A proposed handbook for teachers of the Westminster School District

159 Pages·06.368 MB·English

by  Mitchell, Webster Lee

A PROPOSED HANDBOOK FOR
TEACHERS OF THE WESTMINSTER SCHOOL
DISTRICT
A Project
Presented to
The Faculty of the School of Education
The University of Southern California
In Partial Fulfillment
of the Requirements for the Degree
Master of Science in Education
by
Webster Lee Mitchell
June 1950
UMI Number: EP45974
All rights reserved
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UMI EP45974
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E X rr«^,
This project report, written under the direction
of the candidate’s adviser and approved hy 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
PREFACE
The purpose of this study was to prepare a handbook
for the convenience of Westminster Elementary School District
teachers so that they may familiarize themselves with the
school policies and practices of the State of California,
and more especially the Westminster School District.
In the succeeding pages information will be found
covering handling of situations that might otherwise prove
puzzling. For the new teacher it will prove an immediate
source of helpful information. For the teacher who has
been in the district for some length of time the book offers
possibilities of review and clarification of past customs
and usages.
It is hoped this handbook will be of assistance in
the educational program of the district in the saving of
time that it affords the teacher by removing much of the
uncertainty they may occasionally have in connection with
school policies, opening of school procedures, course of
study requirements and pupil personnel relations.
Every teacher is urged to read this handbook care­
fully and refer to it whenever questions arise.
lii
ACKNOWLEDGMENT
The hoard of education and the superintendent are
pleased to present this handbook to the teachers of the
Westminster Elementary School District. They wish to
acknowledge the helpful suggestions of the various teachers
and principals from this district, and others, who so
generously took time to reply to the letter of inquiry with
respect to items which they considered important and thought
worthy of being included in a teacher’s handbook.
Many suggestions were original and not found in the
several handbooks studied. Every attempt has been made to
include these helpful suggestions in this brochure.
iv
TABLE OP CONTENTS
PAGE
PREFACE.................................... ill
ACKNOWLEDGMENT............................... iv
SECTION 100
General information ........................ 1
SECTION 200
Procedures for school opening .............. 17
SECTION 300
Organization, policies and procedures ....... 24
SECTION 400
Educational program ........................ 56
SECTION 500
Pupil Personnel......... ................. <$k
INDEX ............................. 149
Note: A detailed table of contents has not been presented
on this page since a complete index is given on page 149*
v
SECTION 100
GENERAL INFORMATION
2
101 DISTRICT PHILOSOPHY
The Westminster schools for many years have enjoyed
a place of high respect for their academic achievements, and
it is the policy of the present board and administration to
maintain this standard. So that this goal will be held on
its high plane, considerable stress must be placed on the
tool subjects along with content subjects. In order that
these ends be attained drill and review must be planned in
each teacher’s program.
The educational philosophy does not stop with the
mere performance of the classroom academic subjects. Each
child is entitled to the richest program possible. These
factors, when tied into a purposeful curriculum, will the
better equip those leaving our environment for a full and
helpful life as a citizen and as a person. A few of the
experiences which will develop the whole child are: field
trips, special assembly speakers, films, slides, experiments,
play productions, stage management, radio programs,
debates, public speaking, dramatizations, art, music,
science experiments, monitor experience, safety club organ­
izations, student body government within the classroom
and the school as a whole and practices in parliamentary
procedures.
It is realized that no two individuals, due to
training, experience, and general make-up, -will perform the
same assignment in exactly the same way, nor is it desired.
However, all teachers are encouraged to use methods in which
they have been trained, and to supplement this with their
own initiative and imagination, so that the learning situ­
ation may be as rich as possible.
To accept this philosophy will require definite
planning, which the teacher should welcome, as the rewards
are great.
The spirit of inquiry, of open-minded alertness to
the problems which arise in teaching, will make the
teacher free. It will lead them to seek problems and
do something, even though it may be but a little, in
their solution. Moreover, it will make expert the
teacher, and make his calling more attractive. Indeed,
when looked at from this point of view the teacher’s
occupation becomes fascinating. They have children to
study--not stones, bugs, fossils or old manuscripts, but
the most interesting of all possible materials--namely
human beings. Moreover, the teacher has at hand human
beings in their most engaging period— childhood and
youth. And his children never grow old. In constant
procession they present to him, always at the level of
childhood, their innumerable interesting aspects. Yet
each is different from the other— different in strength,
talent, and character; different in origin, growth and
need. If teaching these children is to study them,
the job of teaching takes on a new meaning. Its scope
is broadened. Its meaning is enriched. No other
calling may then be compared with it. It is the great
adventure
The Westminster School District further accepts as
Carter V. Good, A. S. Barr and Douglas E. Scates,
The Methodology of Educational Research, Appleton-Century-
Crofts, Inc. li-PTl, p. 526.
its philosophy the six objectives as outlined in the
Teachers' Guide to Child Development in the Intermediate
Grades.2
IT IS THE PURPOSE OP THE ELEMENTARY SCHOOL TO HELP
EACH CHILD:
1. To establish normalr mental attitudes and con­
trolled emotional reactions, and to develop a sound body.
2. :To develop an understanding of social relation­
ships and a willingness to participate in social activities
in ways conducive to the progress of so_ciety.
3. To develop individual talents and abilities as
completely as possible.
4. To cultivate habits of analytical thinking.
5 . To acquire command of the common knowledges and
skill essential to effective living.
6 . To develop appreciation for and desire to seek
beauty in its many manifestations.
2 Teachers1 Guide to Child Development in the Inter­
mediate Grades, p. 3. California State Curriculum Commis­
sion, California State Department of Education, 1936