a t u r e t h a t i t may r e a s o n a b l y be won b y a p u p i l o f a v e r a g e i n n a t e

22 i n t e l l i g e n c e and a b i l i t y and n o t r e s t r i c t e d o r h i g h I . Q. b r a c k e t s .

That i s

to sa y ,

t o the g e n iu s

the fa cto r s o f

e f f o r t and c a p a c i t y m u st b e c o n s i d e r e d a s w e l l a s r e s u l t s , i f presen t day concepts

o f e d u c a t io n a r e t o be f o l l o w e d .

The p aram oun t c o n s i d e r a t i o n i n p e r m i t t i n g a c o n ­ t e s t s h a l l b e ,fI s i t

o f value to the p u p il as a c o n t r i ­

b u t i o n t o t h e i n s t r u c t i o n a l program o f t h e s c h o o l ? ” No o r g a n i z a t i o n s h a l l b e p e r m i t t e d t o u s e t h e pu b lic sch ool in a s e l f i s h own b e n e f i t .

or m i s g u i d e d way f o r t h e i r

On t h e o t h e r h a n d , p u b l i c r e l a t i o n s r e q u i r e s

c a r e fu l c o n sid e r a tio n o f each p r o j e c t . I n o r d e r t o i n s u r e t h a t s t a t e m e n t s o n e , t w o , and seven are c a r r ie d o u t , i t

is

w h e r e an o r g a n i z a t i o n w i s h e s

recommended t h a t i n c a s e s t o p ro m u lg a te a program,

c o n t e s t or p r o j e c t i n th e s c h o o l s ,

the r e p r e se n ta tiv e

f r o m t h a t o r g a n i z a t i o n w i l l m e e t w i t h t h e p r i n c i p a l and t e a c h e r who w o u ld h a v e t h e b u r d e n o f the pro gram t o d is c u s s the p r o j e c t . resu lts

The p r i n c i p a l w i l l d i s c u s s

the

o f the co n feren ce w ith the Superintendent b e fo re

g i v i n g a f i i a l commitment f o r or a g a i n s t t h e p r o j e c t . Programs i n v o l v i n g s o l i c i t a t i o n

o f f u n d s from

p u p ils fo r o r g a n i z a t io n s ’ w e lfa r e or o th e rw ise s h a l l n o t be i n c l u d e d i n t h e p u b l i c s c h o o l s a p p r o v a l o f t h e Boar d o f E d u c a t i o n .

ex cep t by p reviou s

23 C o n t e s t s w hich i n v o l v e p o p u l a r i t y v o t e s h a sed u p o n p a y i n g f o r v o t e s o r "buying v o t e s w i t h money a r e c o n s id e r e d to b e , as a r u l e , n o t a c c e p t a b l e c o n t e s t s b e c a u s e o f t h e e f f e c t up on t h e p a r t i c i p a t i n g c h i l d r e n . Deduct!ons o f s a la r y fo r a b s e n c e .

D eductions

o f s a l a r y f o r a b s e n c e s s h a l l b e f i g u r e d on a work d a y basi s • D u ties

of P rin cip a ls.

A ll p rin cip a ls

an u n derstand in g w ith t h e i r f a c u l t i e s

s h a l l have

and w i t h t h e

S u p e r i n t e n d e n t a s t o w h i c h c e r t i f i c a t e d member o f h i s s ta ff is

to a c t i n t h e e v en t o f the p r i n c i p a l ’s

absence• Earthquake i n s t r u c t i o n s . teachers

s h a l l m aintain o rd er.

more p r o b a b l e i f

It is

im portant t h a t

A c a l m m ien w i l l be

the tea c h e r f a m i li a r i z e s h im s e lf w ith

the f o l lo w in g i n s t r u c t i o n s . D u r i n g an e a r t h q u a k e c e r t a i n p r e c a u t i o n s s h a l l b e i

ta k en fo r th e s a f e t y o f the s t u d e n t s under ea ch t e a c h e r ' s su p ervision . a.

I f in s id e a b u ild in g , teachers s h a ll d ir e c t s t u d e n t s t o move t o a n i n t e r i o r w a l l .

b.

Tsfhere p r a c t i c a b l e , h a v e s t u d e n t s g e t u n d e r desks or t a b l e s .

c.

S t u d e n t s who a r e o u t s i d e s h a l l move a t l e a s t 5 0 f e e t from t h e n e a r e s t w a l l .

24 d.

S t u d e n t s s h o u l d b e d i r e c t e d away from t h e b u i l d i n g s a s q u i c k l y a s p o s s i b l e due t o t h e f i r e h a z a r d r e s u l t i n g from b r o k e n g a s m a in s and pow er l i n e s ,

Em e rge nc y S i t u a t i o n s .

In emergency s i t u a t i o n s i n

any p art o f th e s c h o o l system r e l e a s e s the S u p erin ten d en t’ s o f f i c e

only,

be g iv e n out over th e t e l e p h o n e .

s h a l l b e made from

such in f o r m a tio n n ot to A ll reports

s h a l l be

made t o t h e a d m i n i s t r a t i v e . o f f i c e t h r o u g h t h e p r i n c i p a l or

his

design ated r e p r e se n ta tiv e . E q u ip m e n t p o l i c y .

p r o p e r ty to i n d i v i d u a l s

Loaning or r e n t i n g o f s c h o o l for p rivate use is

F ire p r ev en tio n m easures.

not p erm itted .

The u s e o f op e n f l a m e s

I n a n y t y p e o f s c h o o l p r og r am i s p r o h i b i t e d . electric is

lig h ts

on C h r i s t m a s t r e e s i n s c h o o l b u i l d i n g s

p ro h ib ited u n less

proofing

The u s e o f

the t r e e has been t r e a t e d w ith f i r e

m a teria l.

I n s t r u c t i o n a l program.

The e d u c a t i o n a l pr ogram

s h a l l be o r g a n i z e d , u n d e r t h e S u p e r i n t e n d e n t , i n a c c o r ­ d a n c e w i t h sound e d u c a t i o n a l p r a c t i c e and c o o p e r a t i o n o f the p erson n el o f the e n t ir e s t a f f ,

keeping the i n t e r e s t s

o f t h e c h i l d r e n o f t h e comm unity p a r a m o u n t . L o s t b o o k s and damaged p r o p e r t y .

P u p ils lo s in g

25 S ta te textbooks,

l i b r a r y b o o k s and s u p p l e m e n t a r y b o o k s

w i l l b e r e q u i r e d t o pa y r e p l a c e m e n t c o s t o f s u c h i t e m s . P u p i l s w i l l a l s o b e r e q u i r e d t o p a y f o r r e p l a c e m e n t or r e p a i r o f a n y damaged p r o p e r t y . In a l l c a s e s th e A d m in is t r a t io n s h a l l be th e f i n a l a u t h o r i t y In e s t a b l i s h i n g the c o a t o f the r e p la c e m e n t . P h y sic a l E xam inations.

A ll c e r tif ic a t e d personnel

s h a l l p a ss a s a t i s f a c t o r y p h y s i c a l exam in ation p r i o r to b e i n g recommended f o r p e r m a n en cy i n t h e D i s t r i c t . P h y s i c a l e x a m i n a t i o n s h a l l b e r e p o r t e d on form s p r o v i d e d \

b y the D i s t r i c t . P rob ation ary em p lo y ee s.

A ll c e r tif ic a t e d personnel

employed s h a l l o b t a i n p r o b a t i o n a r y s t a t u s u n t i l such tim e as s a i d employee s e r v e s t h r e e c o n s e c u t i v e y e a r s i n the D i s t r i c t and i s

recommended t o t h e Board f o r

permanency by th e S u p e r i n t e n d e n t . P ub lic r e l a t i o n s .

O b je ctiv es of the p u b lic

r e l a t i o n s program: a.

To s u p p o r t a pr o gr a m w h i c h , when f u l l y u n d e r ­ s to o d , w i l l stand th e s c r u t in y of a m a jo r ity o f p a r e n t s , t e a c h e r s , s t u d e n t s and t a x p a y e r s .

b.

To "encourage c om m u nity I n t e r e s t and p a r t i c i ­ p a t i o n i n the s c h o o l p r o g r a m .

c.

To u t i l i z e i n f o r m a t i o n , a d v i c e , and a s s i s t a n c e o f i n t e r e s t e d i n d i v i d u a l s and g r o u p s I n t h e s o l u t i o n o f t h e e d u c a t i o n a l and f i n a n c i a l program.

26 d.

To p r o v i d e the com m unity w i t h o f f i c i a l i n f o r m a t i o n a b o u t s c h o o l p o l i c i e s and t h e c o n te n t o f the s c h o o l program. (For t h i s purpose a r ea so n a b le ex p en d itu re o f t a x f u n d s w i l l be a p p r o v e d . )

e.

To e n c o u r a g e t h e u s e o f a v a r i e t y o f t h e a v a i l a b l e , r e l i a b l e means o f i n f o r m i n g th e comm unity a b o u t i t s s c h o o l s .

f.

To e n d o r s e a p l a n n e d pr ogram d e s i g n e d t o d i s c o v e r t h e c o m m u n i t y ’ s n e e d s and d e s i r e s i n e d u c a t i o n a l s e r v i c e s and e x p e n d i t u r e s .

g.

To e n c o u r a g e r e c o g n i t i o n o f t h o s e who s e r v e p u b l i c e d u c a t i o n i n th e community.

P ayroll d ed u ctio n s.

P a y r o ll dedu ction s

for

h o s p i t a l i n s u r a n c e and s i m i l a r p l a n s may be made b y t h e bu sin ess

o f f i c e when f i f t y - o n e p e r c e n t o r more o f the

d i s t r i c t p e r s o n n e l o f th e s p e c i f i e d c l a s s i f i c a t i o n a r e p a rticip a tin g . Board a u t h o r i z a t i o n f o r d e d u c t i o n s i s

necessary

i n each c a s e . Use o f b u s s e s .

The s c h o o l b u s s e s s h a l l b e u s e d

f o r e d u c a t i o n a l programs w h i c h a r e p a r t o f t h e r e g u l a r l y p l a n n e d p r o gr am , and f o r t r a n s p o r t a t i o n to and from sch o o l. I n a c c o r d a n c e w i t h the

sch o o l code,

school busses

may n o t be r e n t e d or l o a n e d t o a n y group f o r a n y p u r p o s e ex cep t for p u b lic e d u c a tio n . year on ly.

This a p p l i e s t o th e s c h o o l

27 Use o f s c h o o l p r o p e r t y . .as f o l l o w s t

R e s t r i c t i o n s a r e s e t up

The u s e o f s c h o o l b u i l d h g s

o f programs, i n c l u d i n g d a n c e s, i s

fo r c e r t a in types

not encouraged e x c e p t

f o r s c h o o l p r o gr am s s p o n s o r e d b y the s c h o o l d i s t r i c t . R e g u la tio n s govern in g C iv ic C enter u se o f sc h o o l fa c ilitie s.

It is

t h e d e s i r e o f t h e Boa rd o f E d u c a t i o n

t o make s c h o o l f a c i l i t i e s

a v a ila b le

for use by e l i g i b l e

g r o u p s a nd o r g a n i z a t i o n s , a s p r o v i d e d b y t h e E d u c a t i o n Code, C h a p t e r 9 , Sched u lin g,

o f D iv isio n 9, S ection s

19401-19439.

s u p e r v i s i o n , and the a d e q u a t e c a r e o f t h e

p r e m i s e s , make n e c e s s a r y a c o d e o f r e g u l a t i o n s g o v e r n i n g such u s e .

A c o p y o f t h e s e r u l e s and s c h e d u l e o f f e e s

may b e s e c u r e d fro m t h e p r i n c i p a l . R esign ation .

A l l r e s i g n a t i o n s w i l l be p r e s e n t e d

t o the B oard o f E d u c a t i o n .

R eleases

from c o n t r a c t s p r i o r

to the c o m p le tio n o f s a i d c o n t r a c t s h a l l be g r a n te d pending

th e procurement o f a s u i t a b l e ,

t r a i n e d , and

w e ll q u a lif ie d person as a rep lacem en t. R e t i r e m e n t and a n n u n i t y . i n the D i s t r i c t

A ll teachers

teach in g

who q u a l i f y w i t h ”c r e d i t a b l e t i m e ” must

c o n t r i b u t e t o the R e tirem en t System b y la w . A c r e d i t a b l e month s h a l l b e d e f i n e d a s t e n d ay s o f one h o u r o r more e a c h , s o t h a t n i n e d a y s and a

28 f r a c t i o n t h e r e o f i s r e g a r d e d aa a c r e d i t a b l e m onth and mus t c a r r y t h e n e c e s s a r y d e d u c t i o n s . m ust h a v e d e d u c t i o n s i f

P a r t tim e em ployees

t h e y m ee t r e q u i r e m e n t s .

R e t i r e m e n t a n n u i t y d e d u c t i o n s s h a l l be t a k e n on a ll

e a r n e d s a l a r y e a c h month up t o and i n c l u d i n g an a nnual

sa la r y o f $ 5 ,0 0 0 .0 0 . $11 c e r t i f i c a t e d p erso n n el, su b stitu te, if

regu lar,

p a r t t i m e or

m ust h a v e $ 6 0 . 0 0 d e d u c t e d f o r per m an en t f un d

t h e y h a v e e i g h t o r more c r e d i t a b l e m onths i n t h e y e a r .

For l e s s

than e i g h t m onths, a d e d u c t io n o f $ 7 .5 0 p er

m onth f o r e a c h m onth o f t e n d a y s o r more must b e m ade. A n n u i t y d e d u c t i o n s a r e computed on a p e r c e n t a g e b a sis

o f the m onthly e a r n i n g s . S alary sc h e d u le .

F ollow ing i s

a l i s t cf q u a l i f i ­

c a t i o n s and r e g u l a t i o n s

p e r t a i n i n g t o the T orrance

U n ified School D i s t r i c t

sa la ry sch ed u le.

1.

Maximum o f f o u r y e a r s c r e d i t f o r e x p e r i e n c e o u ts id e the d i s t r i c t s h a l l be a llo w e d . No c r e d i t f o r e x p e r i e n c e w i l l be a l l o w e d f o r f r a c t i o n a l p a rts o f a year l e s s than 75$ o f tlotal days ta u g h t.

2.

Annual in c r e m e n ts o f $ 1 5 0 .0 0 w i l l be g r a n te d fo rth efirst 5 step s. $125 .0 0 w i l l be granted f o r t h e n e x t 5 s t e p s and $ 1 0 0 . 0 0 p e r y e a r f o r each s t e p b e g i n n in g w i t h the 1 1 th s t e p .

3.

P r o f e s s i o n a l growth req uirem en ts o f 6 u n it s o f c o l l e g e work s h a l l be r e q u i r e d o f e a c h t e a c h e r b e f o r e t h e end o f e a c h t h r e e y e a r p erio d .

a.

Where p r o f e s s i o n a l g r o w t h r e q u i r e m e n t i s n o t m et b y A p r i l 1 5 t h o f t h e t h i r d y e a r t h e t e a c h e r w i l l r e m a i n a t the same s a l a r y l e v e l u n t i l the requirem ent i s m et.

b.

P r o f e s s i o n a l grow th req u irem en ts must be f i l e d w ith the S u p e rin ten d e n t’s s e c r e t a r y ( f o r E v a l u a t i o n Committee) n o t l a t e r than A p r i l 15 o f the t h i r d y e a r o f e a c h t e a c h e r ’ s e mployment p e r i o d . The o n l y r e c o r d a c c e p t ­ a b l e f o r d e t e r m i n h g p o s i t i o n on s a l a r y s c h e d u l e i s an o f f i c i a l t r a n s c r i p t fro m a U n i v e r s i t y or C o l l e g e .

c.

A l l u n i t s f o r p r o f e s s i o n a l growth s u b m it t e d m u st show e v i d e n c e o f a minirum p a s s i n g grade a c c e p t a b le a t th e i n s t i t u t i o n a tte n d e d f o r c r e d i t a t t h e l e v e l a p p r o p r i a t e t o the i n d i v i d u a l s academic s t a t u s .

d.

W r itte n a p p r o v a l, i n advance o f c o u r s e s t o m e e t the p r o f e s s i o n a l g r o w t h r e q u i r e m e n t , may b e o b t a i n e d from th e p r i n c i p a l o f t h e s c h o o l t o w hich the te a c h e r i s a s s ig n e d or fro m t h e A s s i s t a n t S u p e r i n t e n d e n t o r t h e Su perin ten dent•

O nly t h o s e u n i t s w i l l b e c o u n t e d f o r p r o g r e s s i o n w h i c h h a v e b e e n e a r n e d a f t e r r e c e i v i n g th e B a ch elo r’s Degree. They m u st b e p a r t o f a r e g u l a r l y p l a n n e d program l e a d i n g t o n e x t i n c r e m e n t , and g i v e n b y an a c c r e d i t e d U n i v e r ­ s i t y or C o l l e g e . They m u s t be a p p r o v e d b y t h e E v a l u a t i o n C o m m it t ee b e f o r e May 1 o f e a c h y e a r . Smith-Hughes c r e d e n t i a l e d t e a c h e r s s h a l l be • c o n s i d e r e d t o s t a r t on no l e s s t h a n t h e fourth step of C la s s if ic a t io n I I I . The f u n c t i o n o f t h e E v a l u a t i o n C o m m ittee i s to aud it a l l c r e d its presented for p r o fe s s io n a l growth r e q u ir e m e n ts . Ch anges i n a s s i g n m e n t s h a l l be a t t h e n e x t p r o g r e s s i v e s t e p on t h e e s t a b l i s h e d s a l a r y sch ed u le.

30 8.

P l a n n e d pr og r a m s w h i c h w i l l q u a l i f y e m e r g e n c y c e r t i f i c a t e d p e r s o n n e l p r i o r t o Septem ber 1 , o f the s c h o o l y e a r for a r e g u l a r c r e d e n t i a l w i l l b e r e c o g n i z e d p r o v i d e d the c e n t r a l o f f i c e i s n o t i f i e d i n w r i t i n g and p r o v i d e d w i t h a s t a t e m e n t from t h e C r e d e n t i a l S e c r e t a r y o f t h e r ec o m m e n d in g i n s t i t u t i o n t h a t t h e a p p l i ­ c a t i o n h a s b e e n a p p r o v e d and f o r w a r d e d t o Sacramento f o r p r o c e s s i n g .

31 TABLE I TORRANCE UNIFIED SCHOOL DISTRICT TEACHERS* SALARY SCHEDULE

E m e rg e n c y C red en tia l 2 3 4 5 6 7 8

9 10 11 12 13 14 15 16 17 18 19

$ 2700 2850 3000 3150

R egular C red en tial W /A .B.D egree $ 2850 3000 3150 3300 3450 3600 3725 3850 3975 4100 4225 4325 4425 4525

R egular C red en tial W /A .M .D egree or 36 Uni t a #3100 3250 3400 3550 3700 3850 3975 4100 4225 4350 4475 4600 4700 4800 4900 5000

R egular C red en tial W /A .M .D egree P lu s 48 U n its # 3350 3500 3650 3800 3950 4100 4225 4350 4475 4600 4725 4850 4950 5050 5150 5250 5350 5450 5550

32 S ch oola.

I t i a t h e i n t e n t i o n o f th e Board o f

E d u c a tio n o f T orran ce U n i f i e d S c h o o l D i s t r i c t to p r o v i d e and m a i n t a i n b e t t e r t h a n a v e r a g e s c h o o l s i n T o r r a n c e , S c o p e o f E d u c a t i o n P ro g r a m .

The e l e m e n t a r y s c h o o l

program i n c l u d e s k i n d e r g a r t e n and e i g h t y e a r s o f e l e m e n ­ tary ed u cation . The s e c o n d a r y s c h o o l program i n c l u d e s a f o u r y e a r high sch o o l c o n s is t in g o f grades 9, S electio n of c e r tific a te d

10,

1 1 , and 1 2 .

p erson n el.

It is

the

p o l i c y o f t h e Board t o e m p l o y b e t t e r t h a n a v e r a g e c e r ­ tifica ted

e m p l o y e e s , when p o s s i b l e ,

upon a b a s i s p erio d .

and t o g r a n t t e n u r e

o f t h e i r record during th e p rob ation ary

(Tenure w i l l be a t t a i n e d by s e l e c t i o n . ) It is

tific a ted a b ility ,

t h e p o l i c y o f t h e Boar d t o

p o sitio n s in d iv id u a ls tra in in g ,

employ In c e r ­

o f the b e s t o b t a i n a b l e

and r e l i a b i l i t y w i t h i n t h e d r a w i n g

power o f t h e e s t a b l i s h e d

s a l a r y s c h e d u l e and t h e n o r m a l

a t t r a c t i o n s o f t h e community. E m p l o y e e s s h a l l b e s e l e c t e d up o n a p r o f e s s i o n a l or m e r i t b a . s i s w i t h o u t r e g a r d t o r e l i g i o u s , p o l i t i c a l or f a c t io n a l i n f l u e n c e s . S p e c ia l program s.

I n s t r u c t o r s and o t h e r p e r ­

s o n n e l w i t h i n t h e s c h o o l s y s t e m s h a l l r e f r a i n from

33 p a r t i c i p a t i n g or sp onsorh g p r o m o tio n a l p r o j e c t s

effectin g

t h e e d u c a t i o n a l program and w h i c h com m its t h e B oard o f E d u c a t i o n and o r s t u d e n t b o d y , w i t h o u t f i r s t

clea rin g

t h e m a t t e r t h r o u g h th e b u i l d i n g p r i n c i p a l . Upon a u t h o r i z a t i o n t o p r o c e e d w i t h t h e p r o j e c t , t h e s p o n s o r and t h e a d m i n i s t r a t i v e o f f i c e s h a l l r e c e i v e w ritten n o tic e s . Suspension o f P u p il s . (S ection s

The C a l i f o r n i a Code

16071-16077) p ro v id es

t h a t p u p i l s may b e s u s ­

p e n d e d from s c h o o l f o r t h e f o l l o w i n g r e a s o n s : 1. 2. 3. 4. 5.

6. 7.

C o n t i n u e d and w i l f u l d i s o b e d i e n c e . Open and p e r s i s t e n t d e f i a n c e o f t h e a u t h o r it y o f the t e a c h e r . H a b itu a l p r o f a n i t y or v u l g a r i t y . Sm ok ing c i g a r e t t e s o r h a v i n g c i g a r e t t e s on t h e s c h o o l p r e m i s e s . D e fa c in g or o t h e r w is e i n j u r i n g s c h o o l p r o p e r t y . ( P a r e n t s or g u a r d i a n s a r e l i a b l e f o r w i l f u l damage t o s c h o o l p r o p e r ty by p u p i l s . ) Membership i n a n y s e c r e t f r a t e r n i t y , s o r i t y or c lu b . F a ilu r e to abide by the r e g u la t io n s o f t h e Board o f E d u c a t i o n and t h e s c h o o l s under t h e i r c h a r g e .

W h i l e E d u c a t i o n C od e, S e c t i o n 1 6 0 7 2 , t e a c h e r th e r i g h t

t o suspend p u p i l s , i t

g iv e s t o the

i s expected th a t

a n y s u c h a c t i o n w i l l b e do n e t h r o u g h t h e o f f i c e school p r in c ip a l.

o f th e

No p u p i l s h a l l be s u s p e n d e d f o r more

t h a n two c o n s e c u t i v e w e e k s . A l l s u s p e n s i o n s m ust b e r e p o r t e d to t h e B oard o f E d ucation .

'3 4 T r a n s p o r t a t i o n and e x c u r s i o n s «

The Board o f

E ducation w i l l p rovid e t r a n s p o r t a t io n fo r th o s e c h ild r e n w i t h i n t h e t r a n s p o r t a t i o n z o n e s who a r e a t t e n d i n g th e p u b l i c s c h o o l s , i n s o f a r as a v a i l a b l e equipm ent w i l l p erm it. Summary.

The p o l i c i e s

a d o p t e d b y t h e Baord o f

E d u c a t i o n t o b e u s e d on a d i s t r i c t w i d e b a s i s cussed in t h i s c h a p te r.

were d i s ­

In Chapter V th e i n v e s t i g a t o r

w i l l d i s c u s s t h e p o l i c i e s a d o p t e d on a b u i l d i n g b a s i s .

CHAPTER V BUILDING POLICIES ADOPTED BY FERN AVENUE SCHOOL Introductfcn.

A lth o u g h e a ch s c h o o l i n t h e Torrance

U n ified School D is t r ic t is

an e n t i t y i n i t s e l f i t

is

a ssu m e d t h a t the d i s t r i c t w i d e p o l i c i e s a s s e t up b y the board of e d u c a tio n w i l l be f o llo w e d . these p o lic ie s ,

each b u ild in g ,

d evelop s p o l i c i e s in g situ a tio n *

In a d d i t i o n t o

over a period o f tim e,

and p r o c e d u r e s w h i c h f i t

th e ir b u ild ­

These a r e n o t n e c e s s a r i l y i n v a r ia n c e

w i t h th e d i s t r i c t p o l i c i e s , b u t many t i m e s t h e y a r e e x p l a n a t o r y or s u p p l e m e n t a r y t o t h e e s t a b l i s h e d d i s t r i c t p o licy .

I n a d i s c u s s i o n o f the f o l l o w i n g p o l i c i e s

in th is

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

but the i n v e s t i g a t o r f e l t

found

t h a t t h i s was n e c e s s a r y I n

some c a s e s t o e m p h a s i s a p o i n t o r r e i t e r a t e a s t a n d t a k e n on some p o l i c y t h a t o r i g i n a t e d w i t h t h e B o a r d o f E d u c a t i o n o r t h e S t a t e B oard o f E d u c a t i o n o r t h e S t a t e E d u c a t i o n C od e. A bsences.

I f a ch ild is

ab sen t the l o c a l

school

w i l l e m p l o y e v e r y p o s s i b l e means t o d e t e r m i n e t h e r e a s o n fo r the a b s e n c e .

I t h a s worked v e r y w e l l t o h a v e t h e

c h i l d ’ s t e a c h e r t e l e p h o n e t h e home on t h e t h i r d d a y when p o s s i b l e .

I n v a r i a b l y t h i 3 h a s r e s u l t e d i n a g ood

36 r e l a t i o n s h i p b e t w e e n t e a c h e r and p a r e n t . days i f

cause of absence i s

still

A fter three

unknown, a home v i s i t

s h o u l d be made b y t h e a t t e n d a n c e s u p e r v i s o r . s h a l l be a s k e d

t o make t h e home v i s i t

b e e n d e t e r m i n e d t o b e an i l l n e s s

if

The n u r s e

the cau se has

and h e r c a l l w i l l s e r v e

a rea l need. I n a n y c a s e where a s p e c i a l n e e d se em s t o make i t a d v i s t a b l e t h e p r i n c i p a l may r e q u e s t a s s i s t a n c e

from the

n u r s e o r t h e a t t e n d a n c e s u p e r v i s o r t o make t h e home c a l l . A ccident r e p o r t .

I t w i l l be n e c e s s a r y f o r the

t e a c h e r who w i t n e s s e s an a c c i d e n t t o f i l l A c c i d e n t R e p o r t form a t o n c e . the a c c i d e n t t h e r e s p o n s i b i l i t y

I f no t e a c h e r w i t n e s s e s of f illin g

w i l l r e s t w it h t h e t e a c h e r o f the c h i l d . b e s e c u r e d from t h e s c h o o l o f f i c e A u d io-visu al a i d s .

out a P up il

o u t th e form T h i s form may

c le rk .

We a r e members o f t h e County

A s s o c i a t i o n and t h e V i s u a l A i d s D e p a r t m e n t . order for this

The f i l m

y e a r has a lr e a d y b een s e n t i n , however

i f you have a d d i t i o n s

o r c h a n g e s t o make i n y o u r o r d e r

c o n su lt the p r i n c ip a l .

M o v i e s , t o be o f a n y e d u c a t i o n a l

v a l u e s h o u l d b e p r e v i e w e d by t h e c l a s s r o o m t e a c h e r b e ­ f o r e p r e s e n t a t i o n to t h e t o s e t up a l i s t

c la ss.

If

the c l a s s i s d i r e c t e d

o f t h i n g s t o lo o k f o r or q u e s t io n s t o

be answered in a f o llo w - u p d i s c u s s i o n , b e g a i n e d from s u c h e n j o y a b l e l e s s o n s .

a g r e a t d e a l may

37 A lthough stu d e n t p r o j e c t i o n i s t s w i l l he a v a i l a b l e , it

is

s u g g e s t e d t h a t e a c h t e a c h e r l e a r n how t o o p e r a t e

t h e p r o j e c t o r d u r i n g t h e f i r s t w eek o f s c h o o l * The f o l l o w i n g e q u i p m e n t i s

a v a i l a b l e and a

s c h e d u l e f o r e a c h w i l l be s e t up d u r i n g t h e f i r s t week o f sch o o l. 1. 2. 3. 4. 5.

Two 16 mm. so u n d m o v i e p r o j e c t o r s . One p o r t a b l e r a d i o . One r a d i o - p h o n o g r a p h c o m b i n a t i o n . One s l i d e p r o j e c t o r . One t a p e r e c o r d e r . ( B r o u g h t i n b y s p e c i a l p erso n n el.)

A list

of v isu a l aids m a terials in

l i b r a r y a s w e l l as the County l i s t c a n b e s e c u r e d from t h e o f f i c e At th e tim e o f t h i s s c h e d u l i n g County f i l m s had n o t b e e n c o m p le t e d . f ilm s w i l l be a v a i l a b l e

the d i s t r i c t

o f a v a ila b le m a terials

clerk .

stu d y the d e t a i l s

for

f o r the s c h o o l y e a r 1950 -1 9 5 1 It is

q u i t e p o s s i b l e th a t few er

than have been used i n t h e p a s t

and t h a t t h e s e f i l m s w i l l o f n e c e s s i t y h a v e t o b e s h a r e d b y o ne o t h e r e l e m e n t a r y s c h o o l i n t h e d i s t r i c t .

Teachers

w i l l be i n f o r m e d o f t h i s p r o c e d u r e i n a s e p a r a t e b u l l e t i n as soon as a p o l i c y i s B eh avior. teacher is

adopted.

L e t ' s b u i l d up t h e a t t i t u d e t h a t t h e

a l w a y s on t h e c h i l d ' s

sid e,

t h a t you a r e h e r e

t o l e t h i m be a s h a p p y a s p o s s i b l e and l e a r n a s much as p o s s i b l e a s l o n g a s h e d o e s n o t i n f r i n g e on t h e r i g h t s others.

of

Keep th e s p i r i t o f r e p r i s a l o u t o f t h e p i c t u r e a s

38

much a s you c a n . it

When p u n i s h m e n t i s

in d ica ted ,

ad m in ister

on t h e p l a n e o f h e l p i n g t h e c u l p r i t t o remember t h a t

t o do t h e wr ong t h i n g d o e s n o t b r i n g s u c c e s s and h a p p i n e s s . Time t a k e n i n t h i s way may se em t o b e a t o t a l l o s s , e v e n tu a lly i t bears

fru it.

Do n o t h e s i t a t e a ssista n ce.

but

to a s k t h e p r i n c i p a l f o r a n y

He w i l l c e r t a i n l y do h i s

b e s t t o h e l p you

f i n d the a n s w e r to y o u r d i f f i c u l t y . The f o l l o w i n g means o f c o n t r o l w i l l n o t be a llow ed or a c c e p ted : 1. 2. 3. 4. 5.

U sin g c u s t o d i a l la b o r as a punishm ent. U s i n g a c a d e m i c work a s a p u n i s h m e n t . S t r i k i n g , sh a k in g ,or h a n d lin g a ch ild . P la c in g a c h i ld in the h a l l . S e n d i n g a c h i l d to t h e o f f i c e t o s i t o r study.

C a lifo rn ia

t e a c h e r s who u s e more t h a n o r a l means

o f m aintaining order i n

t h e i r c l a s s e s do so a t

the r i s k

o f w h a t e v e r l e g a l a c t i o n i r a t e p a r e n t s o r g u a r d i a n s may see f i t to b r in g . Our g o a l i n e d u c a t i o n t o d a y i s

self-d iscip lin e

a s a r e s u l t o f r e a s o n e d a c t i o n and e m o t i o n a l a d j u s t m e n t . B ell s ig n a ls .

I t i s h o p e d t h a t we w i l l b e a b l e

to d isp e n se w ith b e l l s ig n a ls

except a t s ta r t of school

i n t h e m o r n in g and t h e a f t e r n o o n and a t end o f r e c e s s e s for upper g r a d e s .

Th is w o u ld mean t h e h e l l w o u ld r i n g a t t h e f o l l o w i n g t i r a e a 1: 9:oo 10:40 1:10 2:40

A.M. A.M. P.M. P.M.

S t a r t o f s c h o o l , m orning s e s s i o n . End o f m o r n i n g r e c e s s f o r u p p e r g r a d e s . S ta r t o f sc h o o l, afternoon se ssio n . End o f a f t e r n o o n r e c e a s f o r u p p e r grade a •

Of c o u r s e F i r e D r i l l and E a r t h q u a k e D r i l l b e l l s i g n a l s w o u l d s t i l l be o b s e r v e d a s . s e t up e l s e w h e r e i n t h i s handbook. B icy cles.

B i c y c l e s a re t o be parked i n ra ck s

provided fo r th a t p u rp ose. the

sc h o o l grounds.

It is

They a r e n o t t o be r i d d e n on su ggested th at p u p ils bring

locks to lo ck t h e ir b ic y c le s

and t h a t t h e y r e g i s t e r

them w i t h t h e T o r r a n c e P o l i c e D e p a r t m e n t s o t h e y w i l l b e e a s i e r to. f in d i n c a se o f t h e f t . e a r l y i n th e s c h o o l year to the p u p ils

E f f o r t s w i l l be made

form a b i c y c l e c l u b t o i n f o r m

i n p r o p e r c a r e o f b i c y c l e s a nd a c c e p t e d

safety p ra ctices.

Teachers sh ould inform p u p ils

of

th is p o lic y . B u l l e t i n s '.

B u l l e t i n s w i l l be s e n t t o t h e t e a c h e r s

from t i m e t o t i m e from t h e p r i n c i p a l and t h e c e n t r a l o ffice.

I n g e n e r a l t h e s e w i l l c o n s i s t o f two t y p e s ,

one f o r you to keep i n your f i l e s a nd one t o be r e a d , i n i t i a l e d teachers.

for future referen ce

and s e n t on t o t h e o t h e r

40 No b u l l e t i n

c an be c i r c u l a t e d w i t h o u t t h e w r i t t e n

app roval o f the p r i n c i p a l .

T h i s m eth o d o f c o m m u n i c a t i o n

w i l l b e k e p t a t a minimum. B u lletin boards.

A b u l l e t i n b o a r d w i l l be

a v a i l a b l e i n t h e h a l l o f t h e main b u i l d i n g t o d i s p l a y t h e work o f t h e p u p i l s . for th a t purpose. then se v en th ,

E ac h room w i l l h a v e one week

The e i g h t h g r a d e w i l l s t a r t t h e d i s p l a y

six th ,

e tc .,

through k in d e rg a r ten .

The

c y c le w i l l then s t a r t over a g a in . It

is

s u g g e s t e d t h a t g ood u s e be made o f a

b u l l e t i n board i n the rooms, as t h e y are a f i n e i n s t r u c ­ t io n a l aid i f

c a r e and t h o u g h t i s

Bus s c h e d u l e s . a v a ila b ility of busses.

g iv e n to t h e i r

Bus s c h e d u l e s w i l l d e p e n d However i t

use. on t h e

se em s t h a t t h e

f o l l o w i n g s c h e d u l e w i l l be o b s e r v e d : M orning: 8:20 - F ir s t load . 8 :4 0 - Second l o a d . 1 1 : 5 5 - K i n d e r g a r t e n , Elm and E l D o r a d o . A fternoon: 2:00 3:30 3:45 4:15

- Annex or 3 :4 0 - E l Dorado. or 3 : 5 0 - E l Dorado. - Annex.

A s c h e d u l e w i l l be p o s t e d f o r b u s a r e a a s s i g n m e n t for tea ch ers.

Teachers w ith younger c h ild r e n i n h e r c l a s s

41 s h o u l d r i d e t h e b u s on t h e f i r s t h e r c h i l d r e n g e t on and o f f . s t o p number t o

t o d e t e r m i n e where

She c a n t h e n p i n a bus

t h e c h i l d u n t i l he l e a r n s h i s bu s s t o p .

C lass r e g i s t e r s . exp lan atory.

trip

C lass r e g i s t e r s are s e l f

The i n s t r u c t i o n s a r e i n c l u d e d on t h e f i r s t

f o u r and o n e - h a l f p a g e s o f t h e r e g i s t e r . f a c u l t y m e e t i n g s w i l l be d e v o t e d t o t h i s

One o f t h e f i r s t t o p i c so i t

w o u ld b e w e l l f o r e a c h t e a c h e r t o b eco m e f a m i l i a r w i t h the r e g i s t e r . Temporary e n r o l l m e n t c a r d s w i l l b e p r o v i d e d f o r each p u p il a t th e s t a r t o f s c h o o l .

T h e s e a r e t o be

used i n p la c e o f th e r e g u la r c la s s r e g i s t e r s f i n t two w e e k s o f s c h o o l and t h e n t h i s be e n t e r e d i n

theregular r e g i s t e r s .

fo r the

inform ation w i l l

R e g i s t e r s a r e due

i n t h e o f f i c e a t 4 : 0 0 p . m . on t h e Monday f o l l o w i n g t h e end o f t h e s c h o o l m onth w i t h the e x c e p t i o n o f t e a c h e r s on a f t e r n o o n s e s s i o n who may tur n t h e i r s i n a t

1 0 :0 0

on

Tuesd ay m o r n i n g s . The c a l e n d a r s A ppendix o f t h i s

fo r the sc h o o l y ea r are i n

the

study.

R e g i s t e r s a r e n o t t o b e t a k e n fro m t h e b u i l d i n g a t a n y t i m e o t h e r t h a n when t h e y a r e t a k e n w i t h t h e c l a s s f o r f i r e d r i l l and e a r t h q u a k e d r i l l .

Teachers

s h o u l d k e e p t h e r e g i s t e r s i n t h e i r d e s k , up to d a t e ,

42 ready for in s p e c t io n a t any tim e.

R e g iste r s are l e g a l

r e c o r d s a n d a s s u c h may b e u s e d i n c o u r t p r o c e e d i n g s , t h e y m ust be k e p t on f i l e

as l o n g a s t h e s c h o o l d i s t r i c t

e x ists. C lassroom s.

'The t h o u g h t and t i m e w h i c h w e n t i n t o

making t h e c l a s s r o o m s a t t r a c t i v e a p p reciated .

It is

felt

that th is

t o o much, a s e n v i r o n m e n t i s a c h i l d ’s develop m en t. of in terest,

la s t year i s

v e r y much

cannot be em phasized

a v ery im portant f a c t o r i n

F l o w e r s and p i c t u r e s ,

centers

and g o o d u s e o f b u l l e t i n b o a r d s a l l make

fo r a co zy appearance in

the c la ssr o o m .

I n o r d e r t o make i t

p o ssib le

fo r each p u p il to

do h i s b e s t work t h e c l a s s r o o m must be p r o p e r l y v e n t i ­ l a t e d and l i g h t e d .

The t e a c h e r i s

resp on sib le

A g o o d r a n g e f o r room t e m p e r a t u r e i s

68

for t h i s .

t o 70 d e g r e e s

F ahren heit a t desk l e v e l . A l l t h e f u r n i t u r e and rooms h a v e b e e n r e ­ c o n d i t i o n e d d u r i n g t h e summer m o n t h s . be r e s p o n s i b l e

Eac h t e a c h e r w i l l

f o r t h e c a r e o f h e r room and f u r n i t u r e .

You s h o u l d c h e c k t h e f u r n i t u r e a t r e g u l a r i n t e r v a l s w ritin g,

carving,

for

o r m u t i l a t i o n o f a n y k i n d and r e p o r t

same t o p r i n c i p a l a t o n c e . When I n k i s for the cu sto d ia n .

s p i l l e d wipe i t

up a t o n c e and s e n d

4-3 C lerk. a p eclfic

An o f f i c e c l e r k l a e m p l o y e d t o do c e r t a i n

ta sk s under th e d i r e c t i o n o f the p r i n c i p a l .

B ecause o f the f a c t

t h a t we h a v e a l a r g e r e n r o l l m e n t

t h is year w ith a r e s u lta n t la r g e r fa c u lt y i t

w i l l be

n e c e s s a r y t o c l e a r w i t h t h e p r i n c i p a l a n y s p e c i a l work y o u h a v e wilch t h e c l e r k h a s b e e n d o i n g i n t h e p a s t u n d e r normal c o n d i t i o n s . As a g e n e r a l r u l e t h e c l e r k w i l l be on d u t y from 8 : 0 0 a . m . t o 5 : 0 0 p . m . w i t h l u n c h p e r i o d from 1 2 : 0 0 to

1

:0

0

. C o n f u s i o n i n t h e o f f i c e w i l l b e k e p t a t a minimum

if

u n n e c e s s a r y e r r a n d s and l o i t e r i n g i s C um ulative r e c o r d f o l d e r s .

p ro h ib ited .

The t e a c h e r s a r e

r e q u e s t e d t o k e e p t h e s e up t o d a t e .

A l l m ental ages

co lu m ns a r e t o be e l i m i n a t e d w i t h e d u c a t i o n a l e x p e c t a n c y t o b e s u b s t i t u t e d i n one c o lu m n . record i s

No i n s e r t i n t h e

n e c e s s a r y o f grades i n the v a rio u s

th ro u g h the e le m e n ta r y g r a d e s . be p r o v i d e d o t h e r d i s t r i c t s ,

subjects

C um ulative r e c o r d s w i l l

upon r e q u e s t , w i t h t h e

e l i m i n a t i o n o f d e r o g a t o r y m a t e r i a l c o n c e r n i n g the p u p il.

The r e a d i n g r e c o r d s h o u l d b e i n s e r t e d i n t h e

cum ulative f o l d e r .

It is

su ggested th at anecdotal

r e p o r t s be made a t e m p o r a r y p a r t o f t h e r e c o r d s .

44

havin g

C u stod ian s.

P er n Avenue S c h o o l i s

fortu nate in

three b e t t e r

than a v e r a g e c u s t o d i a n s .

c o n d i t i o n s make a n e x t r a l o a d f o r t h e s e men. h e l p them by s e e i n g t h a t t h e 1. 2. 3. 4. 5. 6

.

7.

Our c row d ed We can

fo llow in g ru les are observed.

Turn o f f a l l l i g h t s when room i s n o t i n u s e . Lock windows and d o o r s when l e a v i n g room for the d a y . See th a t a l l p e n c i l s , books, paper, e t c . , a re put i n t h e i r proper p la c e a t the c l o s e o f the sch o o l day. C l e a n up a f t e r u s i n g e a s a l s , a r t m a t e r i a l , cla y , e t c . B o x e s , s c r a p s o f woo d , t r a y s , e t c . , s h o u l d b e p i c k e d up o f f t h e f l o o r and s t o r e d i n t h e i r proper p la c e s . Make a r e p o r t i n w r i t i n g t o t h e p r i n c i p a l i f a n y i t e m i s b r o k e n , s u c h a s a w ind o w , desk, l i g h t , e t c . Make a r e p o r t i n w r i t i n g t o t h e p r i n c i p a l i f room i s n o t c l e a n e d o r d u s t e d s a t i s f a c t o r y .

A ll requests

for s p e c ia l s e r v ic e s

from t h e

c u s t o d i a n s o t h e r t h a n r o u t i n e m a t t e r s s h o u l d b e made t o the p r i n c i p a l i n w r i t i n g . p r o p e r ly p r o c e s s e d by him .

T h e se r e q u e s t s w i l l be T his p roced u re i s

necessary

b e c a u s e o f our e n la r g e d f a c u l t y D a i l y program o f c l a s s w o r k .

E ach t e a c h e r w i l l b e

p r o v i d e d w i t h a D a i l y . Program o f C l a s s work f o r m . m u st b e f i l l e d

out b e f o r e the end o f

s c h o o l and f i l e d w i t h t h e p r i n c i p a l .

This

the s e c o n d w e ek o f I n a d d i t i o n th e

t e a c h e r mus t h a v e a c o r r e s p o n d i n g d a i l y progr am o f c l a s s work i n t h e s p a c e p r o v i d e d a t regi s t e r .

the f r o n t o f h e r p u p i l

46 D eten tio n . sp e c ia l cases

Do n o t d e t a i n b u s p u p i l s ,

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

P u p i l s may n o t be

d e ta in e d a t r e c e s s or lunch p erio d s m inutes a f t e r s c h o o l w ith o u t f i r s t p rin cip a l.

report these

o r more t h a n t h i r t y c o n s u l t i n g the

P u p i l s who a r e d e t a i n e d s h o u l d s p e n d t h a t

tim e d o in g s o m e th in g c o n s t r u c t i v e . D isp lay c a s e . entran ce of the o f f i c e pu p il p r o je c ts .

A d isp la y case is

provided near the

fo r the purpose o f d i s p l a y in g

T h e se p r o j e c t s

s h o u l d be d e v e l o p e d i n

t h e r e g u l a r c l a s s r o o m s i t u a t i o n and n o t a s a s p e c i a l p r o jec t for d isp la y purposes.

C l a s s e s may make a r r a n g e ­

m en ts w i t h t h e p r i n c i p a l f o r u s i n g t h e d i s p l a y c a s e . I t i s h o p e d t h a t we w i l l h a v e some p r o j e c t d i s p l a y e d at a ll

tim es. E n r o l l m e n t and a t t e n d a n c e r e p o r t .

be f i l l e d

T h i s form w i l l

out each Tuesday by th e t e a c h e r f o r c e n t r a l

o ffice use.

A student s e c r e ta r y w i l l c o l l e c t

the d a i l y

a b sen ce l i s t a p p r o x im a te ly t h i r t y m inutes a f t e r

the

s t a r t o f e a c h c l a s s i n t h e m o r n i n g and i n t h e a f t e r n o o n . Equipm ent.

F ollow ing i s

t h e d i s t r i c t p o l i c y on

equipm ent. D ic tio n a r y su pp ly: 1.

In grades fou r through e i g h t ,

one d i c t i o n a r y

4’ 6 2.

may toe s u p p l i e d f o r e v e r y t h r e e p u p i l s . I n g r a d e t h r e e , one p i c t u r e d i c t i o n a r y may be s u p p l i e d f o r e v e r y s i x p u p i l s .

Maps and g l o b e s : 1.

2.

Maps i n t h e h a n d s o f c h i l d r e n a r e c o n s i d e r e d b e t t e r i n s t r u c t i o n a l m a t e r i a l than s i n g l e w a l l m a p s . W a l l maps, t h e r e f o r e , a r e to toe ordered o n ly a f t e r a v e r y d e f i n i t e need i s esta b lish ed . O u t l i n e w a l l maps a r e a p p r o v e d i n p r e f e r e n c e to d e t a i l e d maps. Each s c h o o l w i l l b u i l d towards h a v in g a g lo b e i n e v e r y classroom i n grades th ree to e ig h t . I t I s s u g g e s t e d t h a t when u s i n g maps t h e f o l l o w i n g p r o c e d u r e be u s e d : ( 1 ) U3 e a g l o b e f i r s t , ( 2 ) t h e n a r o a d map, ( 3 ) l a r g e r maps o f s m a l l e r a r e a s w h i c h can be m a n ip u la ted by th e c h i l d r e n .

K in d ergarten : The b a s i c e q u ip m e n t f o r k i n d e r g a r t e n s h a l l c o n s i s t o f: 1. 2. 3. 4. 5. 6 . 7.

A s e t o f s i x t y h ollow b lo c k s . A s e t o f t h r e e hundred e i g h t s o l i d f l o o r b lock s. A s e t o f t e n m o v a b l e wood t o y s . P l a y h o u s e e q u i p m e n t ( t a b l e , b u g g y , b e d , two d o l l s , two t e l e p h o n e s , t e a s e t , c o o k i n g s e t , housekeeping u n i t , c u t l e r y ) . Garden t o o l s . T w e lv e plyw o od p u z z l e s . T h re e p h a y h o u s e p a r t i t i o n s .

Young f i r s t y e a r g r o u p s : The minimum eq u ip m en t f o r y o u n g f i r s t y e a r g r o u p s i s e s t a b l i s h e d a s t h e same e q u i p m e n t recommended for kin d ergarten . A list

o f th e s ta n d a r d equipment l i s t

the Torrance U n i f i e d S ch o o l D i s t r i c t i s p r i n c i p a l ’s o f f i c e .

o f goals

on f i l e

in the

for

47 E v a l u a t i on o f . t h e p r o b a t i o n a r y t e a c h e r «

Each

p r o b a t io n a r y t e a c h e r w i l l be e v a lu a t e d b y ‘th e p r i n c i p a l t h r e e tim es d u rin g the

s c h o o l y e a r a c c o r d in g to th e s e t

o f s t a n d a r d s s e t up b y t h e Boar d o f E d u c a t i o n .

These

s t a n d a r d s were recommended b y t h e e x e c u t i v e b o a r d o f t h e T o r r a n c e E d u c a t i o n A s s o c i a t i o n on F e b r u a r y 7 ,

1950.

T h is e v a l u a t i o n w i l l b e p l a c e d i n t h e t e a c h e r ’ s p e r m a n e n t file

i n the o f f i c e

o f the A d m in istr a tiv e A s s i s t a n t i n

charge o f p e r s o n n e l. is

a v a ila b le

The form u s e d f o r t h i s

to e a c h t e a c h e r i n

F ield t r i p s .

the o f f i c e .

O n ly one bus i s

9 : 3 0 A.M. t o 2 : 0 0 P.M.

ev a lu a tio n

a v a i l a b l e from

The amount o f t r i p s p e r b u i l d i n g

w i l l be p r o - r a t e d a c c o r d i n g t o t h e e n r o l l m e n t o f th e b u ild in g .

At p r e s e n t F er n Avenue w i l l h a v e

p e r m onth a v a i l a b l e on t h e b a s i s a n o t h e r day i s

fo u r days

o f en ro llm en t.

If

d e s i r e d i t m a y b e b o r r o w e d from a n o t h e r

b u ild in g w ith the app roval of th e p r i n c ip a l . R e q u e s t forms f o r t r a n s p o r t a t i o n m u s t b e i n t h e c e n t r a l o f f i c e a t l e a s t a week p r e c e e d i n g t h e a s k e d f o r date o f t r i p .

The form f o r t h i s c a n b e s e c u r e d fro m

o ffice

A list

c lerk .

of a ctiv ity ,

in terest,

and g r o u p s i z e i s Requests

o f firm s w ith a d d r e ss e s , nature tim e o f v i s i t s ,

len gth of v i s i t s

a v a ila b le i n the o f f i c e .

for t r i p s

fo r year should be g iv e n to

p r i n c i p a l b e f o r e s e c o n d month o f s c h o o l b e g i n s .

F ire d r i l l . series

F i r e d r i l l s w i l l be i n d i c a t e d b y a

o f short b e lls

raately a m in u te .

in a series

These d r i l l s

e x te n d in g for approxi

w i l l be condu cted a t

l e a s t o n c e a month a t u n a n n o u n c e d t i m e s .

Each t e a c h e r

should e x p la in th e f i r e d r i l l procedure t o her p u p ils on t h e f i r s t d a y o f s c h o o l . D u r i n g th e

fire d r ill

p e r s o n t o l e a v e t h e room .

the t e a c h e r i s

the l a s t

She s h o u l d t a k e h e r c l a s s

r e g i s t e r w i t h h e r and t a k e r o l l a f t e r h e r c l a s s h a s reached t h e ir d e sig n a te d p la c e o u ts id e the b u ild in g . C h i l d r e n and t e a c h e r s mus t w a l k a t a l l t i m e s and c h i ld r e n should n o t t a l k . One l o n g b e l l w i l l be t h e a l l c l e a r s i g n a l t o r etu r n to the c la s s r o o m s .

Rooms w i l l u s e t h e same

r o u t e t o l e a v e t h e b u i l d i n g t h a t t h e y u s e when m a r c h i n g out f o r r e c e s s

and d i s m i s s a l .

G r o u p in g o f s t u d e n t s . in to

The p l a c e m e n t o f p u p i l s

groups s h a l l ta k e i n t o c o n s i d e r a t i o n t h e needs o f

t h e i n d i v i d u a l c h i l d so t h a t he s h a l l be i n a g r o u p w h i c h i s m ost c o n d u c i v e

f o r him t o grow and d e v e l o p .

I n g e n e r a l t h e F e r n Ave nu e S c h o o l g r o u p s c h i l d r e n on the b a s is

o f c h r o n o l o g i c a l a ge w i t h c o n s i d e r a t i o n g i v e n

t o t h o s e c h i l d r e n wh ose n e e d s a r e n o t met i n a g r o u p o f h is

own a g e .

49 B eg in n in g w it h the the b a s is

f i r s t year p u p ils o f 1950-1951

f o r c l a s s r o o m g r o u p s w i l l be s o c i a l m a t u r i t y .

This w i l l be d e t e r m i n e d b y a c l a s s i f i c a t i o n c a r d w h i c h uses p h y sic a l, i n t e l l e c t u r l , data.

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

The g r o u p s w i l l be i d e n t i f i e d a s o l d e r , a v e r a g e ,

or younger f i r s t y e a r g r o u p s .

The y o u n g e r g r o u p s w i l l

be c a r e f u l l y e v a lu a te d as t o t h e i r r e a d in e s s work and t h e p o s s i b i l i t y

f o r academ ic

o f u s i n g an e x t r a y e a r i n t h e

elem en tary sc h o o l b e fo r e b e in g s e n t to the h ig h s c h o o l. P u p i l s e n r o l l i n g from m i d y e a r p r o m o t i o n d i s t r i c t s sh o u ld rem ain i n the grad e w h ich tjiey have n o t co m p leted u n til i t

i s deemed a d v i s a b l e

h igh er grade.

f o r them t o b e p l a c e d i n a

Except i n very unusual ca ses

the g e n e r a l

p r a c t i c e s h a l l b e n o t t o r e t a r d o r a d v a n c e p u p i l s more t h a n on e y e a r b e h i n d o r a h e a d o f t h e i r c h r o n o l o g i c a l age grade p la cem en t.

The c l a s s i f i c a t i o n c a r d form may

be s e c u r e d from t h e p r i n c i p a l * H ealth .

The m a j o r r e s p o n s i b i l i t y

fo r the h e a l t h

p r og r am w i t h i n a c l a s s r o o m r e s t s w i t h t h e t e a c h e r . p h y s i c a l grow th o f the p u p ils i s

a major p a r t o f the

t o & l e d u c a t i o n a l program and a s s u c h i s guidance o f th e t e a c h e r . the f u l l e s t

The

under the d i r e c t

The n u r s e s h o u l d b e u s e d t o

e x te n t b y th e te a c h e r to fu r th e r the p h y s i c a l

growth o f h e r p u p i l s .

A classroom h e a lt h ch art i s t e a c h e r s and i s

a v a ila b le

for a l l

recommended f o r u s e a s a b a s i s

h e a l t h program.

for the

The c h a r t c a n b e u s e d a s a s u r v e y o f

n e e d s and t h e i n s t r u c t i o n a l program b a s e d on t h o s e n e e d s . An a c c o m p a n y i n g m anu al i s and s u g g e s t i o n s

a v a ila b le g iv in g explanations

for u s in g the c h a r t.

The s c r e e n i n g o f p u p i l s b y t h e c l a s s r o o m t e a c h e r s i n the v a r io u s areas o f h e a l t h i s th e nurse fo r a l l

cases

recommended u t i l i z i n g

th a t have any q u e s t io n o f d o u b t.

A f i r s t a i d k i t i ‘s p r o v i d e d f o r e a c h t e a c h e r b y the n u rse.

The t e a c h e r s a r e t o t a k e c a r e o f f i r s t a i d

c a s e s on t h e d a y s t h a t t h e n u r s e i s

n o t in the b u i l d i n g .

The n u r s e w i l l be h e r e a l l d a y on Monday, F r i d a y and on Wednesday m o r n i n g .

The s c h o o l d o c t o r w i l l be i n our

s c h o o l on T h u r s d a y e v e r y t h i r d w e e k . Teachers sh o u ld encourage c l e a n l i n e s s o f the p u p ils .

on th e p a r t

They s h o u l d be e n c o u r a g e d t o p r a c t i c e

g oo d h e a l t h h a b i t s ;

such a s ,

w a s h i n g t h e i r ha n d s b e f o r e

e a tin g lunch. H o lid a y s. h olid ays

F ollow ing i s

a list

o f the s t a t e sc h o o l

i n a c co r d a n ce w i t h the E d u c a tio n Code. S e c ­

t io n 8151; A d m i s s i o n Day, S e p t e m b e r 9 A r m i s t i c e D ay, November 11 T h a n k s g i v i n g Day, November 23

51 C h r i s t m a s Day, December 25 New Y e a r ’ s Day, J a n u a r y 1 L i n c o l n ’ s B i r t h d a y , F e b r u a r y 12 W a s h i n g t o n ’ s B i r t h d a y , F e b r u a r y 22 M e m o r ia l D ay, May 30 I n d e p e n d e n c e Day, J u l y 4 E v e r y d a y a p p o i n t e d b y t h e P r e s i d e n t o r G o ver n o r as a s c h o o l h o l i d a y . In accord an ce w it h S e c t i o n 8152, b o a r d s may d e c l a r e h o l i d a y s . fa lls

If a state

on a S a t u r d a y o r S u n d a y ,

lo c a l school school h olid ay

s c h o o l b o a r d s may d e c l a r e

a l o c a l h o l i d a y on t h e p r e c e d i n g F r i d a y o r t h e Monday.

(E xcep tion :

birthd ay f a l l s state

follow in g

I f L i n c o l n ’ s or W a sh in g to n ’s

on S u n d a y , t h e

f o l l o w i n g Monday i s

a

sch ool h olid ay*) The p e r i o d o f Decem ber 1 8 t o J a n u a r y 1 , i n c l u s i v e ,

i s d e s i g n a t e d a s C h r i s t m a s a n d New Y e a r ’ s h o l i d a y s ; w e ek p r e c e d i n g E a s t e r , as Spring V acation .

the

March 19 t o March 2 3 , i n c l u s i v e

Friday f o l lo w in g T hank sgivin g i s

a lo c a l school h o lid a y . In stitu te

cred it.

Ten c r e d i t s

dance (one hour per c r e d i t )

of In stitu te atten­

w i l l be r e q u i r e d , o f f u l l - t i m e

e m p l o y e e s , and a p r o p o r t i o n a t e number f o r p a r t t i m e em ployees s e r v in g l e s s

than the e n t i r e sc h o o l y e a r .

For

each r e q u ir e d I n s t i t u t e

c r e d i t which the employee f a i l s

to earn,

s a l a r y w i l l be d e d u c t e d from

0 .3 o f a day's

w a r r a n t c o v e r i n g payment f o r t h e l a s t s c h o o l month o f serv ice•

52 There i s County Teachers en titled is

a form a t 1

t h e b a c k o f the Loa A n g e l e s

In stitu te

Program b o o k l e t f o r 1 9 5 0 - 1 9 5 1

" R ep o rt o f I n s t i t u t e A t t e n d a n c e . "

t o be c o m p l e t e d and t u r n e d i n t o

d u r i n g t h e l a t e r p a r t o f May.

T h is form

the d i s t r i c t o f f i c e

(You w i l l be i n f o r m e d

l a t e r o f the e x a c t d a t e ) . Ins t r u c t i o n a l s u p p l i e s .

A p proxim ately th r e e

months s u p p l y o f i n s t r u c t i o n a l m a t e r i a l s i s hand i n t h e b u i l d i n g s u p p l y room.

k e p t on

R eq u isitio n s

should

b e s e n t i n t o t h e c l e r k e v e r y F r i d a y on a r e q u i s i t i o n b la n k th a t w i l l b e f u r n is h e d by the o f f i c e . r e q u i s i t i o n s w i l l be f i l l e d

Monday.

These

S u p p lies w i l l not

b e c h e c k e d o u t a t a n y o t h e r t i m e and w i l l n o t b e c h e c k e d out except by r e q u is it io n . I n t e r - s c h o o l and i n t r a - s c h o o l v i s i t s . a r e e n c o u r a g e d to make s u c h v i s i t s .

Teachers

P le a s e check w ith

t h e p r i n c i p a l b e f o r e m a k in g s u c h v i s i t s h o w e v e r . In v en tories.

An I n v e n t o r y l i s t

of a ll

textbooks

s h o u l d b e p o s t e d on t h e i n s i d e o f y o u r c l o s e t d o o r . N o t i f y the p r i n c i p a l i f i t

is

not t h e r e .

During the

f i r s t month o f s c h o o l an I n v e n t o r y form w i l l be d e ­ v e l o p e d s o t h a t we w i l l be a b l e t o t a k e a p h y s i c a l c o u n t of a ll

s u p p l i e s and e q u i p m e n t I n e a c h r o o m .

53 K eys.

Keys t o y o u r rooms and c l o s e t s

c h e c k e d o u t from t h e o f f i c e

clerk .

may be

You s h o u l d l e a v e

t h e s e k e y s i n y o u r p o s t b o x e a c h n i g h t when y o u l e a v e in case a su b stitu te is I f keys are l o s t

ca lled

in for you.

t h e p r i n c i p a l s h o u l d be n o t i f i e d

a t once. L ib raries.

At p r e s e n t we h a v e no b u i l d i n g

l i b r a r y b u t a n e f f o r t w i l l b e made t h i s a l i b r a r y and h o u s e i t B asic read ers, stu d ies m a teria ls, be d i s t r i b u t e d

year to s t a r t

i n t h e m u s i c ro o m . supplem entary r e a d e r s,

so cia l

f i l m s t r i p s , and m u s i c r e c o r d s w i l l

from t h e d i s t r i c t l i b r a r y .

O r d er s f o r t h e s e

m aterials

a r e t o be

a form and a p p r o v e d b y t h e p r i n c i p a l .

This

made o u t on form w i l l b e

s e n t w i t h t h e m a t e r i a l s and s h o u l d be k e p t b y t h e t e a c h e r as her in v e n to r y ,

sen d in g i t back to

t h e l i b r a r y when

m a te r ia ls are r e tu r n e d . Teachers are r e s p o n s ib le b o o k s and a c c o u n t i n g o f them t o

f o r th e c a r e o f the the l i b r a r y .

Books

from t h e l i b r a r y s h o u l d be r a r e l y t a k e n home b y p u p i l s . When i t

is

p e r m i t t e d , a v e r y c a r e f u l r e c o r d s h o u l d be

k e p t and p u p i l s h e l d r e s p o n s i b l e return.

State

texts

f o r t h e i r c a r e and

s h o u l d g e n e r a l l y b e u s e d when

s e n d i n g b o o k s home w i t h c h i l d r e n f o r s t u d y .

54 E x c h a n g i n g o r l o a n i n g books t o o t h e r t e a c h e r s i s t o be d i s c o u r a g e d .

When d o i n g s o ,

o r i g i n a l l y ordered i s

resp o n sib le

t h e t e a c h e r who f o r them.

It is best

t o r e t u r n t h e b o o k s and h a v e them o r d e r e d b y t h e o t h e r teacher. When m a t e r i a l s a r e r e t u r n e d ,

th ey should be p la c e d

i n b a g s o r p a c k a g e s and c a r e f u l l y l a b e l e d w i t h name o f t e a c h e r who i s

r e t u r n i n g th e m .

The d i s t r i c t

lib ra ry w ill

conduct an i n v e n t o r y

and k e e p a r e c o r d o f a l l g l o b e s , m aps, and r e f e r e n c e b o o k s w h i c h a r e h o u s e d i n t h e s c h o o l s . A form w i l l be d e v i s e d and s e n t t o P e r n Avenue S c h o o l t o be f i l l e d

out

i n regard to t h i s . K its teacher.

o f b r o w s i n g b o o k s w i l l be s e n t t o e a c h

T h ese a r e t o b e r e t u r n e d p r o m p t l y on d a t e due

e a c h m onth i n e x c h a n g e f o r a new k i t . B l a n k e t o r d e r s o f S o c i a l S t u d y b o o k s w i l l be s e n t t e a c h e r s who h a v e n o t i f i e d t h e d i s t r i c t l i b r a r i a n o f t h e u n it that they w i l l te a c h . or v i s i t

the d i s t r i c t

New t e a c h e r s may c a l l l i b r a r i a n

lib ra ry .

r e t u r n e d as soon as the u n i t i s

T h e s e b o o k s s h o u l d be fin ish ed .

The R e a d i n g b o o k s may be o r d e r e d a t a n y t i m e b y te le p h o n e or by f i l l i n g b u ild in g s.

The l i m i t

o r d e r e d o f one s e t i s

out r e q u i s i t i o n forms i n the

on t h e number o f r e a d e r s t o b e u s u a l l y about f i f t e e n

co p ies.

55 T h e s e s h o u l d a l s o be r e t u r n e d when t h e y a r e no l o n g e r In u s e . There i s th is sectio n i s

a sectio n la b eled

'’m a s t e r l i b r a r y . "

In

one c o p y o f e v e r y r e a d i n g boo k we h a v e .

P l e a s e make y o u r s e l e c t i o n s

from t h i s

s e c t i o n r a th e r than

from t h e s t a c k s . O rd ers r e c e i v e d b y noon w i l l be f i l l e d out the a fte r n o o n o f the up s e t s

same d a y .

and s e n t

T e a c h e r s may p i c k

th em selv es a t any t im e . ^hen c h e c k in g out s i n g l e c o p i e s

o f p ro fessio n a l

o r t a b l e b o o k s , p l e a s e s i g n a l l c a r d s a nd l e a v e a t l i b r a r i a n ’s d e s k .

It is

not n ecessary

to f i l l i n the

dates • T h e r e w i l l be a c a s e o f r e c o r d s i n e a c h b u i l d i n g . T e a c h e r s a r e w e lc o m e t o c h e c k o u t a d d i t i o n a l o n e s f o r th em selv es.

T h e s e may be c h e c k e d o u t f o r one w e e k .

P i l m s t r i p s may be c h e c k e d o u t f o r one w e e k . P i c t u r e s may be c h e c k e d o u t f o r two w e e k s . S o c i a l s t u d y u n i t s may b e c h e c k e d o u t f o r two w e e k s • . N a t i o n a l G e o g r a p h i c m a g a z i n e s may be c h e c k e d o u t f o r two w e e k s • P r o f e s s i o n a l b o o k s and m a g a z i n e s may be c h e c k e d o u t f o r two w e e k s • It is our c l a s s e s .

to o u r a d v a n t a g e t o s t r e s s

c a re o f books to

S i n c e we a r e b u i l d i n g o ur own d i s t r i c t

l i b r a r y we c a n ’ t a f f o r d t o r e p l a c e many b o o k s . g r e a t e r c a re our books r e c e i v e v a r i e t y and t h e s u p p l y .

The

the g r e a t e r w i l l be th e

56 A copy o f the D i s t r i c t

lib ra r y m aterials ru les

and r e g u l a t i o n s w i l l b e on f i l e L o iterers.

in the o f f i c e .

Under no c ir c u m s t a n c e s a r e l o i t e r e r s

t o b e t o l e r a t e d on t h e s c h o o l g r o u n d s o r i n the b u i l d i n g s . I f you n o t e a n y l o i t e r e r s n o t i f y t h e p r i n c i p a l a t o n c e . L o s t and f o u n d .

A rticles

be r e p o r t e d t o the o f f i c e

c le rk .

that are l o s t A rticles

f o u n d s h o u l d be b r o u g h t t o t h e o f f i c e P e r i o d i c a l l y the a r t i c l e s

should

that are

clerk .

t h a t have b e e n found

w i l l b e s e n t a r o u n d t o the rooms i n an e f f o r t t o e s t a b ­ lish

ow nership.

P lease

stress

th e im portance o f c a r in g

fo r p erso n a l prop erty in your c l a s s e s . Lunch p e r i o d . cafetoriu m a l l

U n t i l we h a v e t h e u s e o f o u r new

c h i l d r e n who e a t l u n c h a t s c h o o l w i l l be

e x p e c t e d t o u s e t h e s p a c e p r o v i d e d f o r th e m . be r e q u ir e d t o

stay in

They w i l l

th a t area f o r a p e r io d o f twenty

m inutes under the s u p e r v i s i o n o f a t e a c h e r . It is

suggested

t h a t e a c h room be a s s i g n e d a t a b l e

and a m o n i t o r b e e l e c t e d le n g th of tim e,

to su p e r v ise th a t t a b l e as to

c l e a n i n g pap ers up, e t c .

A ccep tab le

t a b l e manners s h o u l d a l s o be d i s c u s s e d w i t h y o u r g r o u p . P u p ils w i l l n o t be a llo w e d t o l e a v e the grounds a t l u n c h p e r i o d w i t h o u t a l u n c h p e r m i t w h i c h mus t be r eq u e ste d by t h e i r p a r e n t s .

57 M agazines.

Three p r o f e s s i o n a l m a g a z i n e s f o r

t e a c h e r s may be r e q u e s t e d t o be o r d e r e d f o r e a c h b u i l d ­ i n g c h a r g e d to t h e d i s t r i c t l i b r a r y .

Other m agazine

o r d e r s made b y t h e p r i n c i p a l a r e t o be c h a r g e d t o t h e i r own b u d g e t s • We

r e c e i v e t h e f o l l o w i n g m a g a z i n e s a t P e r n Avenue

1. 2. 3. 4. 5.

The Grade T e a c h e r . The I n s t r u c t o r . C h ild ren ’s A c t i v i t i e s . N ation al P arent-T eacher. The E l e m e n t a r y S c h o o l J o u r n a l .

S ch ool:

T h e se m a g a z in e s may be c h e c k e d o u t o f th e s u p p l y room b y s i g n i n g c a r d a t t a c h e d t o them a n d f i l i n g

in

space p r o v id e d . Mee t i n g s . i n the

M eetings o f the

f a c u l t y w i l l be h e ld

t e a c h e r ’ s room a t 3 ; 4 0 p . m . on e a c h T u e s d a y u n l e s s

c a n c e l le d by the p r i n c i p a l . T e a c h e r s d e s i r i n g t o be e x c u s e d m u s t c o n f e r w i t h the p r in c ip a l. An a g e n d a o f e a c h m e e t i n g w i l l be p r e p a r e d and d i s t r i b u t e d t o the m eetin g. place

teachers

on t h e F r i d a y p r e c e d i n g the

I f y o u h a v e some t o p i c t h a t you w o u ld l i k e

to

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

Friday noon. Typed m i n u t e s o f t h e m e e t i n g s w i l l be p r o v i d e d each t e a c h e r .

M llk .

M i l k money m ust b e t u r n e d i n t o t h e o f f i c e

c l e r k b e f o r e the c l o s e o f s c h o o l e a c h Thursday t o pay fo r the order the f o l lo w in g w eek. p r o v i d e d f o r t h i s m oney.

E n v e l o p e s w i l l be

The t e a c h e r s w i l l t h e n r e c e i v e

m ilk t i c k e t s

f o r t h e money t u r n e d i n .

g i v e n t o the

s t u d e n t s who w i l l i n t u r n g i v e them t o

the m ilk m onitors for t h e i r m i lk .

T h ese w i l l be

Graham c r a c k e r s w i l l

be f u r n i s h e d t h e k i n d e r g a r t e n a nd y ou n g f i r s t y e a r g r o u p s b y th e s c h o o l d i s t r i c t

free of charge.

It is

probable

t h a t a d i f f e r e n t p r o c e d u r e w i l l be f o l l o w e d a f t e r t h e cafetoriurn Is change a t

c o m p l e t e d and you w i l l be a d v i s e d o f the

that tim e.

M u sic r o o m .

The m u s i c room i s

fo r the use of

p e o p l e p a r t i c i p a t i n g i n t h a t program o n l y , u n l e s s

the

p r i n c i p a l g i v e s o th e r groups s p e c i a l p e r m issio n t o . u s e t h e room.

P l e a s e s e e t h a t y o u l o c k t h e d o o r s and w i n ­

dows when yo u f i n i s h u s i n g i t . r u l e s p o s t e d on i n s i d e

V arious n o t i c e s ,

of

of door.

O ffice b u lle t in board. board i s m a in tain ed for

Observe th e l i s t

The o f f i c e b u l l e t i n

the b e n e f i t o f th e t e a c h e r s .

b u lle tin s,

e tc .,

w i l l a p p e a r on i t

tim e to

tim e d u r in g th e y e a r .

read i t

upon y o u r a r r i v a l a t s c h o o l o r b e f o r e y o u r

d e p a r tu r e i n the a f t e r n o o n .

I t I s a g ood p l a n t o

from

59 P arent-Teacher A s s o c ia t io n .

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

t h e ' P e r n A venu e S c h o o l f a c u l t y and the

p a r e n ts has always

b e e n one o f f r i e n d l y c o o p e r a t i o n . !

I f we a r e t o c o n s i d e r

o u r s e l v e s as p r o f e s s i o n a l p e o p l e ,

t h e n we h a v e t o a ss u m e

d u t i e s and r e s p o n s i b i l i t i e s

a f t e r and b e f o r e

’’w o r k i n g

hours. ” The f a c u l t y i s

e x p e c t e d t o a t t e n d a l l PTA

fu n ction s. Parent-teacher con feren ces.

It is

f e l t by the

i n v e s t i g a t o r t h a t much work s h o u l d be don e a t t h e s t a r t o f th e

s c h o o l y e a r i n a n e f f o r t t o i m p r o v e on t h e p a r e n t -

teacher conferen ce plan o f r ep o rtin g year.

E v e n t h o u g h i t met w i t h a g r e a t d e a l o f s u c c e s s

the p r in c ip a l f e e l s its

t h a t we u s e d l a s t

t h a t we m u s t e v a l u a t e

the p la n ,

seek ing

s t r e n g t h s and w e a k n e s s e s b e f o r e s e t t i n g up a s t a n ­

da r d f o r r e p o r t i n g

th is year.

T h er e se em s t o be a s t r o n g d e s i r e p r e s e n t on t h e p art o f the paren ts a d d itio n

t o h a v e s o m e t h i n g more t a n g i b l e i n

to the c o n f e r e n c e .

T h i s w i l l be t h e a r e a I n

w h i c h we w i l l w o r k t o i m p r o v e our m ethod o f r e p o r t i n g . A f a c u l t y c o m m i t t e e w i l l be a p p o i n t e d a t s c h o o l t o e x p l o r e the

so lu tio n to th is

Playgound a ss ig n m e n t s c h e d u l e . w i l l be made o u t a s

t h e y we re l a s t

the

s t a r t of

problem . These s c h e d u le s

year w ith teacher

60

c h a i r m e n t a k i n g c a r e o f t h e u p p e r and l o w e r g r a d e p l a y ­ g ro und and b u s a r e a a s s i g n m e n t .

Care s h o u l d a l s o b e

ta k en to ta k e i n t o a c c o u n t th e h a l f day s e s s i o n s o f some o f t h e t e a c h e r s . Post b o x es. vided each te a c h e r . b u lle tin s

P ost boxes i n the o f f i c e are pro­ These are used f o r n o t e s , m e s s a g e s ,

and o t h e r t h i n g s o f i n t e r e s t

P l e a s e make i t

t o the t e a c h e r s .

a p o in t to check your p o st box a t l e a s t

tw ice a day. P rofession al o rg a n !za tio n s. C a lifo rn ia however,

Teachers’ A sso cia tio n i s

sch ools

M em bership i n t h e not com pulsory,

t a k e g r e a t p r i d e i n h a v i n g a h u n d re d

p e r c e n t m em bership. It

is

m o st a c t i v e

th e o r g a n i z a t i o n i n th e s t a t e which has been i n prom oting the w e lfa r e o f the t e a c h in g

p r o f e s s i o n and d e s e r v e s y o u r s u p p o r t . The N a t i o n a l E d u c a t i o n A s s o c i a t i o n d o e s f o r t e a c h e r s on a n a t i o n a l s c a l e what t h e CTA d o e s i n C a lifo rn ia .

It,

too, is

a d eservin g organ ization

worthy o f your su p p o rt. Playground e q u ip m e n t.

Playground equipm ent w i l l

be c h e c k e d o u t t o e a c h t e a c h e r a t t h e school year.

Each room i s

s t a r t o f the

ex p ected t o e l e c t m onitors

61 to take care o f t h is •b randed*

equipm ent.

B a l l s w i l l be

t h i s y e a r to make f o r e a s i e r i d e n t i f i c a t i o n .

Teachers should d i s c u s s

s a f e t y r u le s w ith th eir- groups

t o a p p l y t o t h e p l a y g r o u n d and v a r i o u s i t e m s g r o u n d e q u i p m e n t on t h e s c h o o l g r o u n d s .

of p la y ­

A b a l l m onitor

w i l l be i n t h e o f f i c e a t 9 : 0 0 a . m . t o pump up l e a k i n g b a lls. P ub lic r e l a t i o n s .

We r e c o g n i z e our r e s p o n s i b i l i t y

f o r m o v i n g t h e p a r e n t s a l o n g w i t h s c h o o l s a s we a r e t r y i n g t o im p r o v e t h e pr ogram o f e d u c a t i o n . c a n n o t w a n t w hat t h e y do n o t know a b o u t ,

P eop le

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

p e o p l e m ust k e e p them i n f o r m e d and b r i n g them i n t o

the

plan ning o f the cu rricu lu m . The T o r r a n c e s c h o o l s a r e t r y i n g t o e s t a b l i s h w o r k in g r e l a t i o n s h i p s b e t w e e n th e home and t h e s c h o o l w h ere t h e p a r e n t c a n s i t down and t a l k t h r o u g h t h e p r o b le m s w i t h t h e

teach er.

We a r e w o r k in g to w a r d the

sc h e d u led p a ren t c o n fe r e n c e te c h n iq u e fo r r e p o r t in g , p la n n in g ,

and f o l l o w i n g up t h e g r o w th o f e a c h i n d i v i d u a l

c h ild . C la s s r o o m v i s i t a t i o n s

and g r o u p m e e t i n g s a r e a d ­

v o c a t e d and c a n be h e l p f u l i n b u i l d i n g g r o u p u n d e r ­ sta n d in g s.

T h ese, h o w ev er, a r e no s u b s t i t u t e

for

th e

t i m e s p e n t b e t w e e n i n d i v i d u a l p a r e n t s and t e a c h e r s .

62

Teachers in

th is

of a ll

l e v e l s are encouraged to engage

t y p e o f w o r k i n g w i t h p a r e n t s and w i l l m eet

w i t h t h e f u l l c o o p e r a t i o n o f the b u i l d i n g and d i s t r i c t a d m i n i s t r a t i o n f o r s c h e d u l i n g and p l a n n i n g t h i s a c t i v i t y * Any t e a c h e r e m b a r k i n g upon s u c h a progr am s h o u l d c o n s u l t a t l e n g t h w i t h h i s p r i n c i p a l and d i s t r i c t p e r s o n n e l s o t h a t h e may s e c u r e a l l p o s s i b l e

s u g g e s t i o n s a nd m a t e r i a l s

t o h e l p h e r c a r r y on t h i s p r o g r a m . As t e a c h e r s we s h o u l d n e v e r m i s s an o p p o r t u n i t y t o m e e t t h e p a r e n t s o f t h e p u p i l s we t e a c h .

This

acquaintance w i l l r e s u l t ,

alm ost in v a r ia b ly ,

i n more

l e a r n i n g on the p a r t o f t h e c h i l d .

Try i t

effectiv e

and w a t c h t h e r e s u l t s . T e a c h e r s s h o u l d make i t c ritic ize

t h e c o m m u n it y ,

other te a c h e r s , v id u a ls.

a p r a c tic e never to

the s c h o o l,

the a d m in is tr a tio n ,

or p u p ils e i t h e r to groups or to i n d i ­

I f y o u h a v e some c o n s t r u c t i v e c r i t i c i s m

c o n c e r n i n g o u r s c h o o l make i t

to th e p r i n c i p a l .

Never

.miss a c h a n c e t o s a y s o m e t h i n g g o od a b o u t t h e c o m m u n ity , the s c h o o l, If

the p u p i l s ,

or o th e r t e a c h e r s .

y ou w ant t o be h a p p y w h i l e t e a c h i n g a t Fern

Avenue S c h o o l c o n s i d e r t h e s e s u g g e s t i o n s : 1. 2. 3.

Th in k o f T o r r a n c e a s y o u r home d u r i n g the school year. Read t h e c i t y n e w s p a p e r s r e g u l a r l y . Take an a c t i v e i n t e r e s t i n a t l e a s t one

63 c om m u nity o r g a n i z a t i o n , s u c h a s a c h u r c h , lo d g e or c l u h . U se some o f y o u r l e i s u r e t i m e to h e l p someone e l s e o r some w o r t h y p r o j e c t . ' C u l t i v a t e a hobby which i n v o l v e s o t h e r p eop le. Make t h e a c q u a i n t a n c e o f a s many l o c a l r e s i d e n t s a s p o s s i b l e and show a n i n t e r e s t i n the c o m m u n it y .

4. 5. 6.

A lw a y s be c o u r t e o u s t o p a r e n t s a nd p a t r o n s sch ool.

o f the

We e n c o u r a g e p a r e n t s t o come and t a l k w i t h t h e

tea ch ers about th e ir c h ild r e n e s p e c i a l l y i f m isun derstand in g. feelin g s a tis fie d .

there i s

Always t r y to have th e p a r e n t s

a

leave

Make i t a p o i n t t o s p e a k t o a n y o n e

you m ee t i n t h e b u i l d i n g s

o r on t h e g r o u n d s .

This i s

a

f r i e n d l y h a b i t and may a t t i m e s s e r v e t o a v o i d e m b a r r a s s ­ m e n t , a s t h e y may be p e r s o n s y o u h a v e met p r e v i o u s l y and forgotten. H er e a r e some p o i n t e r s w i t h p a r e n ts under d i f f i c u l t 1. 2. 3. 4.

5. 6. 7.

t h a t may h e l p i n d e a l i n g situ a tio n s.

L i s t e n a t t e n t i v e l y and q u i e t l y u n t i l c a l l e r has ’ ta lk e d h i m s e l f o u t . 1 Be c e r t a i n t h a t h e h a s had h i s s a y b e f o r e begin n in g to r e p ly . S e a r c h h i s rem a rk s f o r s o m e t h i n g t o a p p r o v e . B e g i n b y s u m m a r i z i n g f a i r l y what h e h a s s a i d and a g r e e i n g w i t h p a r t o f i t , B o in t out to him t h a t y o u a r e b o t h t r y i n g t o do what i s b e s t fo r the c h i l d . G r a d u a l l y l e a d h im t o s e e t h e o t h e r s i d e o f the problem . G i v e no e v i d e n c e o f i m p a t i e n c e o r h u r r y . At end o f i n t e r v i e w t h a n k t h e p a r e n t f o r t h e i n t e r e s t he h a s m a n i f e s t e d i n c a l l i n g .

64 Remember t h a t e v e r y c h i l d room i s

t h a t you h a v e i n y o u r

a m es se n g e r o f good w i l l

f o r y o u and a p o t e n t i a l

b r i c k i n b u i l d i n g y o u r w a l l o f g oo d p u b l i c r e l a t i o n s . P u b lica tio n s.

’’The M e s s e n g e r " i s

news b u l l e t i n d i s t r i b u t e d b y t h e Friday a f te r n o o n .

the d i s t r i c t

cen tral o ffic e

every

Many i m p o r t a n t i t e m s a p p e a r i n t h i s

paper t h a t w i l l be o f i n t e r e s t

to a l l o f th e t e a c h e r s .

The w e e k l y c a l e n d a r o f e v e n t s i s

in clu d ed in

th is b u lle tin .

Be s u r e t h a t y o u g e t y o u r c o p y . "Torrance S c h o o ls " i s p u b lication

t h e new name f o r t h e

t h a t was f o r m e r l y known a s

T his pam phlet i s

"The Open D o o r . "

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

T o r r a n c e s o t h a t t h e y c a n be made aw are o f t h e s c h o o l p o licies

and e d u c a t i o n a l v i e w s o f t h e c i t y ,

s t a t e and

n a tio n . R egistration o f p u p ils . r e g is te r e d in the o f f i c e .

A l l p u p i l s m u st b e

I f new p u p i l s

room, p l e a s e s e n d them t o o f f i c e .

come t o y o u r

I f a n y p u p i l comes

t o y o u r room who h a s n o t b e e n a s s i g n e d t o y o u ,

send

him t o t h e o f f i c e a l s o . R elease tim e .

P u p i l s who make p r o p e r a r r a n g e m e n t s

w i t h t h e p r i n c i p a l w i l l be r e l e a s e d e a c h W ednesd ay m o r n i n g f o r r e l i g i o u s

from 9 : 3 0 t o 1 0 : 3 0 in stru ctio n .

You

w i l l receive a l i s t of sch ool.

o f t h e s e p u p i l s s o o n a f t e r the s t a r t

P lea se cau tion th ese p u p ils

to le a v e the

b u i l d i n g and r e t u r n q u i e t l y s o a s n o t t o d i s t u r b

the

cla sses in sessio n . S a f e t y . The p u b l i c

sch ools

o f C a lifo r n ia are r e ­

q u i r e d b y s t a t e la w t o g i v e i n s t r u c t i o n s i n p u b l i c s a f e t y and a c c i d e n t p r e v e n t i o n .

T ea ch ers sh o u ld em phasize

s a f e t y r u l e s and p r o c e d u r e s w h e r e v e r p o s s i b l e i n t h e i r teach in g. E fforts a ccid en ts in

s h o u l d be made b y a l l

tea ch ers to prevent

the c l a s s r o o m s , i n t h e h a l l s ,

sc h o o l grounds.

The l a w s t a t e s

and on the

t h a t i n t h e e v e n t o f an

a c c i d e n t w h i c h was du e t o t h e n e g l i g e n c e o f a t e a c h e r or o th e r em ployee,

t h e p e r s o n who was n e g l i g e n t c a n be

h eld p erso n a lly lia b le

for any in j u r y s u s t a i n e d .

t e a c h e r o b serv es any hazard to s a f e t y

If a

on o u r s c h o o l

campus h e s h o u l d c a l l i t

to

the a t t e n t i o n o f t h e

p r i n c i p a l im m ed ia te ly so

that the s i t u a t i o n

can be

corrected. S c h e d u l e s . In a c c o r d a n c e w ith S e c t i o n 6901 o f th e C a l i f o r n i a E d u c a t i o n a l Code, t h e l e n g t h o f th e s c h o o l day f o r the f o l lo w in g grades i s K in dergarten .

e s ta b lis h e d as

fo llo w s:

66

A.M. Group 1 80 M i n u t e s 20 M in u t e s

. 9 :0 0 a.m . t o 12 :0 0 noon Two t e n - m i n u t e r e c e s s e s p e r i o d s T o t a l t e a c h i n g time ( i n c l u d i n g r e c e s s e s ) .......................

180 M i n u t e s

P.M. Group 1 80 M i n u t e s 20 M i n u t e s

1 2 :3 0 p.m . t o 3 : 3 0 p . m . . . . . . . Two t e n - m i n u t e r e c e s s p e r i o d s T otal tea ch in g tim e (in clu d in g r e c e sse s) . . . . . . .

1 8 0 M in u t e s

Groups I t h r o u g h V I I and T h i r d Grade (D ouble S e s s io n ) A.M. Group '8 :0 0 a.m . t o 1 2 : 0 0 noon ...................... . . . . 2 4 0 M in u t e s Three t e n m i n u t e r e c e s s e s 30 M i n u t e s . . . . 2 1 0 M inutes N e t t e a c h i n g t i m e ......................... P.M. Group 12 :1 5 p.m . t o 4 :1 5 p .m Three t e n m i n u t e r e c e s s e s Net te a c h in g tim e Fourth, F i f t h , S ix t h , G rades. F u l l Day

2 4 0 M in u t e s 30 M inutes .............. 2 10 M i n u t e s

S e v e n t h and‘ E i g h t h

9 : 0 0 a . m . t o 3 : 3 0 p . m ........................................ . 3 9 0 One Hour Lunch p e r i o d ...................................... 60 Two t w e n t y m i n u t e r e c e s s e s .......................... 40 Net tea c h in g tim e ............................................... 290 S p e c i a l d a y s and w e e k s .

M in u t e s M in u t e s M inutes M inutes

S e c t i o n 8153 through

S e c t i o n 8 1 5 7 o f t h e S t a t e E d u c a t i o n a l Code p r o v i d e t h e fo llo w in g : S c h o o l s m ust h o l d a p p r o p r i a t e e x e r c i s e s on a f t e r ­ noon o f s c h o o l d a y p r e c e d i n g F e b r u a r y 1 2 t h and F e b r u a r y 22d.

67

S c h o o l s m u st r e m a i n open and p r o v i d e a p p r o p r i a t e exercises

t o commemorate t h e f o l l o w i n g d a y s ;

S u s a n B . A n t h o n y Day: S u s a n B . A n t h o n y ’ s b ir th d a y , February 1 5 th . C o n s e r v a t i o n , B i r d and Arbor Day: Luther B u r b a n k ’ s b i r t h d a y , March 7 t h . On or n e a r C o n s t i t u t i o n Day; S e p t e m b e r 1 7 t h . A ll other le g a l h o lid a y s except th ose s p e c if ie d as s c h o o l h o l i d a y s . S p e c i a l d a y s and w e e k s s u c h a s P u b l i c S c h o o l Week, A m e r i c a n E d u c a t i o n 'Week, e t c . , It is

w i l l a l s o be o b s e r v e d .

our b e l i e f t h a t e v e r y week i s

a t Fern

P u b l i c S c h o o l Week

Avenue S c h o o l . S t a t e C om pensation I n s u r a n c e .

Inform ation in

r e g a r d t o t h i s may b e r e c e i v e d from th e b u s i n e s s m a na ger o f the s c h o o l d i s t r i c t as i t in

th is

is

to volum inous to i n c lu d e

study. Stock c a t a l o g .

The d i s t r i c t s t o c k c a t a l o g ,

c o n t a i n i n g s a m p l e s on i n s t r u c t i o n a l s u p p l i e s k e p t i n the d i s t r i c t warehouse, use th is

is

in the o f f i c e .

T e a c h e r s may

c a t a l o g when r e q u i s i t i o n i n g s u p p l i e s .

do n o t t a k e i t

from o f f i c e w i t h o u t n o t i f y i n g

P lease

the o f f i c e

clerk . State t e x t s . inventory of s t a t e

E a c h t e a c h e r must s u b m i t a n a n n u a l texts

t o the p r i n c i p a l who i n t u r n

subm its a b u i ld in g in v e n t o r y to

the d i s t r i c t

lib ra r y .

68

No t e x t s

are to be tr a n s fe r r e d

another w ithou t n o t i f i c a t i o n

from o n e b u i l d i n g t o

to the d i s t r i c t l i b r a r y

s o b u i l d i n g i n v e n t o r i e s may be c h a n g e d . T e a c h e r s ’ m a n u a ls f o r S t a t e a d o p t e d b a s i c r e a d e r s w i l l be d i s t r i b u t e d t h r o u g h t h e d i s t r i c t s h o u l d be r e t u r n e d t o

lib ra ry .

These

t h e l i b r a r y a t t h e end o f the

school year. Stu d en t body governm ent.

The i n v e s t i g a t o r

feels

t h a t you c a n n o t hand t h e p u p i l s a r e a d y made c o n s t i t u ­ t i o n and s a y ,

" l e t ’ s have a s t u d e n t body govern m ent."

The p u p i l s m u s t r e a l i z e before i t

t h e n e e d f o r s u c h an o r g a n i z a t i o n

c a n be d e v e l o p e d and f u n c t i o n s u c c e s s f u l l y .

I t m ust b e m e a n i n g f u l j u s t as a r i t h m e t i c o r r e a d i n g mus t be m e a n i n g f u l . E ac h t e a c h e r ,

i n her everyday c o n t a c t w ith

s t u d e n t s i n and o u t o f h e r c l a s s r o o m ,

can h e lp b u ild

t h i s a t t i t u d e and g u i d e t h e t h i n k i n g o f t h e c h i l d r e n toward t h a t e n d .

E a c h c l a s s can h a v e an o r g a n i z a t i o n

t h a t w o u ld f o s “t e r t h e f e e l i n g o f h a v i n g a s c h o o l s t u d e n t body govern m ent. Student h e l p e r s .

From t i m e t o

time d u r i n g th e

s c h o o l y e a r t h e p r i n c i p a l w i l l s e l e c t s t u d e n t s recommended by th e te a c h e r s

to s e r v e a s s t u d e n t h e l p e r s i n t h e

follow in g c a p a c itie s :

69

1. 2. 3. 4. 5. 6. 7.

Student s e c r e t a r i e s . Student p r o j e c t i o n i s t s . Student m ilk m o n ito r s. S t u d e n t i c e cream m o n i t o r s . Student b e l l m o n ito r s. Stu dent r a in y day m o n ito r s. Any o t h e r p o s i t i o n s t h a t may be n e e d e d .

S u b stitu te te a c h e r . is

a hard job j u s t t r y i t

I f you d o n ’ t th in k t h a t i t once.

The r e g u l a r t e a c h e r

s h o u l d n o t i f y us o f h e r a b s e n c e a s p o ssib le.

f a r i n advance as

The t e a c h e r s h o u l d k e e p a n o t e b o o k i n h e r

desk f o r the s u b s t i t u t e c o n t a i n in g a l l o f the in fo r m a tio n n e c e ss a r y to take over h i s c l a s s . h e lp the s u b s t i t u t e

The m o n i t o r s s h o u l d

t e a c h e r i n e v e r y way t h a t t h e y c a n .

The work s h o u l d b e p l a n n e d a h e a d f o r s e v e r a l d a y s a t a l l tim es i n c a s e the r e g u la r te a c h e r i s An i n s t r u c t i o n l i s t w i l l be g i v e n

absent u n exp ected ly.

the s u b s t i t u t e

S u p e r v is io n by th e p r i n c i p a l .

One o f t h e m o s t

im portant fu n c tio n s o f a sc h o o l p r in c ip a l i s visio n

of h is

fa cu lty .

teacher.

the su p er­

In o rd er to a c c o m p lis h t h i s i t

becomes n e c e s s a r y t o v i s i t

the classroom s

from t i m e t o

t i m e i n o r d e r t o o b s e r v e t h e work b e i n g d o n e t h e r e . Th e se v i s i t s

a r e made on a n i n f o r m a l b a s i s ,

that i s ,

t h e r e i s no d e f i n i t e a p p o i n t m e n t ( u n l e s s t h e t e a c h e r requests

one).

A f t e r the

the te a c h e r to the o f f i c e the p oin ts

v isit

the p r i n c i p a l w i l l c a l l

f o r a c o n f e r e n c e t o go o v e r

observed d u rin g the v i s i t .

70 These v i s i t s

a r e made i n an e f f o r t t o a i d you i n

your ta s k o f i n s t r u c t i o n .

Do n o t l o o k on t h e s e v i s i t s

and c o n f e r e n c e s a s a p o l i c y o f i n s p e c t i n g , and o f f e r i n g s u g g e s t i o n s Rather i t

on t h e p a r t o f t h e p r i n c i p a l .

is a d iscu ssion

of a sp ecific

job you have endeavored t o d o . expert in every su b ject,

criticizin g

in stru ctio n a l

No p r i n c i p a l c a n be an

every a c tiv it y

on a l l g r a d e

l e v e l s , bu t anyone w ith a broad S d u c a tio n a l background c a n d i s c u s s a n y o f t h e s e a r e a s w i t h y o u and t h a t i s my m ain o b j e c t i v e .

F e e l f r e e t o c o n s u l t me a t a n y t i m e i f

you have a problem .

I w i l l alw ays f i n d tim e to h e lp

y o u a s much a s I c a n . T ard in ess.

T a r d i n e s s on t h e p a r t o f p u p i l s

u s u a l l y cau ses a g r e a t d e a l o f c o n fu s io n i n the sc h o o l a s w e l l as b e i n g a f a c t o r I n the breakdown o f s t u d e n t m orale.

P lease s t r e s s

t h e i m p o r t a n c e o f b e i n g on t i m e

to your p u p i l s . T e a c h e r s 1 room.

A t e a c h e r s ’ room i s

p r o v i d e d on

th e second f l o o r f o r the c o n v e n ien ce o f the f a c u l t y . T h is room s e r v e s a s a work room , l u n c h room , place to r e la x .

or j u s t a

A s i n k and a g a s p l a t e a r e a v a i l a b l e .

F a cu lty m eetings are a ls o h e ld i n t h is T h i s room a l s o ed u cation al m a te r ia ls .

room.

s e r v e s a s a s t o r e room f o r

71 E a c h t e a c h e r who u s e s b i l i t y o f keeping i t b u l l e t i n board i s

t h i s room h a s t h e r e s p o n s i ­

l o o k i n g n e a t and a t t r a c t i v e .

A

p r o v i d e d f o r n o t i c e s and o t h e r i t e m s

of in t e r e s t . T e s t in g program. be g i v e n

to a l l p u p i l s .

An a n n u a l a c h i e v e m e n t t e s t w i l l T h is

g iv e n i n the s p r in g so t h a t a v a ila b le A lso i t

test is

recommended t o be

tbe p e r t i n e n t d a t e w i l l be

for teachers report to c la s s e s

w i l l serve as a d e v ic e

f o r t e a c h e r s t o e valu ate

t h e i r i n s t r u c t i o n during the y e a r . a c h i e v e m e n t f o r new p u p i l s

i n the f a l l .

"Pick up” t e s t s

in

s h a l l be g i v e n e a r l y i n th e

fa ll. For f i r s t y e a r p u p i l s a R e a d i n g R e a d i n e s s t e s t w i l l be g iv e n as e a r l y as

fea sib le

i n t h e F a l l and a

Reading t e s t i n th e s p r i n g . M ental M a tu rity t e s t s

a r e t o be g i v e n t o a l l

k in d erg a rten p u p ils i n the s p r in g .

F ir st year pu p ils

who d i d n o t h a v e o ne i n k i n d e r g a r t e n s h a l l b e t e s t e d i n the

fa ll.

P i c k up t e s t s

s h o u l d be g i v e n t o a l l p u p i l s

i n a l l g r a d e s who h a v e n o t h a d a p r e v i o u s t e s t . S t a r t in g i n the s c h o o l year 1950-1951, m ental m a t u r i t y t e s t s w i l l be g i v e n t o t h i r d and s i x t h y e a r p u p ils in the

fa ll.

On the b a s i s

of the t e s t s

each teacher is

72 e x p e c t e d t o c o m p l e t e an e x p e c t a n c y a n a l y s i s h e r p u p i l s as e a r l y a s p o s s i b l e i n

the f a l l .

Torrance E d u cation A s s o c i a t i o n . sch ools

sheet for

T e a c h e r s o f th e

o f Torrance have a t e a c h e r s ’ o r g a n i z a t i o n th a t

sponsors s e v e r a l s o c i a l T h is a s s o c i a t i o n ,

f u n c t i o n s d u r i n g the

t h r o u g h t h e work o f i t s

school year.

execu tive

c o m m i t t e e , a l s o makes r e c o m m e n d a t i o n s t o t h e d i s t r i c t su p erin ten d en t. V alu ab les. fo r any v a lu a b le s

The s c h o o l c a n n o t a ss u m e r e s p o n s i b i l i t y l o s t by the p u p i l s

or t e a c h e r s .

If

v a l u a b l e s are b ro u g h t t o s c h o o l f o r any p u rp o se b e su re to inform th e p u p i l s

of th is

fact.

Care s h o u l d be t a k e n

t o s e e t h a t money i s

n o t l e f t i n t h e ro o m .

Do n o t p l a c e

t e m p t a t i o n i n t h e way o f t h e p u p i l s . W e e k ly r e a d e r s .

W e e k ly r e a d e r s ,

Current E v e n ts ,

o r J u n i o r S c h o l a s t i c may be o r d e r e d on t h e b a s i s

o f one

s e t f o r e a c h two t e a c h e r s . ( t o b e e x c h a n g e d ) . Work o r d e r s . w r itin g a l l item s

I t w i l l be n e c e s s a r y to r e p o r t i n

th a t need r e p a ir in g to th e p r i n c i p a l

s o t h a t t h e p r o p e r work o r d e r form c a n be f i l l e d

o u t and

sen t to c e n tr a l o f f i c e r eq u e stin g a rep a ir jo b . Summary.

In t h i s

chapter a l i s t

of p o licies

now

i n e f f e c t have b e e n d i s c u s s e s .

In t h e n e x t c h a p t e r t h e

sou rce o f the a u th o r ity o f m any o f th e se p o l i c i e s w i l l be sh o w n .

CHAPTER VI CONCLUSIONS AND RECOMMENDATIONS In trod u ction *

In t h e p r e v i o u s c h a p t e r s t h e

a u t h o r showed how t h e p r o b l e m d e v e l o p e d , how t h e b ib liographyw as e s t a b l i s h e d ,

how t h e p o l i c i e s

d i s t r i c t w e r e u s e d and how t h e p o l i c i e s w e re u s e d .

o f the

o f the b u ild in g

T h is c h a p t e r w i l l d e a l w i t h t h e c o n c l u s i o n s

and r e c o m m e n d a t i o n t a k i n g t h e f i n d i n g s

of th e p reviou s

chapters in to accou n t. C on clu sion s. of th is

stu d y was:

The q u e s t i o n a s k e d a t th e b e g i n n i n g Is the

t e a c h e r handbook an e f f e c t i v e

means o f p r o v i d i n g t h e a n s w e r s t o t h e t e a c h e r s ?

What

are the d i s t r i c t p o l i c i e s adopted by th e Torrance U n ified School D is t r ic t ?

What a r e t h e b u i l d i n g p o l i c i e s

a d o p t e d b y P e r n Avenue S c h o o l ? A f t e r r e v ie w in g the

l i t e r a t u r e i n the f i e l d by

n o t e d and c o m p e t e n t a u t h o r s o f e d u c a t i o n a l a d m i n i s t r a t i o n t h e i n v e s t i g a t o r has a r r i v e d a t the c o n c l u s i o n t h a t th e t e a c h e r handbook i s the q u e s tio n s

t h e m o s t e f f e c t i v e means o f a n s w e r i n g

o f the te a c h e r s .

T his c o n c l u s i o n i s

fu r th e r supported by th e

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

u s i n g t h i s means

o f g iv in g t h e ir f a c u l t i e s in form ation in regard to r o u t i n e o f the s c h o o l .

the

75 Talks w it h v a r io u s ,

com petent s c h o o l a d m in is tr a to r s

i n A r i z o n a and C a l i f o r n i a who h a v e u s e d t h e ha n db oo k and found i t

t o b e a s u c c e s s f u l means o f c o n v e y i n g i n f o r m a t i o n

to teach ers c lin c h e s book i s

the c o n c lu s io n th a t a te a c h e r hand­

i n v a l u a b l e i n a n s w e r i n g the

q u estion s

of teach ers.

A l l h a n d b o o k s u s e d d i s t r i c t and b u i l d i n g p o l i c i e s as a b a s i s

fo r answ ering q u e s tio n s

t h a t t e a c h e r s w o u ld

ask. Summary.

I n summary i t

t e a c h e r handbook i s

c a n be s t a t e d t h a t a

a s u c c e s s f u l means o f a n s w e r i n g

teacher q u e s tio n s . In tro d u ctio n .

A f t e r spending th e p r e v io u s pages

s t u d y i n g t h e p r o b l e m and c o m i n g t o a c o n c l u s i o n ,

the

i n v e s t i g a t o r w i l l use the l a s t p a r t o f t h i s s t u d y f o r making r e c o m m e n d a t i o n s . Recom m endation.

It is

t h e a u t h o r ’s recomm endation

t h a t t h i s s t u d y f o r a ’t e a c h e r handbook f o r the Pern Avenu e S c h o o l b e s t u d i e d b y a c o m m i t t e e o f the f a c u l t y f o r a m onth and t h a n a l i s t made.

o f recomm ended c h a n g e s be

The i n v e s t i g a t o r w i l l d i s c u s s t h e s e recommended

c h a n g e s w i t h t h e c o m m i t t e e and come t o some a g r e e m e n t on the r e c o m m e n d a t i o n . g iv e n then to

The t e a c h e r h a n d b o o k w i l l be

the t e a c h e r s

t o b e u s e d f o r one y e a r .

D u r i n g t h e f i n a l m onth o f s c h o o l t h e t e a c h e r s w i l l subm it a l i s t

o f recommended c h a n g e s t o be made i n

l ig h t o f the y ea r's

the

e x p e r i e n c e s and a c o m m i t t e e o f

teachers w i l l study th is

l i s t w i t h t h e p r i n c i p a l and

a d o p t n e c e s s a r y c h a n g e s t o b e added t o t h e 1 9 5 1 - 1 9 5 2 te a c h e r handbook. Summary. help teach ers

The p u r p o s e o f t h i s h a n d b o o k was t o

f i n d the answ ers

to t h e i r problems i n

b o u t i n e d u t i e s a t Pern Avenue S c h o o l t h a t were n o n /

academ ic.

I t was h o p e d t o i m p r o v e t h e e f f i c i e n c y o f

our s c h o o l b y h e l p i n g t h e t e a c h e r s become o r i e n t a t e d t o t h e p o l i c i e s and p r a c t i c e s

that are in e f f e c t .

It is

h o p e d t h a t t h i s h a n d b o o k w i l l a n s w e r many o f t h e q u e s ­ tion s

t h a t t h e new t e a c h e r s h a v e i n mind a s t h e y b e g i n

t h e i r work I n our s c h o o l .

Furtherm ore,

t h i s h a n d b o ok

s h o u l d h e l p t o u n i f y o ur a l m s and o b j e c t i v e s may p r o v i d e a more s u c c e s s f u l and e f f e c t i v e

s o t h a t we ed u cation al

program f o r ou r c h i l d r e n . I n o r d e r t o a c c o m p l i s h a l l o f t h e s e a im s i t w i l l b e n e c e s s a r y t o k e e p t h i s ha n db oo k f l e x i b l e ,

so th a t

new p o l i c i e s and i n f o r m a t i o n , a s w e l l a s so u n d e d u c a t i o n a l p r a c t i c e s may b e a d d ed and b eco m e p a r t o f t h e h a n d b o o k . L ik e w ise as c e r t a i n p o l i c i e s dated i t

and p r a c t i c e s b ecom e o u t ­

i s h o p e d t h a t t h e y w i l l be d e l e t e d from t h e

handbook.

By g i v i n g t h e f a c u l t y a v o i c e i n t h e f o r m a t i o n

o f the p o l i c i e s be a c c o m p lis h e d .

the in v e s tig a to r is

sure

that t h is w i l l

BIBLIOGRAPHY

BIBLIOGRAPHY A.

BOOKS

Adama, F a y G . , E d u c a t i n g A m e r i c a *s C h i l d r e n : E l e m e n t a r y S c h o o l C u r r i c u l u m M e t h o d s . New Y o r k : The R o n a ld P re ss C o ., 1946 C u r r i c u l u m and m eth o ds o f t e a c h i n g i n t h e e l e m e n t a r y sch o o l• A n d e r s o n , W. N . , A Mannua1 f o r S c h o o l O f f i c e r s . The C e n t u r y C o . , 1 9 2 5 . 38 3 p p .

New Y o r k :

A very h e l p f u l guid e t o s p e c i f i c problem s. B a r r , A. S . , W. H. B u r t o n , and L. J . B r e u c k n e r , S u p e r v i s i o n . New Y o r k : D. A p p l e t o n - C e n t u r y , 1 9 3 8 . 97 7 p p . A v e r y good book i n th e f i e l d

of su p ervision .

C a sw e ll, H o l l i s L ., E d u cation i n the E lem entary S c h o o l . New Y o r k : A m e r i c a n Book C o . , 1 9 4 2 . A com prehensive statem ent o f p h ilo s o p h y f o r t e a c h in g and a d m i n i s t e r i n g t h e e l e m e n t a r y s c h o o l . Koopman, G. R o b e r t ; M i e l , A l i c e ; and M i s n e r , P a u l J . Dem o cra cy i n S c h o o l Adminis t r a t i o n . New Y ork: D. A p p l e t o n - C e n t u r y C o . , I n c . , 1 9 4 3 . Not a n e w , b u t a v e r y i m p o r t a n t , school a d m in istra tio n .

view point in

K y t e , G eo r g e C . , The P r i n c i p a l a t Work. 1941.

B o s t o n : Ginn & C o . ,

Covers a l l a s p e c t s o f the p r i n c i p a l ' s w ork. T r e a t ­ men t b a s e d up on e d u c a t i o n a l p h i l o s o p h y , e d u c a t i o n a l r e s e a r c h , r e p o r t e d sound p r a c t i c e , a nd t e s t e d recom m endations. K o o s, H u g h e s , H u t s o n , R e a v i 3 . , A d m i n i s t e r i n g t h e S e c o n d a r y S c h o o l , New Y o r k , A m e r i c a n Book Company, 1 9 4 0 . A d e t a i l e d account o f the A d m in is t r a t o r 's d u t i e s .

80 State

o f C a l i f o r n i a , E d u ca tion Code, Sacram ento. D iv isio n , 1948. Presents

P rin tin g

le g a l sta tu s o f schools in C a lifo r n ia . B.

PERIODICAL ARTICLES

E llenw ood, Jones Lee, December, 1 9 4 9 .

'’Q u o t e s , ” NEA J o u r n a l , 3 8 : 6 7 3

Gray, W. S . , ’’The Work o f a n E l e m e n t a r y S c h o o l P r i n c i p a l . ” E lem entary S ch ool J o u r n a l. 19:24-25. June 1 9 1 8 Much o f t h e m a t e r i a l i s o u t d a t e d b u t i t h o l d s tr u e fo r the g en era l p a tte r n . Sim on , D. L. ’’T u r n o v e r Among T e a c h e r s i n S m a l l S e c o n d a r y S ch o o ls o f I n d i a n a .” S ch ool R eview , 4 4 : 1 1 4 -2 6 , 1936. A su r v e y o f the c a u s e s

of teacher d is m is s a l.

M urra y, L . J . , ’’The P r i n c i p a l 1 R e s p o n s i b i l i t y t o H is B egin n in g T e a c h e r s ,” W isconsin Jo u rn a l- o f E d ucation 7 3 : 1 4 9 - 5 0 , Novem ber, 1 9 4 0 . C.

UNPUBLISHED MATERIALS

A j o , A r i z o n a P u b l i c S c h o o l s , ”A T e a c h e r Handbook f o r A j o P u b lic S c h o o l s . ” Adopted, 194 0 . B e l l f l o w e r P u b l i c S c h o o l D i s t r i c t , ’’R u l e s and R e g u l a t i o n s o f t h e Boar d o f T r u s t e e s . ” A d o p t e d , 1 9 4 7 . Burbank C i t y U n i f i e d S c h o o l D i s t r i c t , ’’R u l e s and R e g u l a t i o n s o f t h e Board o f E d u c a t i o n . ” Adopted, 1943. C a r m e n it a S c h o o l D i s t r i c t , ’’R u l e s and R e g u l a t i o n s , ” Adopted Septem ber, 1 9 4 9 . Eastmont E lem entary S c h o o l, Adopted, 1946.

"A T e a c h e r ’ s H a n d b o o k . ”

E l f r i d a , A rizona P u b lic S c h o o ls , Adopted, Septem ber, 1 9 48 .

”A T e a c h e r G u i d e . ”

81 F r e s n o C i t y S c h o o l s , " R u les and R e g u l a t i o n s o f E d u c a tio n ." A dopted, 1935. F r o n t ie r , A rizona P u b lic S c h o o ls , Adopted, Septem ber, 1938.

f o r t h e Board

"A T e a c h e r G u i d e . "

Garvey S c h o o l D i s t r i c t , " A d m in is tr a tiv e B u l l e t i n . " S c h o o l Year 1 9 4 7 - 1 9 4 8 . Hemet J u n i o r H ig h S c h o o l , "A T e a c h e r ' s H a n d boo k ." Adopted, Septem ber, 1 945. H u r l b e r t , K e n n e t h M ., "A Handbook f o r t h e U s e o f t h e F a c u l t y o f I n g l e w o o d Higfr S c h o o l . " U npublished M a s t e r o f S c i e n c e s ' p r o j e c t , The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a , Los A n g e l e s , 1 9 4 7 . 77 p p . P a s a d e n a C i t y S c h o o l D i s t r i c t , " R u le s o f t h e Board o f E d u cation ." A d o p t e d , November 2 , 1 9 3 9 . P a s a d e n a C i t y S c h o o l D i s t r i c t , "Code o f A d m i n i s t r a t i v e Rules and R e g u l a t i o n s . " A d o p t e d , December 2 9 , 1 9 4 2 . P e a r c e , A r i z o n a U n io n H i g h S c h o o l , Adopted Septem ber, 1 9 4 5 .

"A T e a c h e r G u i d e . "

P l a c e r U n io n H ig J i S c h o o l and P l a c e r C o l l e g e , " T e a c h e r s ' Y early B u l l e t i n . " School year 1948-1949. S a c r a m e n t o P u b l i c S c h o o l s , " R u les and R e g u l a t i o n s Board o f E d u c a t i o n . " A d o p t e d , March, 1 9 4 1 . San ta Barbara C i t y S c h o o l s , - A d o p t e d June 1 7 , 1 9 4 7 .

o f the

"Personnel P o l i c i e s . "

T o r r a n c e E l e m e n t a r y S c h o o l , " S c h o o l Management B u l l e t i n . " S c h o o l Year, 1 9 4 9 -1 9 5 0 . T o r r a n c e U n i f i e d S c h o o l D i s t r i c t , "An A d m i n i s t r a t i v e H a ndbook." A d o p t e d , A u g u s t 1 7 , 1 9 4 8 . Torrance U n i f i e d S c h o o l D i s t r i c t , " I n s t r u c t i o n a l P o licie s." Adopted by b u i l d i n g p r i n c i p a l s , June, 1950. Westwood J u n i o r - S e n i o r H i g h S c h o o l , " A d m i n i s t r a t i v e H and bo ok ." S c h o o l Y e a r , 1 9 4 8 - 1 9 4 9 .

APPENDIX

83 FACULTY ASSIGNMENTS FOR SCHOOL YEAR 1 9 5 0 - 1 9 5 1 ROOM

GROUP

TEACHER Mrs . Loui s e K i l b u r n M rs. Edna E . Wri g h t M r s. J e a n L. V e r d e l l M rs. Ruby M. C l e r e M is s Veda L. K n o l l M r s. F l o y D. B o l a n d Mrs . E m i l y S Young Mrs . B a r b a r a B . S t i e r s Mrs • S h a r o n D. D e x t e r Mr. L l o y d G. J o n e s

K g n. Kgn, Kgn, I II III IV V VI V II

15 15 16 16

P.M. P.M. A.M. A.M. A.M. P .M. A.M. P.M. A.M. P.M.

11 11 12 13 2 3 4 1 5 8 7 9 6

A.M. P.M. F u l l Day F u l l Day F u l l Day F u l l Day F u l l Day F u l l Day F u l l Day F u l l Day F u l l Day F u l l Day F u l l Day

(Y oungest) 14 Kgn, (M iddle) ( O ld est) Kgn. (Y oungest) 14 10 10

(M iddle) ( O ld est)

SESSION

GRADE Mrs. Eva M. Thomas 3 M is s M a r g a r e t E . L a w r en ce 3 MiS3 L o v i n a V a l l e 3-4 M is s K a t h e r i n e E . K e n t t a 4 M is s D o r o t h y J e a n McCarthy 4 M is s M axine H o y l e 5 M rs. S o p h i a S . G a r d n e r 5 Mr. J o s e p h T . Br and on 6 Mr. W i l l i a m B . L e w i s , J r . 6 Mrs. L o u i s e R. S m i t h 7 Mr. Howard M. H u i z i n g 7 M is s C a t h r y n M. C h i s h o l m 8 Mr. F ran k H. Bentwood 8 M rs. H e le n S e l o v e r Mr. Ed H anson Mr. John D o o l i t t l e Mr. A1 W a t r i n

-

O f f ic e C lerk Head C u s t o d i a n C ustodian C ustodian

THE ■ADMINISTRATION OP THE TORRANCE UNIFIED SCHOOL DISTRICT BOARD OP EDUCATION Jud ge J o h n A. S h i d l e r , P r e s i d e n t C a r l D. S t e e l e , V i c e P r e s i d e n t Mrs. Grace W r i g h t , Member A l b e r t J a c k s o n , Member W i l l i a m T o l s o n , Member ADMINISTRATIVE STAFF J . H e n r i c h H u l l , S u p e r i n t e n d e n t and S e c r e t a r y t o t h e Boar d o f E d u c a t i o n . Emmett W. Ingrum , A s s i s t a n t S u p e r i n t e n d e n t and B u s i n e s s M anager. A l b e r t N. P o s n e r , A d m i n i s t r a t i v e A s s i s t a n t i n charge o f p e r so n n e l. W alter Rehw oldt, A d m in i s t r a t i v e A s s i s t a n t i n charge o f i n s t r u c t i o n .

85

SPECIAL PERSONNEL OP THE TORRANCE UNIFIED SCHOOL DISTRICT ............. Mr. Warren W. H a m i l t o n

A ttendance s u p e r v is o r D i r e c t o r o f Music

............................... Mr. Abe M i l s t e i n

E d u c a t i o n a l c o n s u l t a n t ............................ D r . I r v i n g R. Melbo Home v i s i t i n g

teacher

............M rs.

School d o c to r

.......................... Dr . H. V e a z i e Markham

School lib r a r ia n School nurse

E t h e l M. L ewis

.......................................... Mrs. Trud y P o w e l l

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

Speech c o r r e c t i o n i s t

......................... . . . M r s . E l i z a b e t h 0 . B e a v e r

T e a c h e r f o r t h e e x c e p t i o n a l c h i l d . M r s . Erma D. B e n n e t t I n s t r u m e n t a l M usic

.................................... M is s M e r ly n X. A n d e r s o n

University

o f

S o u t h e r n C a lifo rn ia

U b r ^ p