A handbook for teachers of the Sunset Senior Elementary School

101 Pages·03.263 MB·English

by  Meyers, Victor Michael

A HANDBOOK FOR TEACHERS OF
THE SUNSET SENIOR ELEMENTARY SCHOOL
A Project
Presented to
The faculty of the School of Education
University of Southern California
In Partial Fulfillment
Of the Requirements for the Degree
Master of Science in Education
by
Victor Michael Meyers
June 1950
UMI Number: EP46473
All rights reserved
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Dissertation Piioiisnrng
UMI EP46473
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This project report, written under the direction
of the candidate's adviser and approved by him,
has been presented to and accepted by the Faculty
of the School of Education in partial fulfillment of
the requirements for the degree of Master of
Science in Education.
Adviser
Dean
TABLE OF CONTENTS
CHAPTER PAGE
I THE NATURE OF THE PROBLEM....................... 1
Indroduction...................... . . . . . 1
Purpose of Handbook .......................... 2
Review of Literature . ■.................... 3
Method of Procedure . 4
Need of Handbook ................... 5
Organization of Handbook....................... 6
Limitation of Problem.......................... 6
II ADMINISTRATIVE HANDBOOK.......................... 7
1.0 INTRODUCTION ............................. 7
1.1 History of Sunset School. . . . 7
1.2 Quotes about Sunset School. . . . 11
2.0 PROGRAM.....................................13
2.1 Basic Concepts......................13
2.2 Bell System. . 15
2.3 Daily Program......................15
2.4 Elective Program .................... 15
2.5 Assemblies......................... 16
3.0 PUPILS . . 18
3.1 Opening of Grounds............... 1$
3.2 Corridor and Yard Regulations. . . 1$
3.3 Supervision (Pupil) .............. 19
i i
CHAPTER PAGE
3.4 Off-ground Permits, • • • • • • • 19
3.5 Pupil Detention................ • 19
3.6 Corporal Punishment................ 20
3.7 School Safety . ....................20
3.5 Donations and contributions, • • , 22
3*9 Recreation Equipment ................ 22
4.0 GENERAL INFORMATION ...................... 23
4.1 Classroom Enrollment • • • • • • 23
4.2 Classroom Visitors.......................23
4.3 School Equipment ................... 23
4.4 Reproduction W ork.......................23
4*5 Teachers Transportation . . . . . 23
4.6 Care of Books ................ 24
4.7 Issuing B o o k s .......................... 24
4.3 Loss of B o o k s ..........................25
4.9 State Texts......................... 25
4.10 Teacher Salary Schedule . . . . . 25
5.0 TEACHER RESPONSIBILITIES ................ 26
5.1 ,Hours of Employment ............... 26
5.2. Bulletin Board and Mail Boxes . . . 26
5.3 Correspondence..........................26
5.4 Lesson Plans.............................27
5.5, Class Absence (Temporary) . . . . 27
5.6 Sickness................................ 27
i i i
CHAPTER PAGE
5.7 Extra Duties....................... 29
5.8 Institute Addendance .............. 29
5.9 Faculty Meetings ............. 30
5.10 Extra Curricular Activities. . • 30
5.11 Discipline....................... 31
6.0 SERVICES................................. 32
6.1 J a n i t o r .......................... 32
6.2 Attendance Supervision • 32
6.3 Supplies.......................... 32
6.4 Library Facilities'............... 34
6.5 Supervision of Instruction . . . 37
6.6 Health............................. 37
6.7 Speech Correction Teacher . . . 40
6.8 Audio-Visual Aids................ 4Q
6.9 Testing ....................... 45
7.0 ADMINISTRATIVE FUNCTIONS................. 46
7.1 State Register . . . • • • • 46
7.2 Monthly Statistical Report . . . 46
7.3 Verification of Absences. . . . 46
7.4 Progress Reports to Parents. • . 47
7.5 Pupil Transfers.................... 49
7.6 Lunch Room Account................ 49
7.7 Guidance.......................... 52
7.8 Accidents....................... • 55
iv
CHAPTER PAGE
7.9 Field T r i p s ....................... 56
7.10 Final School Clearance............. 57
g.O PUBLIC AFFAIRS............................ 58
8.1 Teachers Organizations . . . . . 58
APPENDIX................................................ 61
CHAPTER I
THE NATURE OF THE PROBLEM
Introduction. The orientation of new teachers in ser­
vice has been a major development in the field of education*
Conscientious effort on the part of the administration of the
elementary schools has been directed toward the induction of
a large number of inexperienced and only partially trained
teachers with various backgrounds in order that they may grow
in the profession.
The present supply of elementary school teachers with
four years of preparation is insufficient to meet the great
demand of teachers required in the next four years. With a
large portion of the elementary schools already staffed with
teachers who have not completed four years of preparation and
a considerable number who have two years or less of training,
the school as a definite responsibility to introduce these
teachers in the shortest possible time with the educational
philosophy upon which the school systems program and practices
are based; with the materials that are available for their
use; with desirable techniques of instruction; and the polic­
ies commonly observed in the school system.
With such a tremendous shortage of adequately trained
teachers it is difficult then to assume that the new teachers
were so well trained and prepared that they would encounter
no trouble or problems when trying to adjust themselves to a
new position.
Purpose of Handbook. The work of the elementary sch­
ool teacher is largely instructional in its nature. However,
greater demands are being made upon the teachers time for ad­
ministrative and supervisory activities. The schools are al­
so placing an increasing demand upon the teacher for more
routine duties.
Because of the centralization of administrative func­
tions of the school district, the new teacher encounters con­
siderable administrative detail. While the various academic
duties deluge the teacher it is found that many new teachers
are neglected and are taken for granted, to often, to know the
general policies and practices of the school.
At the beginning of the school year there are numerous
questions and inquiries from the inexperienced as well as the
experienced teacher about administrative policies and proced­
ures. In light of these problems then, the purpose of the
handbook is to record the routine teacher and administrative
procedures used at the Sunset Senior Elementary School, in
Bakersfield, California.
With the handbook as an aid it is hoped that it will
serve as an effective means to orient and instruct the less
experienced ones. It is believed that the major routine work
of the school will be greatly expedited and that the school
will function as a more efficient organization.
Review of the Literature. Writers in the field are
unanimous in the belief that it is the important duty of the
principal, as head of the school, to supervise the orienta­
tion and in-service training of the new teacher through hand­
books, guides, literature or staff meetings.
Kyte,1 writing.on:the nature of the handbook says that
prior to the opening of school many principals, prepare, re­
vise or edit handbooks of directions for teachers. In some
schools the contents of the guides are prepared by a committ­
ee of teachers working with the principal. The most satis­
factory and inexpensive type of handbook is a loose leaf one
consisting of punched sheets of mimeographed instructions.
The pages are fastened into a cardboard cover or loose leaf
finder so that they may be kept in good condition for refer­
ence. Principals1 forward, table of contents, classified
items and index are included. The loose leaf arrangement
makes possible the substitution of important modifications
found necessary from time to time.
Kyte concludes that a well planned handbook furnishes
explicit information regarding many details, practices and
1 George C. Kyte, The Principal at Work. (New York:
Ginn and Company, 1941I• £.106.