A C()()PfJLt.TTVE APPJlOAOt TO NlTlATIN(;~ ....cwlllolJ$tn "«i

~ Of'fN AREA JUN ~IGH SO<lOl.. PStClGIAM

CENTRE FOR NEWFOUNDLAND STlJDIES

1

TOTAL OF 10 PAGES ONLYMAY BE XEROXED

IA'~ l:i SPARKi5

UJ"Caf 0' AI IK!DlSXlJ'

vm 11[ natU'AL or !!IlClISWl tam

JWlOlllCll SCBXJL. ST. JOIII'S

'upt tIlm:p Decl!:llbe.r un

SPECIAL AREA or STUD'f:

A CooptratlvtApproech to lllitiatinStndAdDll.4httr111S

tn Optn Ani Junior HighSchoolProSrl1l

b,

©Lu •• S,.....

Pnsmted to

n.r~ryofEdllUtion

l!norialtfainrdryofJevfoun4.l.an4

III Partial fll1f111lle1lt

of thl Rlq,lIinmtlltl for the Dtsru

Mantrof EdIlCltion

l'.arcb1973

"""" ."""DElllITlOll OF ttIllS

CllAPTEI I. IATI(!l.IJ,£AllDOUECTlVES

btlO1l&1e fO!" the tnunubip

ObjllCtiwa!ortheIntU1l

CIlAl"nlt 11. STROC'ttlU AND AlJIllfiSTlATIOIl

OPTHE!.NT!JUlSHIPI'IllCRAM

llIn'aUooof tht; lIItermlllp

SellCtlOll ADd Pl&c;omt of the Iaurn

Supervil1<>1laodEval\l&tlOl1

CHAPTER III. TIlE INTERllSHlP UPERIEt«:E

c-..ul ~.ctlptlOD

Il1nn1flad.rlutU

Sptlcifitb:perlenca

S\IlllIUcy

DW'1D. IV. DlPLIWlOllS AND PDSlIIAL EYALlJ.IotION

QlAPm V. I£lXH!EXllAnoss

r~.

10

10

2l

"""30

"

£..ll1&tlOll

Dunuoa

,.l6

l6

1al:lD.Sp.artltl

The Kad!oll&ld Drift Jaior !UP Scbool lIllI!er

t..M .I.valoR CouoUd.&ted SdDol IoaR, St. Jo.....

ACocperatheApproac:hUlWtlatl.qallll

......,...CXIIllttI1: Ilr. GIorle.l.. Ilitbum, II.U.

Ilr.Frzd;.S.t.I,II.U.

KIc!loMld Drift JUlllor lUp Scbool

Dr. Ph1l1I'J.IIUriD

DepUtMnt of Uucatl011ll1 Aalllbtrttloa

tbroa&ftout tH 'rut!:lr ~rr 1r 11 lIecaurJ that certl1a

l!lorttl~btUiedtofae1l1t1tedarity1arud1a&and.boto

DOLl lODI tltlell".r~ of erpll:utorJ ,tlt_u.

!lIulfor., the fol1Dv1D& defWt:1ou ue approprnte at this .up:

lllthtreport:

(.)~:1btKldlmLa1.dDrlVl.JlIII.1orB1&bSc:bool,St.J.'•.

(Il) !!If; ~tnt1oD: tba PriDdpal. na-hbe1pal Ad. Depare-t

lItafa at !!If; Kaclloul4 Drl'fe JUlrlor Il1$h Sc:.bool.

(e) !bt UaJ.,.rdtt: tbe.llmorW ~verdtJ of lerfOlmdUlld I.lld

1.IIIralor.

(4) Cota1ttee: the Supervi.ory eo.1ttu of the Internship Prolr••

(.) n.. Alh1.sor: the F-.cglty Mrlsor at the UIl1nnlty vbo 11

.Upenidlll the Intern'. prolru.of Itudlu.

(f) Dtpar~t: Dlp&rtalll.tofF.dllCatlDD&1.&da1.n1.litut1oaattbe

tt.Drl.1tlaiftrdtyofltvfoaDdLand.

tIM rCFt Ilerd_ .. vrr,aareol u a ~1lIIcpta-. of Ia

llIteruhi, 1lI Ed..:at1na1 Adda.1J;natt.. at rbt I'IaI:lll;Ju.ld Drh.

J..ur !1,p School, St. Job'" 1lcor!0UIIlI1aP:I, 1lI tile upadty of

Jda1a1Inath'a Aullltltlt til tbe Pr'1uipal. rn. q.t 140, 1Jn

to IlK8beT lilt, 1J1Z, t1la !nun yu caarpol nth I:1la r_rc-1Il111c,

of c.arrJUi oat a p'lIllIt ..,. adaiilitraUft vcrt ...~u, Wt

vue dtber ol1rer.t11 trr 1lIiirae:tl1 cidaptaol llr die a.k1JWn.u::t...

of tile iJdIool, 1lI ordu to pia • ~ Wide iM"pw;.tha of vr.:t1uJ.

ehut1oo.al adaiilitratloo U vdl U CO pan:1dpau 111 U MQ1

.... of l:1laadlooll11!a:l.ll.1.1tt1.UoII.u plMe1llle. tMurt_

,racUm aperl_ of the wrltu at the ttbool,tGeb1lMd Vit1l a

tbtGntlm Hd:p0llDll Ur. fAuc.aUOllal Aa1.IUanatloa frw tile

Qlli",",Ic" JIr'V"d to tie k1Plr bcdldal .. a prof_1oo.al

tuWIII proar" for the wrlur. lb. atnlttur,...:I ad.tll.1ttratlOl1

of the llIt.nllhlp pbaM of th1a prOlf", t1I, actoa! ..rine:. of

t1la h1tllnl at tile iJdIool, aDd t1la Ur.tUll'. panoaaJ. nalut1011 _

It uaot sufHd.alt CO"" that tbevr1terlluall

adatll1ltratln 1IltU'1l, .. auc:h, at the KI>ooI, IIOr 11 It .utrldlOt

to aay tbat the wr1ur 1111 all nployu of the .cbool boud udl1lad

to a putlCllllr roh lIlld f1lllcuoa It the school. At dlffUlOt

.u.perrisor, offlee boJ, ad neD doo:tor alllli jiIDitor, a the dtul.tiou

ar~e. Qa!te of teo ttva.<;_1.o.I.t1oo of-my of tbtaeroleavbidl

the vriter .UUIIltd vith y'l1'iOI delreea of respool1bllity and

'Iltboricyt1thtcdireetl,ocll11iireetl, dtle,.ttdb,theachool'.

ad:mn1stratioa. \lb.atner roill the writer va atteapt1a&; to fulfill,

it va that pattielllar lOla Wkb vas aa:epttd b, the ataff ad DOt

the cola of.ooooentit,obutvtr. Iotllraatlogl" IlOdgnific.ot

tol1fl!t.tOO:Cllrred1D.uc:billltacu:eawer.thevr1tullllatonatt..

parforUJl&UIlI.ad...1D1atratorlUlllatmotherti_uatueher.

Another dbea10ll to ch. parfor-allC' of coln aod f_tima

vIIiebcootcibutea to an effectiva per[ol'1lllllce a that of

idelltlf1catiollllith ••chool,vith.tehool'.probl_-·both

pb,a1callllli of pulOlmtl-1llOl vith ••dIool'. acll1rte.l1t1. The

vrltu f".. JU-uf ideo.tify1q vitll tile .cbool to aueb III mllllt

th.tprollleulllld.cbievtlll!:llt.llenalll.,.'OlIc' In.1uadof "OIlC'

problelllll'ud .chiey_ntli that thel/ord 'lie' 1111 iliad lllnead of

the IIDcd "011'. Clrried to itl utr9t, the writer'. luJ'1liq

aperlenc:.. quIte oftan ....te or htcae the .tlff'. lurn1lla

exparienc... PartIe1patioo 111 admni.tratin deeiaioo-mUnl II"froc.ct!y.aodrulinvolveMntratherth.nfrOllpanive

obIer'llltioa. ItelllOll1,bitlaft to aq tvall,\l.uollof thtvritu'.

aff.,ti_ ia. • flltllre IdaW.nrau,,- po.Ition, to derendM

bov .uc:e..lflll ....n tile learll1n& uperitueea of tlut preHllt

intul\lIhtppra,ru, In the tralnlngof.a tdw:.tioa.l.dlll1n1atrator.

CIlAPIER I

RAIIONALEANDOBJECTIVES

Whlleprofessioual educators have been applying the internship

toprogrilllS involving the preparation of teachers, adainistratorsand

varioU!lothersFf!cialists, the status o£ educatota has been illproving

considerably in recent yeafll. This fact, in part, I!lay be attributed

to the sometimes reluctant aduission that education is hecolaioglllOre

specialized,ise:d1ibitinglllOrtcharaeteriniCllofotherfull-

fledgedprofessiOlls, and is putting more eo.pha6is on the preparation

of c01llpetentpractitionera.

In the field of Educational AdlIinistration, the role of the

intemshiphas heendeveloped and included in the preparation

prograllS of approxillately one-quarter of the universities in New York

State.] TheaKlve1llentwas in1tiatedby the pro£ession itseU and was

prolllOtedbytheAmericanAssociationofSchooIAdministrators(AASA}

and the N~tional Education Aasoeiation (NEA) , working co-operatively

with other professional otgantzations. The purpose was to help up-

gradf. the profession by providing "field" nFf!riencf.whichconsisted

oflllOrf. than a mere apprenticeship. Inanevaluationstudy,theAASA

concluoif.dthat .. , "the internship lsso 1Dportant that it is

]AmetlcanAssoe1aUon of School Admin1strators, ProfessionalAdlllinistraUon for America's Schools (Washington, D.C.:-Th-'-­Association, 1960),p. 16.

dn. qua UOIl of • -od.ru prOirn of tdue.tt:LonU Il!a1llutratiou~.2

IItilDlltfortbalDt.ru5hip

!be iDtlrush1p, 10 Ie. v'7', rtllllblu the .ppreuticuhip

lkftlopri by the u1'1y p1.lli a the~ sU1led aut l.Adw;tr1u.

Iovntr, it toCIUptv.ally differs fna tbot pro,rlaSeDfn.lly UlOtuted

with the .4iul profHdllll. !be -.tiw int.ruhip fol.1avl •

pu10d of t1Jo~ tadmic p~tioD IIId u dQipft to iatl'Dll_

tM int.rn to Ic:tual experiencn faced .. an ImlupemHd II.D. 1D

t1II field of tur'p.lJ. the iDtuD. ItUqlU to Alate or iDteSl'lte

IlOt~ HIIM, hal ,bDvu that book-lliruina UOI1l! don QUt prm41

tbtM taic .uus.

'!'be ot1011&1. ucde.rlJinI I!IJ inurusMp u thlt tbI aWealc

tr&1Diq 11 but utlliud if it CIla be app11ed to prll;.tlul .itu­

.t1llol IDl!tr lupenbed cllll4itlonJ. Iu thiJ UIlDU. the iDrlrn 111

11lCOur.std to u.rdu. hiJ 0IIIl judSllleut. but he 11 lIot ~l.te1y

a1.cIDe 11 hlJ uodert&kiJl&l. The oatllU of the ~artou. vork ralatloa­

ahip. Ull be related to f.lllt1v1du.a.1l by I pn:paratloa PI'OIl"U whith

co-ordillltu both theoretical iItl4 ptactinl cOllllderttiOll,. At the

HKDould Drl'le JUDior Ili&b ScbooI, the llItur. of the vork rd.. tioa­

.lItp. an4 tile indiv1duallleedl and peumality of the intern weu

.lIclI that both. vet) 4iYenif1e4 and. very .ptcHic typl of

pnlsr.. Val 4UMd tbe .It duirable for m effecti" luruiq

2Ibi4., p. 82.

The fletthlt the uhool "UDeII!y ccostructed, nlltively

o.m.iq"",iDduia:audopetltiollm:lwit:happtcrlJu.tely9llOdllldren

alII!)1 tuehera,1IId1 thl!Oppol'tllll1ttes forbac.ca1Il1in'rClh.iD

Ttsurcll "lid dIu iatel'putatiCll, croup alii! ~ttlel III;Ilt,

peTaDanel aattDllS at every 11",1, fUllCticaal nus of adw1s­

ultlonsucllaaeuHiculUilsad iNitruet1on, phydesl fldHtiu,

&Ild10 CIl,vittuallyunl1Jdted.

blpDttaat,tDD,,,ut:h,f"tt:hatJn'OIP'.deve.1tI~t'ttbe

fCIT all :lnten aradlllllly JUCliq 1D 011 I .tudy CIt my _ or all

proJ[UIIvu ripe. Ccosequl!lltly, HIIII thtl tCllllR1ttn'. fe,HllIs

that,intheeaaeoftheIlIlteI,aninternshipattheHaeDo'Dllld

tltheJlID!or H11b SclIcolvu ...srduirabl. UperiJoe.ntallitUolUon

aad that lumiq COII1d be but ICtOIIII'liIhe:I 1£ up"d_ ""Ie

cbtl1De:l ill all uus of Din.1atntiaa and 1I!bDo1 opln.Uoa.a.

'I'hlt clJjecthu of the intemah1p nohed DIIt CIt .1Ith Iuaoll1ll&.

C!bllc:ti".,.ottb'lntetl!

The 1ntunsh.1p in edlltUiCllal.dllinittraticlllt thl KacDonald

DrheJIDlinIBipStboDl,lfteac.yotberpro,nllofiDlttllttico,vu

btamied to "'wfy tuuiD cltjao::ti'fu. 1D pIeparat10D for tile

llltl!nllldp, cltJectivu appHtable to wllIl.J:",ralty, to tbeada1n.1a­

ttaticnofthelthoolalld to intem'spIogra.nfstudy lIeretorw.lhed

Indac:cepted. Th,followi1li1a.listofth,cbjectivlloftbe

1aurnsh1pulllreaeenbyth'~tu.tolleapplic:abletotbe

1. YoeubletheioterntodevdopllIOtacompnheu1vevlev

of eduutiollllldllill1ltratiOll.

UlldiloftflllquitllwltlOtil1. Ii\llOCeJiOfopcutions

dullnsvith ualpeOl'1e that ofcdifficult to tell about

In tbeo:.1lurOl*IIIIl pre"ulUinf1u~lnlchIOleand

iIIlltJo'tltloaiatbe.choolt.rcjutttvooftllel1tllltiOllS

-a -uy to u1dell. the writer 11''' aplcted to be uposed

b)'1I'1)' of thl I.ntUlllldp. IIotOll1)'lI'cwthilobjectiYltbe

...t bporunt to thl intern and the internship, but it dIG

underlie. the1o'holautionaleof."y intemshipproglSlI.

2. To providl the intero IIitll the experience of carryilll ruI

IdIIinlltratiYluspoaa1bility.

!be purpose beta VII to obtain direct nperi_ ..

Idti:dltntorand tucber. tOe&lT)'thed1rlctrapOlll1bUity

ofcOllpletillS ....ll)'lI'Onaslis-u .. po..iblel.n ..

lIIny lUll of schoolldliiniltrstlOlllndscboolprosruaa

po..ibla. TheprocuMI of obUrvlUon. conferrilllind

lIerl to bl plln of eaell. von ul1an-nt fr". the~

of the internship ,rOIl- iUtud of in stlpl of c~lmty.

3. Toenabll. the 1ntefll to benefit ftn-the expuiencuof theca­

opuatlng;<!lIil'.htn.tor(I).

Thlltu1nllentofl teacher-pupil retia of I: 11l1lS tlIe

centr;a!purpcse.lOtlllttbellltem_ldbl1Dltutor1al

reUtl~" vith the l<brln1stntiaa to balliftt frGal thair

ruUtJ of oIirec:t uper!1I!lll::I!.

4. To pt"O'rilla I tatha: It'CJIal for doe hun ~.by tlla adaqllKJ

of lib tra1.D1Jl&, probable ~cu... all ada1ll1atntor, _ tlll typI:

of ,.tu. for vtd.c:tIlM 1a beat Rite! eaD ba oIeun1ulI.

lien 1a tlla p1oIaDt.l flmCtlOll of till 1.Iltarull1, .

.... frlll{1lll!llt -e:bp vilio dIa prladp&l _ n.::~

priadpal of tba. sdlool, ao! rich tlla ad't'1aor, oII_tl_

Ilf eM 1aun.'. prrfonmce Ilf ntt_, k1a af.fec:t1_ 1a

at~ arak1sll ap1Clit-', lrao1iscuHol _

vith I rl.. to rntnctla1q aper1ll!o.en 1! IlIC....ry to

oIaftlop w H.t quUtiB cf tM bo.tutl _ oIlt~

ch_ arua til 1llrldl ... 1a beat .u1taol.

5. To 1:Iatlll 111 c.bof lIItcra I cornet blcarprltlttoo cf tile cooIl

of prcfnaiouletlliu.

It 111_ th1q tOblClOlIQX\1 of Ithic.,b)'btan but

tba.Jr -1lliD& aln)'S re.1u tJIeorttiul ....til qperiaace

anabcor1lou1llolIlbutolppl)'tll.1JIpra.cticl. )'urtbu,

than uiau IDCh , oIiv"nlry cf bab....fon UCllI profulICll1.1

eoIuc.tors that, "conec:t" lcterpntatlO1lcfacool,cf Ithit.

111 cftta oIabatable frGal Kbool I)'St_ to .dlool ')'Iit...

nrcuabobnrvatlOll& oflchool adaIIl1lltraton l!lcOllfaralCU

_ oIeaUq "lth the public. thrcqh per-..l axperiallcu.

and throupol1acuaa!C1lIabClltprofanl0l111bahlvlorll1th

vu1ouslclloolofHd.alI, theiD.tetllhnpec:ted tokllov

ErefIl11yhovtof,pplytheeoc!eofethiaeMtodoh.

""",n

SIIIlCfUUUDAIJlIlIIS1IA!Ic.

OF tB! DlTWISlllP I'1.OCIAIt

Ithullrlldybeeneltablished that the focul Of.ll lntettl­

lhip ptograa 1.1 lurniDg--lIaniq; by practic.a.l uperitllce. It

vouldbe1cr... Oftu!pt,btMn'u, cou_thatthedulred

• filld ut1~t. It _, be .Ale to ..._ that olD l.Dtun vUl

lucn$OlIechln,. naardlelll ofbcNvellotpnlud, orduotaanhed,

hi. tnremaht, pro(l"... lII1cht h. !IIlvever, the question.ult be asked,

lIl1bit theinurna1pt luttl hl.llllllStnlcrund pt"fl"ACollSateot

vitll vIlat w Ullinnlry few b. &!loILl.d. lun or vhat t .... I.ctCnl

IllaleUfet!uheabould IUl1lf S1Jdl.uly, tlutappl1utloaof

theoretical movltdlf. about adll1n1ltnth. atyl.. , bdlav1or. lIIId.

fUllcti(lllS to pntUealsltuatlona in the f1llda1ghtbenelletted 1£

chillcnll"lr. to bac;lcd,d dOllllov.rioUlwor1r.ulip.Ill!IlC.vithout

.IlI,1 pida atlCI COIlctols to hU luI'D11l1 uperientu.

CIIrt_l,. orplliut1oD&l aad IIU1AUtraUn an.......u

b.na to be HI up illwlv1q tile IIllherdty, tile tdYilor, til. school

"Watncioa IDOl the 1.lltertl ill 4i.scuu1oll a1llll pUnllllli ....tOlls

befouall(\dur1nl the interllSh1pprogrUl.

II,- die rec-at1lllla of tlle .u.url£Ct Idlool lGJIUint__ta

of IlewfOll'Ulland uol Labtador &<I tho! lloI'parunt of L:hKltlO1l.d Adaillu-

1M h.lfUW frw Auplt 7t1l, l!12 tIlroap Ditc:ablr nit, 1'12, Of

appros:1utd7~tbaplilUt.choo17ur.ru.totIM_­

~lat:ioDof~sc:boolco:astt1Kt..l.-_thelEnallill1UfJofofUc.

Of 'IIVd1:lI builtin. ~ in~tuhii' pfOltD dill oot Ms1a ..ttl

'''III-'tI4tb.JJ72.

Sl1Ktt..... rl__ tof dol laten

tIM rupoufUilt7 for tbe Idectioll of tIM int.nI la7 vttll

tlloI lliIp&t~t of U:lut1cal .w.i:.1Itntioo .t tIM llDI..ra1fJ. n.

follCIriJII c_l4antf_ "R p_ to t:be Mlutioo of tbs at.nl:

1. Bsbad llattedada1alftruln ",;pulO11ltl,

3.Bsbad~trlt.dpotOllltWforl..c1.rab1plllCilcla1:lutflth.

T!laplac:_otofthslotlmlluthsdoalfllOtUlIlIoftlM

DsPltr.ot of tlh,l£Cltional Adtill1ltntl00 IllCi the 'vl1oo Co!IloUdlud

School loud, St. JoIIII'.. Pae-t It the Kidlolls1d OT1.. JlllIlof Up

Sthool"u thl rllult of: (l) the tllklnu1D.urlit of tb.fatlfll,

(2) tbs1D.ttnl'l d.....usttdqusUffeatflllla 10 th'MU'II, IIId (]l

thsinun'llplIIrltlltlb1.l1fJ to f'llllu.loosdeq....u17 in tbaKicllclllld

The Ithoul's ada1rl1ltutionprovidtddefinitltuk(l)

dueriptiCJll& Illd upeetatiCJll& for the UltUD.. 'IUs afforded t~

bea.ltJ &<hUor, &1onl vitll the !ctem, I baais for deurn..ta& the

Ippropr1ltt'llu.ofth1lpanieul&rintltlllllipelqlerialu.

SupervisionllldEvaluatlOl1

Sup!rviaion.·-Guidlllc"and suparviaioo throughout the.lnum­

ship upe.riaou v.. the Uaud rupOlll1bility nf tha advUOT. thl

ut.lD.&1 to tM pregt..~ opWCIII vu ftc:. III obj.tti"" poiD.t of

viev. It ".. 1I0t theiott'tltoftbeeoaa1u.... bOltt'ver. tobnetbu.e

lupuvlllotltonltaotly 'dtoppll1&l:D.' 00 the.tnum to individudly

tMekOllhlllllOrkaasiggeotlllldperforunelatllly.oodenllO_nt.

S"PItviliOllof the. iaUtD."uconsut..tvith.adetlldafia.1t1CJll& of

tbe. UQI 1Il<l in1'Obeod the niallLniQD of profuliOlll1 &NWtb ..d

<llVdopBmt of the intern .end tbe. periodit tew1s1oll m4 "IUS_t of

objeerhu. 1uminS n:pe.rillleu ad ndu.eUOll proudurel. Th1a v..

donlithrouBhthasthedulinsofeonferenteainvolvinBthlinternlnd

the tolIII1tueu reBular intervals tbroupout tbeuQI.wt.ere probl.

arus veu <l1lCllSSed, pt"lreal enJ.... ted aad ..senft IIld. in CIllltal.

L!us Ih.antd-u usmUal lI_r to profuaioua.1 z;rowth.

D:lriD,theiait1allulU of the tntlt'llllhiP. tOllfUllltesvUI

Iwld as oftill aDd as fnqUl1ltly as poal1bl.e to f..dUtitl tbe .uin, of

neeess..ryadjultlllnu illthll trainin,lituation. dhtuSivorksuiBn­

Milts and to detenrlull a..... when the tntam'. Int....uU ..nd .Ulitin

eould but be uploitl.<l. It w.. chi nature of ST.tda COll.fetucu which

12

ucI. 1upe.n1t1oa au! enluatlOll parallel if DOt u-t sJ"ll~

~.-lbeo~tleaUJ... c.&Dd1lb.te IIOrk1q tOll..rd ..

lustar', Delru in Educ.tioa does lIot faU the fiA&! reqlllrellelltJ, I ••• ,

t ..... proj.c:a.or8dd.1t.1.oaUlypused.bedc:ovrallOt't.bv.tt.tber ..

perfect. hu r_rc:h endu\'O\ln to an leceptablt Ind of pl!do~c:e.

L1bv1M, tile int,ra', upuie:u vu llOt l.Ate:llded to be ve.iptlld in

t.~ of "'ILDa or fI.llu,. The iAte.rnshlp vu 1.rItl!ld.eCl to p~t.

ad ...lllp pro(us1olW. ada1aUtnthe c:~te::lt. IIl4 skUl. to th1Ji

ad, ed tobe-..a.1Dcfal, evaluat10DUd to be unied forward: u

UI~ofabject1_tlM1Jlt.nasouabttoaeh1.ewe;ltla.U.to1.Md

lop.callytortpl..ma.1naaadredireetiDluIlKQ.aryj It',C:OlItet

Ud til II. _ft1.oped fro-. the u:tlIIl upt.rUllee of W brant; it II.-.! to

keoat1.rluollJ, objective as poIsible aDd • c:ooper.tlw.Gcerprnt

bee- all people directly 1lnohed fA tile iDeerubi, proar_. Tba

111. of repl.lrlJ.c:htdllled intun-Iupervhon' amflrencu, beld It

the Idlool aDd at tha llIl1wnitJ, crutly (,dUu.ted this tJIM: of

COlltUIlOllll prolrol USdh£llt of the. lDtem'J perforamCI.

Coatill_procrtlsof the iDt'I1I'. perfoIUlla fotuled

pr1.arUyOIl ulu.1D,and rnievilt, the (oUlll/tol,kills:

(1) von-il'Il as I ten Mllber,

(2) c_ieatilllvith.ufflolldtbeorganh.tiOll,

() deve1ClpinJflpport,

(4) fllllctioailllvithintbeorJanh.tlon,

(5) .chdu.1inatt.edUc1ently.

(6) orpzlUiDltub,

13

(1) d-eidoaMk!al.

(I) yrucatlJ!& allli dda1.D& LIeu, bud 011 -erit.

(') acuptha; ttitida,

(10) cc.p1etbl tub dfecUYdy 'lid ,friderl,.. or, -"utili

tlrlljailcI_.-

th Uul coafunce with tile heft'll f__ oa •~ cor

_. wac. c11J1caMo1 La total. 1'- pr-_t f<ltWliAd r.,on _ ...

lI1tud to the ~ttM. folloriq; the fo~t 10 ovtl1DM fen: rr-t1a&

Indale tem ,.perl ... th_. the upon fJIcluolu: (I) •

UKrlpt1Oll. of tIrII 4t...-Mp _tc-t. (2) eqa1rlq tM -s.a--t

for opftatioa., U) openttllQ&lldq tile ..iplMllt (earryiq oat tile

uda:-t). (4) CODCl.-lons lpedfic to the Wt!al ..Ile-ut, UJ

n,lkati_ .,.e1!.1t to tile Wt1a1 ..~t. -.I (') q,Ucatt­

for aebool OiaUtntioa IpecU1c to the tut(a) 10 puf~ ta doe

iottfllthi,. Tbltlolilllth.lPUt focused OD&DlnlllltlO1lofthl

rMllbld.towlMp.arc.ntwuCll'MUtnd1.llpartllltroUl

au1natlon of it'. 0lI'Il pbl1c.oplIy. It'. objetthu _lid it'. [un1elll..

aM eM c1qru to which tClllIlI \lOtI< at the Uah,rdty vn lit Uu vith

KtualdtuUClllliDthefWcI. Cocaequaatl,ldf..c.aer_c1Dtvu

IH.Illledhtvltlldladailt1atraClniDtUIl$, the1rllpOQt(lrlll,adllillt.­

tritonalldtbeDt..r~t,"perv1JlarlattheOlllvenltytnOctobu.

It vu cl..r ttl&t Illdl -.tiDp thonld be be~ sr. frllllllltllt17 1.11 tbt

futun.

IlllUllt uneo:.nsaryilld iIIportaDt for tbllDtUll tDben

Ipeciflcobjlct1vulndcertdnldainilttat1vetCllltrollllldlrrlll'lgementl

bJwblc.h tolU1debu lumillJlttlvit1u, it ueqlll1lyillportlll'lt to

ufelUUd Ip1.ast thl UDl"r of letuDl thI~u Df the Operltioa

O?effbclCIII the ceDtnl purpo......lurDin&. to I nry &rut utlllt,

lurnl"1cudned th'centrl! tOQcernthcoughout thlpruentlotenllhlp

I.IId ltv.. thlllltllUllldkilldlof lurn1Dl explrllntuvhlch very

oftlOoverlhldCllle:lthllld:m.niltrlth'IIT~tI. Allruu.lt,l[

wulllltOll1ythei.llunwllorrllt1yb_fitedfr.. tbelurn1a&

exper1encu but 1110 theadll1nutrltionand fuHof thelchool, the

deputHJltlndthell1\·llar.

III order to apLrln IIld jUldfy tbe bten'f ICt.1Oll1 ill tau

oftheory,~IIllH.lDdeth1.c.l,tbellD1ll1str&tl.ollaftlftbllltodo

til. JH!lIetc.t1ng IllalYlll of uny aperatlO1l1 wich IwI beton, to thllll,

lutoaatlcovertheyeul. For.el,lndillforuldllculI1DlIIbltveenthe

i.lltlfllllldluH"'eninvuUbI)'clII.teredll'ouad tberellti\l,&af

t!leonti(l.\ ~lf111p to pr«ticil Icbool dtlllt1Oll1. W~t1Do

pinflll tbUl .... oftln PIiSed DII. to tbe Idvilacwllo, 111 tOni, llHd fIldI

InfoIllltl00 to entich tuther trdning tOUUU It the unlvenltJ. It

SOH without ",ire thet profesdonl1 devlloJ8'llt rull)' allIS ..n

tbell jtllt IIttlq I ua!nrs1ty dear",

14

15

Geurd Dueripticll

'!lie llnure of til. writer'. uper1e1Ke U au iDCIIll v..,

seoerally,ICOIIb1nationofbotbthe~.nd~tytl<!.

'nlat 1&, upe.rientewu pined In' vlrtuy of are.. rUultioli" I

broader ICOpe: of npolIure to edllUuoa.al ~n.t1oa... vdl ..

l.D ..-re fWee •.n.. lud1q to ill-c!epth traill1D& v1.thi.ll .. Uaited

.rope, IlKbu Ispechl project. 1ll.thelattertyptlUJ>l!rielluthe

IIriter,llworkedllith teachen innvual deJlUt.etlt..lwichin the

.cbool OD pTogr_ dne1~t-to ab,~, partid,.te 1D pT"II'_.

udaulMlit.reportoft~.tiocsforl.aprow_ttotbe

Ichoolt1Joe.table.

ronuLttills policies for the fire drill 'lld preIect .,.t_.

Itudentprobl_;a:wlllOrkUlgOlltllelWlJprobl_uaodatedVitb

0plruiclildhing a Ichool ewtlble are ex&lIpln of the intern'.

upe-riente lIf the dbentfied type..

ttl," Dtftu1fied hp!r11!11C1!S

Theoretically, iti....1!B CIlIC'll lntera will leara but lIy

lurting to Vll" on .aple u.ian-utl Irlth Uttl. r..pensibility aDd

proceed1.ll.&frc.thato ..n.llfh'llICed_. laitLallr, thea, the

iotem sboulcI be pri..nU,. au ob..~r. TrOll tben. he should tab OIl

.ulgnaenu which call for u.1ted I£lpondbllity .uc" III ccmferr1D.l

Indadv11i1II. F1nally hl! need. wolk ulilflllent' Ilhlch tdl fQI fulJ

adaiDUtrlt1ve I£lpGIlSib111ty. The quicker ;Ill inun 11 ;lJ1~ to

16

try 1:111 aldll. OIl iIIportl.llt tub, thll"U ~"fidd rill be bt.

npuil!llCu.

To facilitate the iIlc"n'. upocl1l1 to tbe fll%lCtllJll.ll areu

of adll1niltrationl\lC:b as 1) 1lll1trll<:tton. 2) penoMel, 3) finanel,

~) budDen, 5) plant, 6} COCIIIInity rweloM, 1) aurlUny 'Kendu,

IIId. 8) tod.Il 1ouu, aDd c_tdarl.n& tM ....e _t of OIQn

""c:uu.r)' to ll.ave the &<;haol opuat1allal. tIM -tttu hlt throe til.

brill'll cOll1d wrk It UJlY Ind. of rapontlbUitJ at tbe ... t1M.

CDnnquentlyinunyvorkUI1pme.ntswitbln thedlveulf1ed typeo!

1nterlllhip the proc.ues of oburvation, advld1l8. aDd UIUlI1D& hip

dean.. of rUpclIlS1bUlty took p:u.c:" COIlCUTfCltly. !be _t DCluworthy

a:upl, of tbU vas the iAttrll'. direct 1.Il'fOl_t rich [be m~

tb"'lchooltilll!caUe. While loch I tlsk tool: 00 the d1:llenlicnl of •

• peelal proju.c, it well pc",,{,jed. for lUl1lilll upulCl1cu of • vldely

dhuIiUedllOlcu:rf.

Tbeubl••-hior to til. n.ut of tIM illteraahip, 1t bad ben

dec141d by the adll1lllltntlO1l to have UOI'la other thinp • au-d.y

cyele for 8chool opentiolLlj to) have d8ht ClalUS in each of the gra~es

nnll, debt &lid II1nl; to ill pcb (ride uk.!! l\llltb It difhtalt ct&ft;

IlId to bave ;I Ip«Hte tout of studiu fat U<:b dall. .l 1'ut IIIlIIbIt

ofptobl_b.ad'ettobelol"",l.Dcl~:

1) Ilov to o:.Vlnout the nllllber of nudalu iDuthd".,,1ftll

tbe flet tl\.lt a gtut ..ny illite students appJiIll fotoOll

tn'lof tOUn~ptOlT.. thanill'1l0thet tn'o:..

2)llovtolCt~t.iDtotb.t:latablltbt!flttthattbe

17

typing and art cbnroom could handle: only one half of the

Iftrage siu class at ;I tiE, which vo .pprorlaaul., 35-40

students, yl!t there was only ODt art and one typing teacher

and uth class vas to be required to have tvo perloca l.D

uth subject per eytle.

3) Bow co Iciltdult dust! so that 1112:d._ uH could be ..de

of the opeD anas ill facilitating largl- 8Dd sull-arovp

inltruction (Le.,.c:heduleat least tllreecl.llutnill&

the S_ s\XIject to an open area as ofCell .. possible

during. cycle).

4) ilOI/ to schedule classu to that each eusa had .. ..n- of

only tvo free periods per C)'clt pll11 at leur 01U! period

per cyele in the library-ruource center.

5) Sou to .lloure and sclledlile r_ for 24 clallU with

wue to IlOve for a total of 1440 periods mee a sb-day

cycle and lIot have • twh 111 tiEtable.

6) Boll co arIqe. the tt.table for 37 teatheu, .aac of we.

wre to ttach in tvo or three of the gnde levels and wIIo

vue also to KIn ft_ 1"00II to rOO'll for each c:lasJ period

andnothnt (a).clashinteaebert1metable, (b) any

teacher lIandl1llg ..re thaD J6 OI,1t of 42 period. pet CJcle,

and (c) any teacber unable to get lunch. duting OIle of the

three scheduled lllllth periods.

1) IIov to solve all of thI!sI!, Illld Ell)' "N, probll!llS 1.11

just about Dnl IIotIth.

Fot the first thru moths of the intltmship, the inctm'.

duties COMisted Minly of vorkb& dotluy with the IIlbdll1nratiOll

aDdat&!f1.Dtry1D&toSCIh'aa1ldlptobl_.t"c~thel1tuat1oa.

_t of the IchOlll'1 office "'ld~t .,..j c1UlfOO- fllraitllfe Md not

arrivtdby the dau Ichedllied fOf Ichoolopenilll, conlttuctionof the

aclIOlIlbulldinludr.otbeencOllpletedinNnypaftl.aDdnudent

mcol1aDt f1pfu Wfe COMtalltl)' c1tal.q beyOIlr! tbe lI""t opetted

md plamed fot.

itwudecidedthacthe_teffec.tbeapptoacbtoaetdlllUP

the ti.table 1111 to COllStn>Ct a "Iter pegboltd (IU Ipperull.l:MA'~

vUdlvouldshovthetotallltlUltlO1linvolvioldanu, rooaaand

u.. md fra. vI:Ildl iDdbidv.a1 atadent aDd tucher t1aaublu could

be ubn. III all, 1440 tfaa slota hid to be alloated for dana .,..j

tuchen by III OtllD1zed proeal of plaullI t.... npruUltinl ucb

subjeet,inlloflllnt11thebo.rdwasfllled. Underthesllpervhlon

of til....1ee-prllldpal aDd thl intlra. ucb dlpartMnt bud ItId thl

spedalbt tude" bepll Icbeda1iq their .obj«tI 011 thl boanI

ucotd1D&co partlcll1arprOJf"p1alls. tlleproculofd1.lt:us1l.q

cOIItuprOlr_, replanniDl.ndOtllnlz1l1leourseprolr_. tq11l1

onealtltnaUvlcla.. acbldllla.furanothtr, and 10 OIl. provedtob.

rwrabltoftUlprodvcedalll1tltudeofptobl_vIIl.c11hadtoH

BySept"'tr 15th rhl tt...ubllv•• coaphtacl.nd ItvII th.

Intarn'.respondhllity, then, to cOIlpUtltudlnt.nd ta.cher t1llt-

tabla, Illoate [~ for the 1440 daues ill ••la-da)' cycll. work

rithuc:bdepartMllt1norpllidl\&roo-afor1a:r...... -U-croup

II

It b8d bea dec.1deol. prior to the illttnl'l clla1n,tovork at

U-tMla !ael..u:a: (1) l'ypiq: ... te'" oklatu f~ tIM anU _

,fOIfP. In ulec..cl fro. tlle cr'" abe ,r... ...a 1lId.tTlll aru~

tc:...-lCl ditlu8d frw. tile cr- tlpr Pro&", (2) tUna do1q ut

... l1l'1a& Uf to be .,11t ta Mlf &0 tI/.at '4u. _ Mlf dot clat 4U

an ttMo otller balf -U "" doiq ddler typiq or lfi~ tUollt<:a.

OJ Ctruta c1..._ RClIheol -..re u. a1.J.oc.tted to tIM Ubnl'J tt..

.u otMn, (') C~ doiq ..ae.t.1.eI. t«1al Inllt..... .., •

cooaLl IIOt 1lJq,. be Kileokll.eoI to i1rQ1 __ tbt. -=001 daleur" f~

IllclllubjltU, DiI, (5) CluMll vithl.l the u. Ird. coullll -.or Uv.p

lie K.beohal.ad to CIpII!ZI u ..... for &IWPUa tG fKll!uta lup-- DiI -U­

Jf"P hM;tnetlc.. SodI -'1fic&t1uu ,rniMd I a-I~ for

..otber Njor project forth'iDtem, that ofworkJ.qwUhiDuch

Up.l~1It 00 ,roar.. cLlft1~t ..... prQll!:lll;1Jt& rec-.laU_ to

tile ..a1A1stnt1oe. for ~_t. nb prOjKt *- the Uul

loot Sal.. alUI Lotbr Sntell.--I:ftll vliU, the cmplltioa or

tIM tt.ubll .,. of ,rae 1.IIpcm: , ..arl_ otllft" .ta1.Il1ttratl..

dutlullad toblc01IfIl.eted. It tlI.:lDtttm', tupoalLllIUcy. 1101\1

with th.n'palll1bll1t,.ofthe ..lt~prl.ntipal, to 011&111%,..,4

RpeniH tIM. ul' of IIoaU te n-e.1'J I(.",t I:Ild to .pll.he I -rIta

for the alloc.U. of loebn. Ihf! Itonp roc. 'CTftd to (nUttie.

both 'lItpo&u aIldunwa>c.vereealledb,.d... to pick up thdr

20

boob thB)' vt!rt! also PWD • locker l'Iuabe:r aDd lock. It thin bee­

the 1Dtera',tupClClSl.bility rohaDdle_r of the loebr8lldbook

problns vll1tb proved .ch Wlft dl!lIlUldlllg thell -.ntidpued up GI1tU

Studentrufe(tSzltllSoIlldFireDrllllleauladonl.A_re

lIdcW lIltlnWUp ...ic=-tt: iImllY1A& tba fomulat1.oD of fire clrl1l

proctdlltU and ntpl.ltiOl1tl and ••chool pnfect lySe.. lid JI- to

the 1DttrD 1.a llIpt (lie appmdb: -c-). Both"porU vert .ubldtttd

by tbt brim GIl tht: utn 1l:d1e.ated Illl! discussed at Imp. Vitll

oalr .nor mdiUut1oal: both reports verI! .ccepted Clod ilplbnttd by

tile MIWrl.Ittatilllll. l.a tbt e&M of tba pnfeet lYIea, it vas dedded

Wt, Wtlall" tupoa.dbll1tr for .dect1D1 ud orpnldtll preflett

_ t!le.1r nn- duty ltatillll:5~ rat with tile beam aa4 • rueber

.M.Of. OIlee l.Il. operatioa the prUect sr-tn bee... the relpoc.dbUit,

of tbt tacMr adn..or. In tile CUI! of the firt drlll nplatiClCl8. I

detailed -.0 of ... (ItI! .ppenclb -0") WU 1I11t to 1ft'!")' 1t.1If!-.bt:r

IIba d1scullled tile "1II.bt!Q1I Illd proceduru vith dltu uudeu. l

ata1.1ed lIY,cWltion up aruI direction. vas poBted ill ntb clUI~

roo-. cui that ebB}' lIeft to be_ fu1liu vich the routu 1D evtq

roo-tollbichthlYlo.

~.--I/ttb nrlou decrees of rupon.ib1l1ty !hI llItera 110

dlreetlylnvolvldlnthefollcwlnilprojecttand\lorkarell:

(1) lrtntftr lequuu; to write up a f01'll!t for I trmaftr r~uut

foraWlc:h.tudelltlveretotollpletllDOrde.rtoehanlefro..e1thn

c.lld.&ll.to_the.rorfo~OII.pro&r.. to_ther(lee.ppeDd1J:"I!").

The. gre.at numbe.r of requesta reoe1ved were diacussed and approved by

the intere and the.vice.-prindpal,

(2) ClaaaLiats; to re.viseandchetktlaaa liats then haVl! these

lists type<1andorganlze.diobookle.t fortllfoteveryataffmembe.r,

(3) LibrarySuperviBlonjtot"lIpile.aliatofteacher'afree.

pe.riodaandaliatoftotaln\ll:lbe.rofnudennlnthe.libraryduring

anyone tlaaa perlod BO that teachers touldbe Buigned to library

Bupe.rvisiondutywhen'lIOrethanonetlasBwaB1nthel1brary,

(4) He.e.tings;tOBttendUlllnystaff,deparn>enthe.ad,and

depuuent Hetlnga aa possible for the purpOlle.B of obse.rvation and

reeeivioginforllltlon,

(~) Adll1o.1atrlvia; to assist the principal and the vice-principal

Intheorganization,aupervis1onandevaluationofthehundred-aod-

ooollinordutieanetellaryto the effldent operstion of a large

junior high school.

SpecifitExper1ence

Due to the fact that the.lIacIlonald IlrlveJunior High School 1a

essent1allyope.nareaandagreatdealofprogr... develo~ntand

exper1alentation "·as taking plate in eath of the subject~areas of Engliah,

Freoch,lIathema.tics, Social Studies and s.ciente, it was fe.lt by the

cOllllllitteethat the intern ahould betOlle involved full-ti. in Buth

programs. E:rperi.entaUonwith new aed ienovatlveteathlng tetbniques,

atudentgrouping, fadliUu utl1izationand turtitulUillprograms i"

eath aubjeet-areadepattt:ll!ntlll3de tbesituatioucondudveto the. intern

zeroing in t"intenalvely study and patticipate io auch InatrucUonal

"Such III ulign.-ar becue the fiD.alllllDth of tile writer'.

iaternshipexpenente,.fte-rwhithareportwuude to theachool'.

adnnistntloo. iuclud.1n& rec:a.emlations for prolr.. 1IIprovneot.

The !Dtnll .pat a weelr. 111 uch of tbe fhe d..pu~u 1.D the

adlool, bestmrl0lwith the £ll,Ush departlltIlt. As it tumed out,

however,ltvu oftlllllll!Ceuary coworkrithin twoet thrledtpart.ents

atthe'lIMdlltinordtrtowecoaparisOI1abetyeendifferenrprogtillllS,

student gtcupingproceduul. taaeherutllhatioll, aM 'D OD. Discussion

lliththevariollldepartMntheada and lUl\y of the te.theu vas usually

followedby.crualttathingintheelauroolil.

Thephiloaophythat one cannot fully IfUp an edutational

progrlJllluntllheh"lttll.llyplrtieipat~in It held true 111 the

wrlter'st.l5f.. ThrOll!b dilC:ll5aing and observing aU upe<:tlI of nch

departmeut'.proSTn, thea ac:tually partlclpatinain thproSr.. , and.

finally dilc:unil:la with tuc:he.n; lIIId the school', lda1nistntlOD ideas

for i.IIpro-nt aM inllontion, the inum pined • nbabh iDsipt

llltot!lecoord.1l:lat1onllldadaiilitrniooofaewiDstnICtiooalprOlraa.

Man,. quuUOIlI cooeefllmg the school'aiDstrvc:tiOllll progrus

vere.dbcusledandlD5Vtred .atiafac:torU,.but cerUm queSti09 haft

,.ettoMansweredpractic.aU,.. tbeseiocll,ll\e: (l}aretheI'eatudies

lUlIe by Juoior High School teachers of elelllmtary Ichool prcgrus to

l!IIlIure thst the trlnl1tion frCII grade dx to grsdllflven i'natur.l,

programwisej and not discrepant? (2) are thue stOOie! ude by Junior

High School teachen of Higb School programs to ensure that thegtade

tIn prngrall !t not too "foreign" to .. student IllJtering frOllgndenine?

(ll are proviliont ude io instTIICtion.l progr_ to 'CCO\lllt for dOil,

23

"trAil! UIl! bript CTOVJlI of node:1t"! (') 11 tbere dUnnt un beiug

Mdt o! eer lliruy aod flUWtel CG.ters 1D. tM wtnlttioaal procr-!

(5) 11 un.. _ kiq ... of tbe lleI' opel UUI it; tbe WttllCu-al

~.f::1dIOOG. A rmrv of tbe5c:hool'l [.Ow,roar_1:IJ_.,

pnrridethe_ntoauc!lquut1aQs.

'nIilhublinonl,lbr1efoutlinloftlle\lritu', ••ritllCt8

at the MacDonald Orha Junior High School. Itclnbtlaidth.tthe

internship",.. luminghy doing. It101aslducltionrllroughcarrying

responsibiltt)'. Theory and concept learned in the unlvtnity\lll cade

rul 1.0 the sol'ri.nJ of pra.c:tiul alll1nistntlva ,robl_. It is euy

to ...ubaliu vb, IDd bOll I putieular ut IhClll1d be pufo~ but tb.

1IIIte.."llcocW:lllOtac.tua.ll1blc:e.lkillediDpufo~'lIDtUhltwl

the cllicce to practi«. 1hI! iDtunshfp uperlnec prorided tbe dla:u:e

for the intu1l to -pncllu-. 111 the foJ.1.gw1q: OIa,Ut t1Ia vrltu

aatliDn fDe nrioul: iltllut1Oll:l of the 1.JItUl'llbip aperleDa a.I also

certili coat:rib1:tiou tobJ.d1, beei.lISe of obluntloo; discudOll. IJJd

,netic!!, ten"t d. llltlm', cbjectlftS.

It would iadftd be all altnutblDt to ..., tut, frw ;I

per-.l rlerpotat. tM htltrubip ill Uuat1Gul AdabJ,nutlal;lt tH

kIk&a.ld Drift JlIR1.\Ir lip $dIool .. kip.17 .-W. n. htlttlt""

Rip vu loc:cuafll1 ~t 1Il17 ill thI! ;llnU of &;Ipl,tlll theoretical

bawW. to p..UU1 '1tw.u-. hi t!Ie ..mt}' of 1unl1.Il& upen.­

apoHIl to, ... fa m. OtIflt'"S of rapcuUlWty'" aatborlt}' nudMd

but dao 1JI thI. lAM of pltnolld u1.llciClasht,. vim uKllen _

,t1IlIcu. tb kiP Ind of coopIttn1oo. f~ Id npport vitll IIfttJ

"'r of tbllUl! coalrllnltell t~17 to the. bun', ,Htett..

c~lltiOll of nrlClUl won u,lpaau lIlId ,pecHic ;lcbool proam

It....iu dar:tna tH lift __chi of dut illtltraa!tt.

rH.l.lap of ~II$&:IQI. of Qperl_ IUlt be1af: .-.lJIlfll1,

ofllot coottlblltllllto tbelt1hctlft opItrltlO1l1oftlMlchool.lIlId.o

OIl, _r ..tUM tbIt.u.4. 'Ihue '1JI;lb _'t d. tor ndI

lMV1r cOlIItruct.d jUlllor high Ichool, lIIde tor very uhtultlnl

_u of wort nrllll vtltdl ttal thI. uren IIU c11rut17 b\101..d

1JI u-t IfttJ cOIlcehabl, upltct of ,chool ..tailIUittittOll ODd

.choolprolrucoordination. Tothilntent,llld to rht.utltnrthu

tile vrlru bad fttJ little or DO aper1ItDCIt b ~t 1t11 ,rus of oebool

IdatnilrrltiOll ud pfOlru: dntloploeDt, tblt 1.llUfllIh.tp uperlltllCit IIU of

"

the DeCllt of -_- Clf Ul'b upe:rimce perhaps detera1Ded

thlutent Dfvdue.ofl8chnperleneeand tke Lnterntbil' II IwlIDle..

1iI.1ledlof the areu of adJo!nlltntlOll 1.lIvbichthe I.ntemll..

llI~lYM It the adlool nn oUlalUK md theortud Ln v.od\ll;te

courses at etlt ua.!nnity. 1.D. al;toal practice 1DC!l nUll IIl!rI ntiru.,.

new tothevrlUt. ThUl the cOllbl11.1.tiDll of thecnticl1knawlldleand

actual prattittappUed to"nev" Held I1tuaclona did I'love to blvery

to -.r me quuUCla, "'Ilhat -.JOt t'Ollcribut101lS did the

IDcuDllh1p ..Ut""ardyCl\l!'owprohsaiDlllllll'ovth aadundentand!.n&,·

lc lIovld be crlle tonply, "threalhatioa of all of cy objectivea."

Hon spel:.UiuU". the lilt of COQtributi_ is by DO _ uhaut1n

but1llcllll!u'

1. Mlllll.gbtlntotbefUIKtionalrea~lbUlUeaof••dlool

2. All1llStaht lllto, and certain abUity to fll1Ull,the role of

prladpalaadri~pr1nd.p.alof.lu,escllool.

3. Ari.., of,...., .. &bUtty covort 111, th. fuactiaul 'IUS of

'tbool adll1.nlltration which include; tunlculUIIlnd Lnatructlon, pupil

per_d, Itaff pu~l. phptul facilities, fillance and budneu

~ne. iIIlIIl av:d.l.1uy saYku.

4.AllllllOlustaDd1Il&o!th.M.IIDin&(I!1nstnl(.t1Cl11A1l..sipr~t

aooIII ab1Uty en nrgan1zeprOJr.. deve1c.pDent.

5. Alllllldustalldiqo!ellapraeusuofinerOl!utlllgdllDlelllto

a.uaol·s~n1....

6. Abluu UlldustllDdinJ,through expedenteof gTOUp dyrlSll1cs,

hUUll nlatiODJ, nfuctl Il'OU"', Une, stIff, toIlflltt, ..tlutlO1l,

..ule, Iupe.Trldoa, nah&atloa. INdulhlp, IIld so 00.

1. tbl!d~'e.l~tofacll"TepeTIODa1U8l1Tl:IKl.

¥e"aen1ullr, oaeothul1grdUcant t.pl1tatiooof thl!

Intl!rMhipIxpul.nce11 tllit tll.wrHer fUla thstlle tould

afflctlvel71od1.1D1IUTII1Yldulolof tDllplublellu to t!ltOllest

HacDoa.ald. 1lTlvl. taplled in thll IUte.nt, thea, 11 tile plT$OIl.Il

ulntl.ollthnllJT.IIl.uatlltllllllltl.lleducatioavlthl1ullOTIlO

uperl.mef! l.ll IIiIdJlUtntioa vwld be ala blun prl!plTed to

IodldnUur I Itllool [f be tOllpll!tu III 1DunlIhlp proar" rather thlll

tOlllplet1nglthllll, project, or ac!,UtiOllllcOUUl!s, Sl Plrtof hts

gr.lll.~teprolr... Tbeproof cfsut!llnulertiOllC8lloll17111Lnthe

_cess vldtll Intll1ll ban l.ll HClIT1q lcod adaill1ltnth'll! pittou

IIld thd.r dfactin ludenbip l.ll sd posltiCllUl.

the1nterJl"7dllcoverhelllllOtllUltedtoacla1llllltntlO1l~should

seek to further 1111 clrur ill tbetlusrOOll. Throughcontinuous

IYIl~tiOllllKhldlllcOVl':y_ldbl!V8"beneUtilll1Jlcltbeillutl'l

11 stUl bdq trWed Illll Uriled ratber tiwl bdlll 1n Ktual ,tactics

111 the Ut.1d. tu pl.d.mr.1 IDd. cc.t1Du&l U8811_t vhlth the writer

ncalm duriq bll interDahlp experleacu aeaed to r..ul thllt be 11

suited tOldaillllltratiOllhut, ..rI!1lIportllltly, it revelll!d. thosesnu

of adlllll1.1atntiOllInll petacnnel ....nagement ill.lIldthhelllll!ullI.dnel!d.l

-.:Itl! upniGcI. ThU lAtter illfor-iltion it of Btut dpiftCince to

tlIawriter, ult.hoW.dbl l:Oallygr.lll.uaultlll!eo.t In.lll.a1ll1lnetlO1l,

bKa_ .., -Utatal: 1Ibich vwld haft O«1IrT-.:I ia ;lttUll! priIC:tiet .y

_1M _td-.:l. tbult Vlt, of~,~ n.q_ "'" It 11 ~Ulllt

for Iill KmUttUOl" to rultn hiI ItrUlW ell vulaluHl hfar.

aetuUy ptaetidq lA tM field. 'DIll potat oMdo tIM IIrtur 11 ttyUc

to ub, b~, 11 tbilt oo.1y woap tbot lAteruld, PfOP- -U

ftdl ;I rh11ut1.oll Uft 1leell __, eoulAatiq tIM l.ad. of uperteae.

ttl. iIdIdAtItrlU" upaeit)' 1lh1dl. tiM. wrlter ba W. 1JI &11 t..,.eu,

tbI ,r_t wuuhtp pI'Olt_ lA ftl-UC.I.tiOlLal IdaUl.Uttltloa UI nell

fc rudlal ... lafottat a,l..leat1&l; u.t it c. .....41y be __ ...

tafmontotIMwrtt!.qof;ltbef;uorptojlCt.

1zI ,rUt for lAtltnllb.i,~ to KJd_.., _n of

no:«tlU. die futlltl it uacuN1")'DDtOll1ytoren. ... _ *Ut1lC.tliltl, KalldItntioa IDIi ;lttMl ..rimal of ,ruet:lt iatltr1lllli,

.oaUIt1ti_ Illd tltttl1n -.:IjllltMlltl IIbtdl mpt iId.d to III t.pr_t

af hiI iaunll!llp ,roera. It 11 Iud!. fnllAp "tdl .-tully ub

tile fam of tt~tiOllS 10. I report. TIll faUovIll1 ch"ur llill

fCltUll oa the: writU'1 Rf""JiApR Ibont bow UUJ .....eu af tlolt Pf_t

lAt.r1lIhtp mpt havi II"" illproved upcm U<l bow iatltnWilp ,t0lt_

ta tM (ututteOll1dlleor'"llhed.

Throuahout thisuport it Ihouldbe obvioul that retollllH!ndatiou

for interuhlp experiencu. for futunintulllIlIIld for tbelJlllvenlty

eClllUndDg future interubip prOJr_. ere iapUeit in .1III:I.t eve...,

puqr.ph. To USUI the .t:nletwe, adJoW.tnuon IIlld exper1e:leu of

_ illtu.hl, prosr. u betlll luece.nfd U dlo to COCIioIer IUcll

d_u .. beilll ncOl:MlllluiOQS fOf other proarms. Tbh h rtCIt to

UY. bowever, th.t th.lueculfuldementlot pncticu of one progn_

Innecului!7 tbe"belt" pneticu to follov il:l all furllfl1nterna:hl,

prOJr_. The rae-nd.eiOllt wblch vUl be prel~red bere thOIl1d be

'lil!li'el! u fUClesUOQS vllicb -tzbt h~ !lpn'nd the efl«ti_. of

the pr~e 1ntel1llll1p proV.' It 11 oalJ' the vdu.r', hope thlt •

cOQSldentiOll of thUll rec-.lllatlcml vil1 Iud to l'IOtI improved

internship proarllllll in the future. The reeoaaodltion' Illy be con­

velliltllt1711"oopedUllder thehead1!lil: generl!, ulecriOll, pleeecellt.

fiDancin&....elueeiOll,lIlIddlltulon.

1. It Ny never be pouibll to idelltHy e ''besr'' pnetie. thlt

villfitl!lfitldlltuf,tiOQl.

soll1ght adolenmoreeotirelydtfferent progne.

9phssis sh0\11d be on flexibility in internship prograDI

plsnningalld not on theutablishllent of one set of

criteria or "but pnctites" fordl flltllre internships.

Ilhile the pracrices of the present internship have, in

fact, detendned the hoge soceess of the progr... , it.ay

not be correct t~ say tbat they wl11 detendne soccess in

thelltderangeoffielddt\lStioru;wh1eh~exist.

It is qoiteconceivable that ..recandtdatesv1llopt for the

internshtp in l1eu of the project, thesis, or cournvor!t.alternstives,

for fulfilling the Kaster's Degree in Education re'luire.ments. Inthit

case,aprioritylI\IStbeestsbl1shedforsppointingthemost'lusltfied

applicantstotheavailablepoaitltms. Thefnllowlngrecortmended

proceduru should be followe.dbeforean intettl iB appoInted to a

position:

1. Theprospecttveintettlsholl1dbeu'Iulredtosuhltan

"Appl1cation for Internship" to the Departlll'llt of EdllcaUond

AdllinisttationdllrlngtheftrstllOOthofhhprogrnlngraduare

2. 1'heAppl1cat1on for Internship should include.:

a) experie.nce in an lI<bl1nistratIveposit1on, b) astate.llent of the

objectlvuexpected to be actompl1shed by doing an internship,

c) asUteJlent of the te"hniqlles for1lle8suringgrovthtOllerdsttainfng

suchobjecUves, d} at least two school 4genctea with whlch to

30

colllplne.mlJlUf'llIhipprogra,ande) aruUlliofth.partic:ulu

type of 1DtemahipPfefeIT~.

3. btenll.bouldbe.seleetedcooper'thely, accord1ng to good

pefSCIlnuproeedute,b)' the.llepart.entof Educ:uiOD.l.IAdaini!Jtru10ll

and the sthool,.cllool I)'.tuor agency involwd.

4. A &Udulteltudttlt who 11 selected to do an inc'ruMp prOatillll

shouldbl!.n.quiredby theUoivtrsitytoca.pltt.DD1ydJbtcounuof

study in addition tocompletiugan internship.

If an loternlhip progrUlis to be a IIinllllm of onl-half of

the regular scboolyur and if the graduate prograliln educational

adll1nistratiOllutobe.fOUtteenmontbsinduration, then it is

neee&Rarythu.nudentwhoistotOlllplete-anlntttUlMpprogra

should not be pelllUred an ertra st:..ester to fvilUl &tlldea1e

r~uir_u. 'Jbe fo11.cN1tl.& programs of atuditl..,.becCIlIsidtred:

Pragr.. OIle: S.-r U:.luttr - 2 tounur.u __tet -4c:ounnWinter ._ter - InternshipS_r SeDUCer - 2 couues.

Progru'I\lo:S_ranester-2rOUrltlFall.-.ttr -InternshipW1.Ilter Iitllelitlr - 4 (CUrlinS~rlie__&ter-2tourlin.

In the attual plateClent of an individual intern. the field

situation must not Olllybt sound in and cf itstlf but it I:llIst also be

appropriatefcr the individul intern. 'nleinttnlllUlt "fit" the

Iiituationwithrupttt tchis taskarealnterutl,his dl!llOllstrated

31

llllollUtuti_ 1a loeb task aulS and bit IJlPI.fetlt ability to fuattioa

adequately in. p.rticvl&r school or school district l'ttLna.

Jotvl.wtaDd1D.& tbe 1IIporaau of sud. se1ectioa-pac-t eauiduniou,

p1.ac.td bl • f1el.d ,it1;llltioa.

1. Tbe lntlU'l iD lillau.tllXlll ao!ainiIttatioa Iboald brft • s-ptclIic

tltlI1olb.ith1Ju:orporatutbevord"lIItulI"1Dtolt .. ""Uu,

apecific job ducrlpt1.oll.

To bel, t.l1a1utl possible toIlfllct bctvNll • ac:Itool', ltaft

aBlI all tuum II1.t1I nprds to thI ioren', tUp09ibUit1u UII

8IIthorlry. acI to afford CI iIlten .u1t1bla SlaDlS, it 111

duirel. to "lip ilL. • title md • job duc:ripttoa vhidI

ItruluopportllD.1tin forprofudllll.l1srllVth.

2. [wry pe~ W» is apecud tel be llI. I 1IIOrk rd.at1~p with

an iDtlI1l Ibould be tllfomed of the. !Dun', Uta aDd fllllCtiOM.

3. The ~rl..q Khool board. or ~ther oIJalCJ ~ould It"- the

latin it nlecu a mum toIltrac.t Itmlar to the Clle used fot

taachen .tId othu PIlloy,.. bired by t~t board or 'senty.

All 1DtU1l who 11 under • mUfti cOlltract to I 'chool board

it 110ft apt to nceive _ell lIOn. efCec:the rvperYilioa Ind

'dloal board pq'1 III 1:Ittlll • salary, • WTittell cOlltnct 1.1

usually required.

•• The intern Ihould b. delegated "authorit}' ca.euuratl. with

UpdelTl.a af raplllll1b1l1ty" ra facl.l1ute tbe.1ntenl's dfec.the

J2

af fe.pouibUtcy he with no rnl authority cltcunl"}' to bu

.chiev1ngefUc1entcoopentlon {r".teachers, school

S. n. !Dum ahodd bavll '" of tie. or 8p!lnlllrLate vcrd ...... b

the part1cululchoolorl&ellq tawtell"" 18 ulipted.

!ofatilltacethecOllvenleotf;ndundittul1>edatar'ge

of&ll:lDtel'1l'.pape.NlIrlr.8lII!othuuterll.lIIvt1id ...,he

IleIdedfClrftrlO11SVClrlr. ...I1~u,tDfac.U.1tilt.lIIl,

rtlUtcb DC jab ...l .....twicb ",inUI'll",.!lave to

fulfill, to facilitlte l,1111nter~pUdlntarv1l1\1.vith

tncbulI,Jl<lPili,lIlldIO\ll1,andtogivellllmtUlllult;able

.tat.... Hit cena1ll1YIleI:QNl'}' thatllQ latUllhave

pfince or.e.1-prl..atlofUcl! f.c:1l1ti...

~. n.. Dt!panlllllllt of UllUtt<malAdll1l1istntlon .hall1d .ppoint

ncbcooperatlllgldaiolltratoru III "ioce.ru wtructor" , thapodtiOll

to line f&Cll1ty IUtas <1111, :IJlsofar .. tbt. 1.IItera it ccnurud.

adll1Jl:1ltntor(a) and Ji""" to theinttm It tbe~linn1nlof the

1nrtItUlhlp (lee AppendlJ: "8" for uampl.).

So far, approxwu tOlca for an Internshlp PCOStlllll tin only

be.pecu).nory. Fill&l I:Ilswn about filllDcinAa!.lo lea toba.ubjltt

to • IfUt dul of IpKUUtioa due to lid. of .uffic1eat 1Jlfox.tioo 011:

"fl) tile. (.QIU .... _rca of flIlIIIb for tblmh",nlty'. partfdpatlll11l

1.D .. 1.Dtuub1p JrllJr., C21 the ee-u: _ ~eet of r.. for •

Kbool board'. ""rtidpnloa 1ft all 11ltcraahl, 'I"OJI"., all4 U) tha

(:OIU ... _t:lI!lI of f=d.tI for .. l.l11!.hU....l aun. It 111 tilt. vrltt.r'.

fN11Dp. 1lcIoorIu', elu.t tile fo1.l..lw1:l&~.n- be _tda"td for

tbt~Utorfut\ln1.Dtt.nIS.

1. Spedfic lIaI&t-tur proorU1ga. sbauU be -. by tM Kbool MmI

oraalllC:)' -.I bytllt. ~~t of Ebut.1oa rOl' payiIl& .-bun a

IJ&1&rJ equinlent, n lun to the nluy of • tudlu rith tIM ...

IllplIrrial.ollof tile inc"'l'lIby tk.,.,...ori",aeboolbonll. or

aplI(J ... perllaplleal to beIlIU ole.l-eatim of real~

rrathe aatbartty .., IQPllCSi1Illity to Ilia. la IUitb,

1t tllll be UIUH that ucll scllool board or othu q-lICJ ttule

rKlll... _ l.c.un p1u f1:ll&c1ally tIlI.nby ... eM ....lt11A

of Kbool flllDll:, em tudily be j ..t1fial by eM ,alIn.u.tW

•.mee at.fally ulu-ted bran.- could. pra1tU.. Cr,td\lICI

ItllllaaU ia adae.tlma1 .aLa.iatratim In ..uo, lor till. _tpart, exptIrlnud uachen. !WI,. an ..rded wit" £.-111.. ,

a!lIIIlll tlul tour.. of fulflll.iIla. full-tiM intlrutbl, ,rocr..

IlnlI "l'J littl. _ for prO'riJliq: for !hdt fa1.Uu. •

IIlIrYVOllldcert.iDl.)'b.w1~.

2. To.upplUllltth••alarypaidto ... locerocll.\IIll....rl1ty.1l0ll1d

ntalld. lu pr_t tuppl_t to the Cnduu rell_blp to thI latera.

Illtbee.fnt thn.'thoolboard"yDOtb, UlUlltLtlly

c.apableof prO'lldiCS&lllnternvltbl ..lu1 .. b1ghu tbn

~-..."'uu.with hU tu.cllill& IrKe lewl, the 'IIlliveulty

auppl_t vould prodde I source of ftmdl to hdlluu

"aharedflllanclng"ofthelnternlblpbetveenthelthOOlbolord

and tbeunlveult1.

3. AJlinurnahouldbe'lII'Pl1l1dvith8deqoatlHCreurldhl.1p,

dth tr8ft1 fuads, aDd with o.eeded ,uppl1es.

la cbe perfor:unce of ""1 IlUrt usl~u It is o.ecnNrJ

thlt ce-pLued reporta, recOllllletldulons, proponll aM foru

be typed and arranled In a fon.d IlInner. travelliq to other

achoolaaPd to'i"'ldn for_ulllpor forpartleululIllrk

aullJlM'llta. to the ICbooI boIonl office, md so 00, of tell

proweatoH",I"1COlltl,tom1Dtet1l.

l\e !4tern.ah.1p in educ.atioul adailliatratlll1l fa lntl!:llded to

pl"WQte .... denlop profeulcul Illainfatratbe ~tellce eIld 111.I.11.

It fal'Ot !4tendecl that the InuT1lshlpexperlenceHl5auaed In tel1l5

of plll1Da or fa1l1naor that an Intern bl,Uowed togo Into th.

fte.1d 00 hU ovn Without guidanci and. tnltrlJctiOll frOll his lupt:rn.ol"1

~ttee lItIIbeta. thereforl, the follMq n~lldatlO1:iliue ude

eoncen!n& ...dlUltlooofmlllurnshlp.

1. E'aa!uatIOllaboulclblcontlnuoua, and should 11lvolve the InUIll,

the lponlorina ad.1n:latutor{a), the hcult1 advisor, and one other

perllOGupreaentilll&llobjectlnrlewpoil1t.

"2. 'pt. [or naluatioa ahoulcl H agreed UpuD and should iDelude

• ItaU-.:lt of tbe 1Jltem', obje.ctlve• ..,01 tltdlQiquel fot _uuring his

It'OIi'thtcvudatta1Jl1Jllchal.

l, £nluatu. ad IU...aIlt COllfueatu P,0Cl1.d H beld u freqUl!:lltly

u posallll.edur1Jl1the plmll1n1IrlSUof lID1nternsh1pprogr.. ~d

thluarter once uny tvo WUll WItH the fillal conference.

,. til. utem allould writs I report of bla illtenubip e:qerlmcu

(ulNtlUled1.DCllaptull).prepared.ltIlfo~,..trl.lCturtd_r.

5. tbaiaurlllhtp report IhouldHprUeIltedto tbl!Supervil1ng

Ccraittu,lt the final <:oIlferenu,whonlcnpt",cl!of.uc.b I rlport

~dt.ni.aau""Jfurther"lipU.IIlICI1th.tpan:orthe1D.tlrll.

6. n_ 1JltUD. ,bodd loa aUa0re4 fne tiM during tbe fu..J wuk

of the 1nternlhip to finalha hi, report.

7. Ilrittilltlrorda and npotU of the lotarnshlpIhouldbe

....meted by the Saperridq e-1ttn to tlM e-1tt.. ca Cradute

Stlld1u.t.caa!trellclt,.,gnd....teiDr.rtlS iaedllc.ticaltol>ebtlld

111JlIDUlIry..,dJUlIlofeachylU.

nr.1 llCllrillfblportaat of 1nurnsbipiiDedllculO1l, W

1ncltUl.n1 lI"'r of appUC&u for illumahip PllIst'-- ad

the nle4 far c1_r caoperat1C1ll Illd r.-.1ur.illll between

deplftMlltliatdur.atiOlllr.ontemioaiotl!'llihipswoulduhI

tovarrctlt<lllful!I1UlIC1ntuuIt tbeeDllof.aeb

nauhr .r.hoal tttw.

8. Th.~psrt_otafEduutionI1Adlliniltrat1anlbould invite

rtpruomtlUft. of tllt .mool boards, .r.baol .,u:iu IlIld tbe o.plrt_llt

of Ednuti(ll to _[ UlIlnaU)' IIDd to rnil!ll' tbI. effer.thl!l:llu of

balf tilt up.1.u iJdIDol rau, _ -.u~ at ., U. ~lIrlq

!hi yur "epmliq UfIOa the lIatllA of !hi field nper1nce _ tile

opw.:. 01 tilt .nhl.q e-1ttH ... thR llI!~t of r.luc.u1cul

Albd.a1Inet.to..

It U qII1te COllCuubll! thn I.Iltuuht,. ceu1d ub plaCll,

_t 0IIl1 U 1 sdIDol, "'t 1.11 tilt n.,an-t of u.e.at1_, tile

llMIfOl;D!Lmd reacher'l .ktodlt1oa (I.r.•• ), 1 echoo11loard

office, 1 ~t1l11la1 Uout1clll e.-1UM (lI.I.C.), .....

oa. It U llao cc.ceiwable that !hi but opportlllll1t1.. for.

rld1, r.ard1D&, lllunahip uperiacl u1.u durlq tilt uplar

b$robilble. tUt lin latull vIlo worb vith 1 Ichool pri.llc1,.l or

onc. 1 Vftk -wi benefit .uffic1ctly froe thu _htioa to

b."l.to"Jthatbebldd~lopedClJd'&rl!lofproh..toaa.1

toIIp4itace. lIIIlI .kUl. U all bun 11 to be 1ll'f'Oiftd .1a«nly

1a"lIQJ.ns!u.laclll1a1ltutivetl.u,Iull-tl_part1clplt1oa1l

-"I"J _r an aulldll:l per104 01 tt..

Throuahout tile tour.. of thl! pruent inuruhlp I~rinc. 1t

31

alIool1d "' llCItU thn ,t-t Itftl')' upeel of lt1'VCtIlCUl& .... ..au.utlrtn,

the ,rver-, MUCti.. Gf ~fu.llda1ll.utr.t1ft (aDd ___

adId.l.1.ftrlthoe) usb k -.ben of tIlR .upe.rn.ory (:DIaitt.. &rill the

iat.tnl. _luth, aIld __uJ the FftlllUl ...~t of die

hterusbip, _ a, fn:. ... .holt unpntftelltN bua .. hr .. tM

utU.1&ly I part of t!M.pl'RNlOC 1.llunlSll1PPfOI,ca. fnlllntblc

."i_l,.c.u.tl_utolt'.probabufau1JltbeUduM

F __tl .Uid.1a. the ,rust 1:umlldp prop'UMll to M • an

nc:culfal -upl:n.ac- thaa the ~ttltT <II' the "'PU"'UllrJ ~tt..

W IlopIIII it -.LI N. It is to bit We to tM SlICe.. of otllat

11lumahip ,rOlr_. IIIId to tM IlIC'CUI of the i.lluru 1Illda1ll.iltratb.

ltat\lillll tuprcfudOD&1 trailr.1Dapl'IlIc_of aaeo!llcaU(llll.l

ad:a1alatrilltor.

, ,.,~,

=

...

v ••

,=

x xX xx XXXXX x xx ~~~~~

d;~~!~f~l ~1!!!?~~ j~ZIZ:~t!

APPENOlX"Il"

S'fUOZ~T TIr.ETA!lLE

(S...plel)

TEACHER I><R. PAUL TILLEX'

OAY :3 ! OAY 4

STUDENT TINETABLE

~O~:~ROO"i:,-,'",lO,,- _

DAY 3 0'" .HOKE HOMEROOj4 ROOM

l-!.'lth,

E:l~ • "...409 ,..."-~7

Ene:. ......~1~ "'10th --.....-{O6

10; t,,,11; to

ig;~g RECESS RECESS RECESS RECESS !. ! "'c,c.

~ 1 : 20j1:55 ,(\'I,lt.o;h 9)

:1:51>12:35'!."t.ch ~)

G~A"=:: 74-

HO~:::ROOM.,·_---'O",nB." ~ _

APPf'.NDI:X "8"

STUDENT TIMETABLE

TEACHER Mr. M.':lUricc Zvo.ns

~~/~27,..'!~j·'.:tth ........ '!

....... .e:05 i.

PC::1 ~ 0,' I OAY 1 I DAY 2 I 'OAY 3 OAY • DAY 5

s: 5S I ~O~): I HO;~E HOXE Horl,E HO~;E

9;:':' ROOi~ ROO~i ROO~1 ROOII, ROO:v.

9; 1 0 I Li~r;:l.::-y~,,~"~l "'.o.th .z6;1 Oeog.,,4{?.

Moth/-10;

iVl:;lth~;f0'~9: 50 !

;;: 50 I French / "2;~! f:~~ fi~;Z2~ Muoic /:(i.~; SCielnc:.-s!A' R. E. /,

10; 30 ".."21q1 0; 30 I RECESS. I RECESS RECESS RECESS RECESS1 0; 1;5 I1 C. ",:;I I Ceo::,:. /,{J fJ~~ t~:l~;: En~. ,4{. P.E. -- Ene;. . _",r;;'1 i :20 I - ......"'"114

'1; 20 I P.E. _l{JEne;. /J1, l-1ath Aci'~ EnG'

>':IeEne /

1.1:55 __/'~Hi·(lunch ') I ./ I /

/

11; 55 I LUNCH ,,>//" -, - LUNCH /,,"""1j 2: 35 I LUNCH - LUNCH - LUNCH .../1·(!..u:,:c!'l 7) I

, , , ,/

12: 35

';~J - .-<Ococ;. """1i'l".ath French /~;

]o:a.th GeoC;. ... ....1:15 ".,,"20 ...... 212 ,," 21~(l::r.ch 8) ",,/ j - --

__ I

;15 " R.E. /;~d SCicnce;"s/~ART ........ "French ""..., :rcnc~.. /;;i:!i;: Lior~t:Y227 _,~" 221

. :'5 Enr;. ,/;~l sc~cnc:~"..;;J GUi~." "2~;'I "I sCicr::.c,.s/~l2 : ~ jEne· ,. ...

....... ' 215

" OAY 6

HONEReO:1,

!,;ECESS

I

APPENDIl"C"

So<......,LIL~

T_..,,'.X. JUu.n

!H.!!Q.

TO: Mr. Ian Sparkes. Adlinistratlve Assistant.

FR(I4: G. A. Hidman, Principal. McDonald Drive Junior High.

SUBJECT: Initial Assig1lllents.

DATE: August22,1972.

Apropos discussions earlier re your intemsh1p involvell!ntatOllr scllool, the following in1tfal ass1~,.nts are suggested:

1. Formulate a comprehensive system of fire dr11l pror.eduresandregulationstoinclude,amongothers.thefollO\'rtngaspects:

a. routesb. diagramsc. students and faculty fall11iarizatfon

d. firedepartment1nvolver.ente. regulations for students atldfaculty

f. reclllJllendationsfori~lementation

g. other features as perceived by you

The sllggest'!ddate for sllblilHsiOllOf'this report to Mr. leefor furtllerdiscussion with theadlil.inistration is August 31, 19n.

2. ProilOsea systl!lllofschool prefects to include:a. stationlocat1onsb. nllillber of students·

c. du~1es of all concerned

..1..-

~.L •• """""',-.e..... --' ......-

•• 2••

d. txtellt of avUoritr

f. reftml s.rstmf. ftc.

SUblft findings to"'. lff by Sfpt.erlbtr 7. 1972.

,. A••H.

""',..

APPENDlX"D"

Ta: ~11 Staff ;limers

fR\Il: G. A. K1CQJn

SUilJECT:Fire.n-111 Policy

;)ATE: October2S,I972.

Inthel.lperationofanylar<Jebuildln9wherethedang2rofflre2xlsts,ltlsessential that !lOt Cliily is there adequate fire fi~~tili9 equljXll2nt and an alar;;system,butalsonUllerousexltsandstrategiclocationstofacllltatetherapid evacu~tlon of anyone in the bulldlng in the event of an er;erg~ncy. Ina school with over gOO students, a staff of 37 teachers, and various maintenancepers(Hlnel,ltisvitallyllllportanttllatfNeryindtvidualbecOlllefallliliarlflthall fire ftghting equilJDi!nt and fire escape routes. It is equally l~portant

that evacuation procedures be tested and relte~rsed at regular Intervals to ensuretht fastest possible escape ofeverygne fl'O:l the building as well as to ensurethatfNerylndivtdualls familiar'~ithescapeT'Olltes, fiJ'(.~ualti(Hls. fornationareas outside the school, and check-off procedures. For these'"retspn~~,therv'iI'l1

be~ularfirndri11s.

....2.....

GE,iERALPROCElliRESFQi{FIREDRILL

1. iJrIC~ a fire alal'll sounds in the school, t:M central Fire geparbant isavtalaticallYllOtffio!d by W alal"ll systi!ll cOIInectad directly to thefirestatfon.

2. The school fir\! alal'li1 has a high-pitcilcd buzzing wound whic~ w11l runcontinually..' until shut off.

l. Afire escape route and stud~nt fire drill regulations will be postedineadlroc:..OncettlefirO!a1al"llhaS~e¥i!ryoneistoevaC\late

the bulldillg in accordance with these routes and regualtioos.

4. The fOl'lMtion area for c~ch class 1$ directly opposite tIle exit throughwhich they will hay:; left the building. This means that tllere are firfonnatioos areas with the fol1o-.li~ lkpartoent lleads in cllarge of eacharea.

AIlSA ll)iffi - or. Gerald CooIIbsARSA OllHAST - ~. DAVID RICHEARSA SOOTH·EAST -:4Il. HAAOLD LAnEARSASOUTIl-,'ir.Boyd5aundersARSA lIES1 - ;·Ir. Itlllert Hillier

5. Students arc to ~ l"ined up in rows of fhe and a COClnt taken by theteacher 1n charge of each class at the tilE of the fire alal"ll.

6. 1"11$sing studl!!\ts are to be reported to the llepartl!ll!nt H.:lad in cllargeof each fonnation area, who is then responsible for ffmling these students.

7. TheDepar~ntHeadsaratoreporttothePr1ncipalorVice.Prlncipal follOW"illg each fire drill.

8. Two IIal'lLlal rii'l'1S of the bell will signal a return to the I"OCIIICs) fro­M11chstudentsandstaffc_when~ala,..sounded.

I

••. 3....

"floor.pl." of the sc~l Ind1utl1l9 all flrt &ft rouUs is attlielled. It is"lrYteKllIr'sdlIt1to:

5.

4.

3.

2.

1. :J«::e.t f.tlilr lf1tIJ 111 fire 3ft nlUtg l:ld ftre drlll proudures 1M~latlClllS.

E.lsoIrt tbat stud.;!ats bo.."C:la! f.-ilf,r wftll sue b)' II milllriog U. wftllstl.lNluln~~loJ:ft'o!r)'Iia1;luri1l9001C)'Clt. blbritf1111Diltout the fiN route posted in ndIl"OC11 at t.'w begtfllling of !'nr'J eluslllrilllllllt C)'Clt. cl po111t out to oacll ....,. elm U1at fire fouus .,!II diff~t fw adl clau lilil tNt roc-s othet' tIlin tIltlr~ clus­roc-stla't2fireroutasposta:luwll.

~1atil1 U. ttre ala,. SlllIlIds, ~~ Is to tau I f.llrltt SKOlI!sto pohtout thtltSCl+Jf route fot"thatelus.

£nsuret."IItSWllistuoWltsare.usi~ttdtoclos~all wfldows In t.~r'OCIIllilflt U. otJler stulSi!nts are leuillg/

~~M~~~,~lt1s~~r~~~:r":~i=~te-£nsuN talt tilt soor is closed Ifter all StucSt.lts ba • ltft U. roas.

bSllNtotaktthe~andabsenteelistfn:.t.'leclnsl"lXllfnllflclllyou are tMdl119.

3. ProcHdwitllelasstofol'Slltlonal'aaoulsifUtbisellool.

..

9. Ensure tIlatstlldents in your chirge Ire lined lIP i. rurs of fiN.

10. Check the I'ltIlIblr of students prnant l~ilLSt t.~i reghtif'ed IUIltr less IIl1li»antefS.

11. "'port 'll1.hslng studilnu to to. ~r..t HHd in c:w.~ of t.... For­IIlItionlM.

12. _Ill wlt.~ ywr elns until the bell Is socnbl to return to ori91nalclusasulll1llllthealll'1lsounded.

13. TllfIe,\l!f'S who IN not in a elusl"OlXllt the tl.-e o~a fir"all~are toproceed to tIw n.!Irest aft to t.'lat ara;, and sUpi!l"tise students leawlll9trowlldfnl.---

....•.....

RCU\ESTtf:l:.rrsIIlFIREALAR!1P~

1. Sta..,:t baside dast i~lit.'!ly to'k! fire 4141"1I rfn-1S and .it for treteachartodirett)'OLltogo.

2. Proceed ttl sing);! file thn:lugh desi7W-~ fire ;"out<! f~ that 1"DOlII.ProtNd in a quht,orderh funion. ;)) I'IOt attelpt to tl,IlI.

3. teep to til" rijlt ~ left u l:ldicu_2d for tNt route, and close to the.11~con~ii!llt.

4. ilo not 90 to your IOt~rs or to tl'le batllF"Ol» and !; not tate all)' books,crotJies. Gr oW!" belongil'lgS with )'011 dllring fire ;rrm.

5. If 01'102 clus Is ~ing alOllg tile totTidor or tbraugb an nit befor anotilerclass, tItiMl the so!COo'\l dau .-1st Wlit uilUl tile first class Is Ulf'O\I9IlbeforeitstarUto;,otoYw~t2Xit.

0. Studalu 11Io, for illJ' ruSQR aN not in their Imi!nlaa tIlen a fire alal"ll

~~Wectis; :r::~thei.i~ =i~tcJ;r:r~ :o'~t'~s=!RJNIrfaeftt lWd in C;\U"g2.

1. TIle fOl"llltion arei for wth th5s is the area directly opposite tl'\2 bitfn:. which you left ~ building.

3. Stu:lanu ar~ to quleot11 l10e up l:l1 class in I"OIfS of ft,e. at CtIU...betOUiltedby~t...'>l(l'ter(s)ine!l.a~.

'1. :emafn with )'OUT chss W1til the IIell souods for you tl) enbr the bulld­iDg. I"roteed tl) tl'le classl'OCII in llilich )'llU lRre at tlI2 tt. of the firealal"ll 1;1 ~ quiet, ord~rly hshion.

...s

1. Mllil'll.nll scu:ld lllthl! local fiN stlltion lUtaaltlullr""'" 0lIt' 1111'1I~lnthesdlool.

2. III tJle "~t of I prlttfa! fiN drf11, ti. flrt ~rt5ll!llt ifill be CUlt-­tlItted ~forWnd 50 t/'Ilt to'le fi~ d1id lnd ot1\.!r flr'\1 d.."prlrt.efttpt~1lMI1.rc.c:.! toto'lescllooll;xlollSol'l"V~ourflrelir111 ;roc1!duMi.

3. TitfINdltiflril1~cotItaet.);lUI:IlStedto,isitthtICilOO10l",rlOllS

OCUSIOM to spot to ta.~ W stu;P.nU Oft fin ~r11ls ..1d fir:preclUtlom.

•.... 6..•..••

Tbt l..-wee of ri!Jjlu flr-J ..11ls taAIIOt b.! "~slud. It's f"a tNt.u" affit13lCl tu bl o:tUIIIl!J UlI?Jg;a t"igllllr 4rills OIlll ff 111 CIXlC.iI'fttd!IK'cDe thoroug.il, failiu wltfl wir reliJ'i."Ctfre rolC'$ im urry Ul!II out to theht~. TeadlerS'N ~tai to ate a specflldfort to f.ill.rin Stu3alU wltll.11 ~lutllM IIld sae tNt theJ Ira fol1~. .fotlfiut1Oll of the fint blofiN drilh will be 9h'~ 1. IdJlllCol. Aft.,.", thit, th2 "surprise" eff«t w;flT'ituwd IS could oc:cvr in, ml fir<!.

APPEllDU"!·

- Student -

~~~E------------­

=S~~·",-----------

Subjects pl't!sently taki!!lf:

l.l~~~~~~2.J...S.6.

~:,.10.__

Subjects desired:

l.~iiiiir2.J •..,.6.7.S.,.

lD.

""------stUDGIT PAREHT 00. GUARDIAIf

(OFfICE USE OHLY)

!RANSFER PEllXIT fCIl)l

.."'. 0 !RANSFER APPROVED

=:m::-:H=_=""':::-:CL::A5S=::'::O"-.~~~~= 0 ~~grv: liar!RANSfERRED TO CLASS NO.lXMIEJfTS:

om ...,.-- _PRDtC!PlL TEACIlER _

TO BE RETURNED TO GflIElLlL OFFICE

BIBLIOGRAPHY

AMriun Association of School Mainisrr.tors, Pro!essiOlllIMmiDiatr.tiou for mrica'. Schools (llubingtoa, D.C.:tbeAa:lIod.atioa, 1%0).