University of Southern California Dissertations and Theses

The Internal Organization Of The Large High Schools In California

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The Internal Organization Of The Large High Schools In California

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Content This dissertation has been microfilmed exactly as received 66-11 581 PARKER, J r ., George Fay, 1916- THE INTERNAL ORGANIZATION OF THE LARGE HIGH SCHOOLS IN CALIFORNIA. U niversity of Southern California, Ed.D., 1966 Education, administration University Microfilms, Inc., Ann Arbor, Michigan THE INTERNAL ORGANIZATION OF THE LARGE HIGH SCHOOLS IN CALIFORNIA A D issertation Presented to the Faculty of the School of Education The U niversity of Southern California In Partial Fulfillm ent of the Requirem ents for the Degree Doctor of Education by George Fay Parker, Jr. June 1966 This dissertation, written under the direction of the Chairman of the candidate’s Guidance Committee and approved by all members of the Committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Doctor of Education. Date........ J u n * , ± j ? 6 6 ................................................. Guidance Commits Dean Chairman TABLE OF CONTENTS Page LIST OF TABLES ................................................................................. v Chapter I. THE PROBLEM AND PR O C ED U R E............................. 1 Introduction The Problem Statem ent of the problem Im portance of the problem Basic assum ptions Definition of term s Organization of the Study II. RELATED L IT E R A T U R E ................................................ 9 D em ocratic L eadership Departm ental Organization Com mittees Chapter Summary III. THE PROCEDURES U S E D ................................................ 29 Development of the Q uestionnaire Sponsorship T reatm ent of the Q uestionnaire Chapter Summary IV. THE PRINCIPAL’S ADVISORY CABINET...................... 36 Introduction Composition of the Cabinet Proposed Composition Frequency of Meeting Considerations of the Cabinet Im portance of the Cabinet Chapter Summary ii Chapter V. DEPARTMENTAL ORGANIZATION Page 48 Introduction Departm ental Chairm en Selection of D epartm ent Chairmen C riteria Used in Selecting Chairm en Duties of Departm ent Heads Meetings of Departm ent Heads Departm ent O rganization in the High School Proposed School Organization Chapter Summary VI. STANDING COMMITTEES.............................................. 78 Standing Com mittee Com prised of Personnel Due to Position Regular Standing Com mittees Frequency of the use of the com m ittee and the length of service of the m em bers and chairm en M em bership and selection of the chairm an of com m ittees Frequency of M eeting of the Standing Committee Frequency of Use of Regular Standing Com m ittees Com mittee Meeting Tim es Disposition of Committee Report Chapter Summary VII. TEMPORARY COM M ITTEES........................................ 103 Tem porary Committee Organization Tem porary Committee Reports Results of Committee Action Meeting Frequency of the Conference Period Committee Problem s D iscussed by Conference Period Com mittees iii Chapter Page Conference Period Committee Reports Chairm an of the Conference Period Committee Chapter Summary VIII. SUMMARY, CONCLUSIONS, AND RECOM- Summary The problem Procedures Summary of Findings Principal's advisory cabinet Departm ental organization Standing Committees Committee com prised of personnel due to position Regular standing com m ittees T em porary Com mittees Conclusions Recommendations MENDATIONS 116 BIBLIOGRAPHY 134 APPENDIXES 140 APPENDIX A 141 APPENDIX B 143 iv LIST OF TABLES Table Page 1. M em bership of the P rincipal's Advisory Cabinet . . . 38 2. Meeting Frequency of the P rincipal's Advisory Cabinet M eetin g s............................................................. 41 3. Considerations of the Principal's Advisory Cabinet . 42 4. Frequency of Use and Salary Status of the D epart m ental Chairm an as Found in the L arge C alifornia High Schools .............................................. 49 5. Selection of Departm ent C h a irm e n ................................. 50 6. C riteria for Selection of Perm anent Department Chairm en ........................................................................ 53 7. Duties Assigned to D epartm ent H e a d s ........................... 55 8. Problem s Considered in Departm ental C hair m an's Meetings ............................................................ 58 9. D epartm ent Size and Number of Non-Teaching Periods of D epartm ent Head (Group I Schools of 800-1499 A. D. A . ) .................................................... 60 10. Departm ent Size and Number of Non-Teaching Periods of Department Head (Group II Schools of 1500 and Over A. D. A .) ........................................... 61 11. M ean-Size of D epartm ents and Frequency of D epartm ental Meetings (Group 1 Schools of 800-1499 A.D. A . ) .......................................................... 64 12. M ean-Size of Departm ents and Frequency of D epartm ental Meetings (Group II Schools of 1500 and Over A. D. A .) .............................................. 65 v Table Page 13. A reas of D iscussion in Departm ental Meetings (Group I High Schools of 800-1499 A. D. A .).......... 67 14. A reas of D iscussion in Departm ental Meetings (Group II High Schools of 1500 and Over A. D. A .). 68 15. D epartm ental O rganization in New S ch o o ls........... 71 16. Percentage of Schools Using Special Standing Com m ittees Whose Chairm en Have Special R esponsi bilities and the Frequency of T heir Meetings (Group I Schools of 800-1499 A. D. A. ) ................... 79 17. Percentage of Schools Using Special Standing Com m ittees Whose Chairm en Have Special R esponsi bilities and the F requency of T heir Meetings (Group II Schools of 1500 and Over A. D. A. ) . . . . 80 18. Composition of Com m ittees Form ed of Personnel With Special R esponsibilities to the A dm inistration (Group I Schools of 800-1499 A .D .A .) ............. 83 19. Composition of Com m ittees Form ed of Personnel With Special R esponsibilities to the A dm inistration (Group II Schools of 1500 and Over A. D. A. ) . . . . 84 20. Length of Tim e M em bers and Chairm en Serve on Regular Standing Com m ittees A rranged in the Frequency Used (Group I Schools of 800-1499 A .D .A .) ............................................................................. 89 21. Length of Tim e M em bers and Chairm en Serve on Regular Standing Com m ittees Arranged in the Frequency Used (Group II Schools of 1500 and Over A .D .A .) j. . . . 91 22. Selection of M em bers and Chairm en of Regular Standing Com m ittees A rranged in the Frequency Used (Group I Schools of 800-1499 A. D. A .) . . . . 93 vi Table Page 23. Selection of M em bers and Chairm en of Regular Standing Com mittees Arranged in the Frequency Used (Group II Schools of 1500 and Over A. D. A .). 94 24. Frequency of Meetings of Regular Standing Com m ittees Used (Group I Schools of 400-1499 A .D .A .) . . .................................................................. 96 25. Frequency of Meetings of Regular Standing Com m ittees Used (Group II Schools of 1500 and Over A .D .A .) ........................................................................... 97 26. Com parison of Frequency of the Use of Regular Standing Com mittees Between Groups I and II . . . 99 27. Com mittee Meeting T i m e .................................................. 100 28. Disposition of Com mittee Reports ................................. 101 29. Selection of Personnel for T em porary Com m ittees . . 105 30. Reports of T em porary C o m m ittees........................... 107 31. Disposition of T em porary Committee R ep o rts 108 32. Conference Period Com mittees’Meeting Frequency. . 110 33. Problem s Considered by the Conference Period C o m m itte e s ............................................................... I l l 34. Disposition of Conference Period Committee R e p o r ts ........................................................................ 113 35. C hairm anship of the Conference Period Committee . 114 vii CHAPTER I THE PROBLEM AND PROCEDURE Introduction Many d istrict, state, and national groups and organizations exist for the purpose of helping the certificated personnel of the public schools im prove the quality of their professional competence, working conditions, and economic position. C alifornia has a long record of form al professional organizations, out of which has evolved a sta te wide association that has been the model for sim ilar organizations in other states. The state organization has not been concerned with prim arily local affa irs--o th e r than in helping to upgrade sa la rie s, im proving teaching conditions, and raising the level of professional preparation. The internal organization of individual schools has been left in the hands of the local adm inistrator and his faculty. The certificated personnel of m ost high schools a re organ ized in some m anner to m eet the specific problem s that a rise within their own school and which, although they may be typical of many 1 schools, rem ain unique as they affect that p articular faculty, adm in istration, and student body. The type of organization found in a school may be form al o r inform al in nature. Some organizations have been established deliberately, either by the adm inistration or through teacher demand, with a view towards accom plishing certain specific goals. Other groups have evolved as a resu lt of customs established and needs m et over the years. Responsible adm in istra tive leadership has encouraged the growth of organizations capable of providing for two-way communication within the school and increasing both the efficiency of operation of the school and its harmony. The public schools of many areas a re the biggest industries of those are a s; ideally, as such, they should serve as models for the re s t of the community. Yet the development of dem ocratic techniques of operation within the professional staffs of the public schools has been slow in m ost com m unities. D em ocratic adm inistration is becoming m ore im portant as the certificated staff becomes m ore and m ore desirous of participation in areas other than that of the c la s s room s. As a general rule, the individual principal--w ith the approval of the Board of Education and the superintendent--establishes the pattern for his own school. In many of C alifornia's schools, dem ocratic policies e x ist--a t least on paper--w hich have been set up 3 without pattern, guidelines, or study of other such setups. C alifornia has had these difficulties em phasized by its enorm ously rapid population growth, which has intensified the prob lem s of its schools. Many schools which w ere relatively sm all a decade or two ago have become educational institutions of great size and complexity. The operation of such large schools has become too great a task for a single adm inistrator, and the principal has been forced to seek help. The assistan t principals have form ed part of the answ er in operating the schools. T heir addition has had the resu lt of bringing m ore teachers into the adm inistrative operation of the school. The old phrase that it is "our school" is taking on new meaning. The adm inistration of a school is no longer solely the job of the principal alone but involves many others for its efficient and harmonious operation. Yet the high school staff organization has developed only slowly in the public high schools of California. As the schools have grown in size, the development of the internal organiza tion has not kept pace. Organizational problem s tend to increase in proportion to the increase in size of the schools. The Problem Statement of the problem It was the purpose of this study to determ ine what provisions for organizing the staff into working groups had been made in the large high schools and which of these patterns w ere the most effec tive. The study was concerned with the following questions: 1. To what degree are principal's advisory cabinets used? 2. If used, what w ere the composition and working arrangem ents of such cabinets? 3. With what m atters did such cabinets concern themselves? 4. By what means were the effectiveness of such cabinets increased? 5. To what degree was a form of departm ental groups organized? 6. What were the working relationships of such departm ents? 7. What w ere the functions and duties of these depart ments? 8. By what means may the effectiveness of such depart mental groups be increased? 9. What other sim ilar types of organizations w ere used in place of departm ental organization? 10. To what extent and in what areas are standing com- 5 mittees used in high schools? 11. Who comprised the membership of standing committees? 12. With what m atters w ere these committees con cerned? 13. Were there tem porary committees in use? 14. What was the concern of such committees? 15. How effective were they in accomplishing the purposes for which they were formed? 16. How may the effectiveness of both standing and tem porary committees be increased? These questions were designed to secure an analysis of known ways schools have been organized. Importance of the problem The improvement of the educational process through the cooperative efforts of all of the staff has been one of the important gains in the public high school. The organization of the certificated staff must be further improved to increase the effectiveness and efficiency of education. Such staff improvement should come by better dem ocratic adm inistrative policies. Improvements in group organizations within the local schools should contribute to greater harmony, increased m orale, better teaching, and to an improved overall school program . Thus, the problem was to attem pt to find how the certificated staff organization could be utilized m ost effec tively to im prove the educational practices of the local high school. Basic assum ptions It is reasonable to presum e that high school staffs should be organized efficiently. The teaching staffs of large schools must employ the technique of dividing into sm aller units in o rder to secure a g re ater effectiveness of organization. These groups, it m ust be understood, are responsible to the adm inistration for their actions. In any school, various types of divisions exist which a re essential in the efficient management of teaching. In our system , these groups are a means of dem ocratic participation in ad m in istra tion. Definitions of term s To avoid m isinterpretation, this dissertation should be read with the following definitions in mind: P rincipal's advisory cabinet. - -The principal's advisory cabinet will be considered as that organization headed by the principal whose concern is with the overall problem s of the school. As indicated in the title, the nature of the cabinet is an advisory one. Departm ent chairm an. - -Any person selected to assum e som e responsibility for organizing the persons teaching in the sam e o r related fields. Combined a re a s . - -Teaching fields related to one another and grouped into the sam e departm ent for the purpose of studying certain problem s and perform ing definite routine functions. F or example, science and m athem atics might be brought together as an area. Broad a re a s . - -The grouping of teachers within a school into a classification having a unifying tie other than the classical subject m atter departm ents. F or example, the academ ic subjects might be grouped into one area. Standing com m ittee. - -Any com m ittee which p ersists m ore than one year. The personnel may change but its function is con tinuous . T em porary com m ittee. - -Any com m ittee set up to do a specific job o r to solve an urgent problem and which serves for a period less than one year. The study was lim ited by practical considerations to: 1. C alifornia public high schools with an average daily attendance of 800 and above. 2. Internal organization of the teaching staff of high schools into working groups at the school level and excluding organization at the d istric t level. 3. T hree- and four-year (senior) high schools only. Organization of the Study In Chapter I the problem has been defined and a definition of term s given. A review of the lite ratu re related to high school staff organization is presented in C hapter II. The method of collecting inform ation and other procedures of the study a re presented in Chapter III. The principal’s advisory cabinet is the concern of Chapter IV. Departm ental organization is discussed in Chapter V. Standing com m ittees, both regular and those form ed from personnel on the basis of position, a re considered in Chapter VI. Chapter VII presents a discussion of tem porary com m ittees. This includes any sh o rt-term com m ittee and covers those form ed by teachers having the sam e conference period. Chapter VIII collects the sum m ary, findings, conclusions, and recom m endations of the study. CHAPTER II RELATED LITERATURE D em ocratic Leadership D em ocratic leadership in the schools has been a natural outcome of our type of government. H istorically, adm inistrative leadership was m ore o r less generally dictatorial. The p ressu res of the community and the staff have caused a modification of this type of adm inistration. Today alm ost all adm inistrative patterns include som e form of dem ocratic participation by the personnel of the organ ization. This does not mean that the adm inistrator no longer makes decisions but that policy is influenced by groups within the school, and decisions affecting policy a re made in many cases only after con sultation with the persons involved. The development of dem ocratic leadership as it promoted the existence of organized study groups within the school was im portant. This development was sporadic and is still taking place. John Dewey, as early as 1903, considered dem ocratically-operated schools should be a part of our society. As he states: 9 10 Until the public-school system is organized in such a way that every teacher has some regular and representative way in which he o r she can re g ister judgment upon m atters of educational im portance, with the assurance that this judgment will somehow affect the school system , the a s s e r tion that the present system is not, from the internal stand point, dem ocratic seem s to be justified. What does dem ocracy mean save that the individual is to have a share in determ ining the conditions and the aim s of his own work? . . . (10:xvi) This idea of "a share in determ ining the conditions and aims of his own work" has been increasingly im portant since Dewey's tim e. G rieder, Pierce, and Rosenstengel, in Public School Admin istration, express the m ore common thoughts which have developed about public education in general. As they state: American public education should be conducted in harmony with the dem ocratic principles to which the people subscribe, and some exploration and clarification of the concept of democracy in educational adm inistration are called for. Much rem ains to be done in actualizing the vaunted philosophical principles in Am erican life generally. (8:93) Many w riters on and students of the educational stru ctu re of the public schools have expressed the generalization that "those who are affected by policies and decisions are entitled to participate in making them ." (8:94) This thought runs through much of the contem porary thinking concerning school adm inistration. John Bartky, in Adm inistration as Educational Leadership, lists four tenets of the American dem ocratic society: 11 1. The m ajority decides and the m inority shall accept the decision if it is compatible with organizational values. 2. Everyone is entitled to dignity. 3. Everyone lives in and through the lives of others, and it is by these that his own life is completely fulfilled. 4. The aim of human existence is to develop an organization which allows for the fullest spiritual growth of man. (2:54) Anderson, Grim , and Gruhn state it differently in their list: 1. Educational leadership is most dem ocratic when it frees the creative talents of all who work in the school. 2. Leadership is m ore effective when it is shared among the group. 3. All individuals affected by school policies or p ra c tices should share in their determ ination. 4. The adm inistrative unit best adapted to dem ocratic leadership and control is the single high school faculty. 5. Dem ocratic high school adm inistration practices and extends techniques of group process. 6. The prim ary function of educational adm inistration is the improvement of the learning process. 7. Supervision should be a dem ocratic process for the improvement of instruction. (1:350-53) Our dem ocratic way of life has naturally carried over into the schools. It places additional responsibilities on the adm inistra tion and on the certificated staff. Harl Douglas, in Modern Admin istration of Secondary Schools, gives some principles of dem ocratic adm inistration which he feels should be followed: 1. Dem ocratic adm inistration accords to a group and to die individuals composing it the responsibilities for participation in the making of decisions that affect undertakings of the group and the activities 12 and interests of the individuals composing the group. 2. This does not necessarily mean that each person exercises adm inistrative responsibilities, but that the adm inistration provides the situation and procedure by which the individuals of various types of groups in the schools may cooperate in planning. 3. D em ocratic adm inistration attem pts to locate leadership and encourage its exercise by each person in accordance with his abilities, capaci ties, background, experience, in terests, and needs. 4. D em ocratic adm inistration provides for such flexibility of organization that adjustm ents may be made from tim e to tim e in the m atter of human relationships, as the occasion and develop ments may seem to indicate. 5. D em ocratic adm inistration recognizes the unusual instinctive urge to creative activity among human beings, and allows for its expression in planning and carrying out education program s and pro cedures. (5:9) To achieve dem ocratic participation in education, Koopman, M iel, and M isn er--in Democracy in School A dm inistration--feel the following should take place: 1. The active participation of all agents on a thoroughly dem ocratic basis. 2. The m eans whereby the creative contributions of individual staff m em bers may be m ost effectively capitalized. 3. A unity of purpose in all the activities at the p ro fessional organization in accordance with the adopted philosophy of education. 4. A continuous im provem ent of instructional policies and practices as opposed to spasm odic and periodic campaigns of reform . 5. An effective m eans of cooperative professional amount of understanding and growth on the part of all professional agents. (10:77-78) 13 Also, French, in The A m erican High School, states: The belief that our best high schools have developed and have been able to im prove them selves m ost when their professional leaders have m ost willingly and generally utilized dem ocratic and educative processes and techniques of adm inistration. (4:255) The feeling that teachers m ust not only be involved in the education of the pupils but also in the organizational development of the schools is expressed by Spears, in The High School For Today, when he says: All m em bers of the professional staff of a school system a re responsible not only for the education of the pupils but for the development of the schools them selves. (15:266) In referrin g to high school organization, Spaulding, in Organizing the Personnel of a D em ocratic School System , rem inds us that: O rganization is a tool by which these persons (staff) may cooperate to accom plish what they deem to be im portant. If it is to be an effective tool, it m ust be forged and shaped by them and not for them . (14:68) Koopman feels that the dem ocratic adm inistration also rew ards the adm inistrator and states: 1. D em ocratic adm inistration m akes it possible for each individual to make distinctive contributions to the work of the school. 2. When such a program is continued year after year, continuous im provem ent of instructional policies is made. 14 3. D em ocratic adm inistration makes possible the definite completion of certain significant activ i ties. . . . With a functional organization, responsibility for the completion of projects is definitely fixed. (10:116) Glenn McDonald, in Overview, Decem ber, 1960, stated: The basic principles of faculty participation in the form u lation of school policies are: 1. To recognize faculty participation as both a right and duty of the credentialled staff. 2. To recognize the professional capabilities of credentialled personnel. 3. To confine the participation to areas of principal concern to the faculty; to not bog them down with triv ial decisions. 4. To organize the group in a m anner most compatible with the level concerned. 5. To keep policy m eetings confined to their intended purpose. 6. To make no hasty decisions. 7. W herever possible to let the group assum e the responsibility for the policies. (30:7) G ardiner (42) studied m edium -sized four-year high schools. He defined m edium -sized schools as those with enrollm ents between 300 and 1,000. G ardiner had 260 schools reporting and found depart m ent heads in 41. 5 per cent of these. In the la rg e r schools in his grouping, he reported that departm ent heads w ere m ore frequent than in the sm aller schools. The advisory cabinet was used exten sively in these schools. In California, he found that 44 per cent of the schools had such advisory cabinets. The great portion of his work dealt with strictly adm inistrative positions. Except for reports on departm ent heads and advisory cabinets, little was considered, however, concerning the dem ocratic aspects of adm inistration. Shafer (45) studied dem ocratic relationships in ad m in istra tion and was concerned prim arily with deriving principles. He selected these from the w ritings of fifteen outstanding th eorists and from them he chose nine principles of dem ocratic adm inistration. 1. All m em bers of a dem ocratic society or asso cia tion who a re affected by any policy pertaining th e re to should be granted participation in the form ulation of that policy either directly o r representatively through an organization of their own and unrestricted choice, while at the sam e tim e they should also be charged with the wisdom o r folly of the policy so recommended. 2. Dominant a im s, goals, ideals, objectives, o r pur poses which eventuate because of participation procedures recom mended in the first principle, and which are therefore developed and comprehended according to the ability and special interests of every person associated with an enterprise under consideration, should be established and maintained. 3. The existing tools of science and research should be brought into play in o rd er to arriv e at the m ost advanced stage of truth in any and all situations. 4. After policies have been decided upon jointly and provisions have been made for keeping them up to date through additional joint action, responsibility for their execution can best be centered in one chief m anager. . . . 5. Wise leadership as a function, not a person, is essential to achieving the high degree of dem ocracy sought in personnel relationships. 6. Respect for human personality should be placed above all other considerations. 7. Ability and accom plishm ent should be recognized and adequately rew arded by the group whenever and w herever found. 16 8. Security and continuity of personnel in service for which they a re fitted and in which they a re happy and a re making a just contribution of personal service should be maintained. 9. Efficiency should be established and maintained first with regard to human factors and second with respect to m aterial or inanimate factors. (45:307-9) Rombouts (44) studied twenty-five high school d istricts in the upper peninsula of Michigan and came to the conclusion that teachers felt very definitely that they had a right to a voice in m atters related to their educational program and to their professional welfare. For us to rem em ber that any organizational pattern can be improved Hagman and Schwarts, in Administration in Profile For School Executives, rem inds us: The perfect school organization for the accomplishment of the educational task as we see it has not now been devised nor will it ever be achieved, but im portant progress in its direction can be made through the critical study of the stru c tures we have thus far created to serve our school needs. (9:103) Morton and Ross, in Principles of School A dm inistration, emphasize: It is therefore the duty of those placed by law in positions of authority to go as far as possible beyond the letter of the law back toward complete popular control. (12:42) Shafer, writing in the American School Board Journal, finishes by stating: 17 All m em bers of a dem ocratic society or association who are or will be affected by any policy pertaining thereto should be granted participation in the formulation of that policy either directly or representatively through an organization of their own and unrestricted choice, while at the sam e tim e they should also be charged with the wisdom or folly of the policy so recommended. (35:18) Departmental Organization In m ost schools, the faculty is too large to m eet as a unit on all occasions. In the past the various subject areas have met as sm aller units to promote good teaching in their own fields. Much discussion has resulted over the formation of subject-area depart m ents in this way. C ritics have said with some justice that these departm ents tend to perpetuate them selves without consideration of other areas. Much of the recent literatu re has been concerned with this organization. Brandes, reporting in the National Association of Secondary School P rincipal^ Bulletin, states that in the larg er high schools of California subject departm ent heads exist in m ore than 75 per cent of the schools (20). Novak, in Education Administration and Supervision, says: C urrent em phasis in supervision and adm inistration is less an inspectional and scientific approach and m ore an encouraging and utilizing of the creative potential of each staff m em ber. From this standpoint, the departm ental head has an im portant "catalytic" function, namely, to bring about the best in his teachers by recognition assistance rather than 18 direction. (33:91) He goes further to suggest: That som e subject fields should be combined into one departm ent and gives as exam ples: Science-M athem atics and English-Social Studies. (33:91) The idea of combining subjects into larg er departm ents is further em phasized by King and Moon, who use four division heads: 1. Science and M athem atics. 2. Humanities. 3. Health, Physical Education, and Safety. 4. Related A rts. (29) They found that of 208 school system s throughout the United States, 75 per cent have departm ent heads. Rinker brings a word of caution into the picture by rem ind ing us that: The departm ent head is "always a teacher first and an adm inistrator afterw ard." (34:48) The functions of departm ent heads w ere many and varied. L ists of the duties of these persons w ere proposed by several w riters. Several of these w ere listed as among their m ore im portant functions by Waltham: 1. Encourage teacher im provem ent, good m orale, and a professional attitude. 2. Aid teachers in the solution of instructional problem s. 3. A rrange for dem onstration lessons. 4. Visit classes to determ ine proper teaching tech niques, student attitudes, and physical condition of the room . (39:25) 19 Shouse states that departm ent heads should: 1. Help teachers organize. 2. Help new teachers. 3. Encourage experim entation. 4. Share problem s. 5. Consolidate requisitions. 6. Organize com m ittees for textbooks, reference. 7. Help evaluate. (36:164-65) Gruman suggests that departm ent heads should be: 1. Prim arily to improve classroom instruction. 2. M em bers of the principal's advisory staff. 3. Able to visit the classroom and aid the teacher. 4. Able to recom m end teachers to teach classes they are best qualified to instruct. 5. Consulted as to the ability of the teacher in his departm ent when the question of tenure a rise s pertinent to that teacher. (23:168) K am m erer rem inds us that often the head of the departm ent is "overworked with detail work and sm all chores" and is not allowed to perform his duties in improving the instructional program (27:7). Spears said that: D epartm ent headship was sired by a respect for the seniority of teachers and foaled by the p re ssu re of ad m in istra tive details in the principal's office. The high school d ep art ment headship first saw the light of day in a schoolhouse that was giving shelter to a dozen highly specialized subject departm ents. (15:273) Raubinger was concerned with departm entalization in the high schools. He felt that changes toward dem ocratic participation in adm inistration of departm ents w ere the responsibility of the adm in istra to rs. As he stated: 20 It is believed that im provem ent in the instructional program requires changes in organization, and that m odi fications in organizations a re not likely to occur unless those who a re in authority, principals and superintendents, lend the support which is inherent in the power of adm inistration. In short, the conviction has grown that schools m ust be organized and adm inistered in new ways if a significant rearrangem ent of subject m atter is to be accom plished. (43:iii) Raubinger collected inform ation from 228 school system s and found that 78. 5 per cent of these did have officially appointed heads or chairm en of departm ents. The appointment was considered to be perm anent (assum ing satisfactory service) in 85 per cent of those. His study involved schools which had an enrollm ent of 500 and over and in cities of from 30,000 to 100,000 population. His study concerned types of departm ent duties as well as with the method of selecting the departm ent head. He found these duties w ere concerned with: 1. After school departm ent m eetings. 2. Review and selection of textbooks. 3. Planning and carrying out revisions in the course of study. 4. Requisitioning, issuing, accounting for supplies, equipment, and textbooks. 5. Visiting classroom s for supervision. 6. Making departm ental schedules. 7. Counseling. 8. Aiding in the selection of new te a c h e rs. He found that even with the possibility of organizing a new school as they wished m ost principals (80 per cent of those reporting) felt they would still organize by subject m atter departm ents. Raubinger came 21 to the conclusion that, "Under the present, and what will probably be the future teacher loads, a fundamental redirection of cu rricu lar organization is virtually im possible." (43:47) With this in mind, he pointed out three advantages of departm entalization: 1. Administration assistance. 2. Improvement of supervision. 3. Improvement of instruction. However, there w ere five disadvantages of which he felt adm inistra tors must be aware: 1. Creation of jealousy and antagonism. 2. D esire for departm ent heads to do less and less teaching. 3. A tendency for exclusive consideration of depart ment. 4. Isolation of department. 5. Popularization of departm ents against broad experience for students. While many have criticized subject m atter departm ents on the grounds that they tend to promote their own subject field, they prevent progress, and they build sm all em pires within the school; there have been few who have suggested other ways of handling the adm inistrative details cared for by these sam e departm ent heads. French, Hull, and Dodds state: There has been a trend to replace them (departm ent heads) with chairm en appointed for a year at a tim e, o r with ch air men of groups that cut across the traditional department lines. (7:149) Raubinger added that one approach to lessen the above 22 disdvantages would be to broaden the departm ents. Five such departm ents w ere suggested: 1. Cultured a r ts - - a ll academ ic subjects. 2. Domestic a rts . 3. Com m ercial subjects. 4. Industrial a rts. 5. Physical education and health. F u rth er, it was felt that change was hindered, because "tradition is a factor which obstructs d esired changes" and that con tributing to this tradition were: 1. College entrance requirem ents. 2. State requirem ents in curriculum . 3. Regional accrediting institutions. 4. T eacher training institutions by preparation. 5. Lack of adequate instructional m aterial for the program . (43:80) F rench, Hull, and D odds--as well as R aubinger-- suggest a pattern of departm entalization along m ajor and service lines. The m ajor departm ents would be health, citizenship, and lifework with leisu re and recreation as possible additional areas. The service departm ents would be guidance and curriculum im provem ent. These should bring in a maximum amount of teacher participation possible. Com mittees Com mittees have been used in adm inistering the high schools in o rd er to make it possible to obtain the thoughts and opinions of groups within the faculty. This aspect of dem ocratic procedure has 23 often been abused. Story, w riting in the Phi Delta Kappan, says there a re five pitfalls in which the adm inistrator is apt to fall and gives them as: 1. Using com m ittees as a front for autocratic adm in istration. 2. Lack of definite purpose for the com m ittee. 3. F ailure to recognize the responsibilities of the com m ittee to the larg er group. 4. Using the com m ittee as a playing-safe elem ent. 5. F ailure to take advantage of group dynamics. (37:199) Com mittees are often form ed just to have a com m ittee, and Hagman and Schwartz warn that: Com m ittees should come into being only as a real need for them exists and they should give way to other com m ittees as the initial need is alleviated. The com m ittee is not an end in itself but the means whereby the group forces in an organ ization a re brought into harmony. (9:133) In this sam e vein it should be rem em bered that two m ajor considerations as proposed by Keefe to avoid d isaster in com m ittee usage are: 1. The staff participation is not relegated to m atters of le sse r im portance. 2. Com m ittees a re form ed only when they can serve as valid aids in adm inistrative decision-m aking. (28:36) When com m ittees come to a decision, that decision m ust be acted on o r as Hamilton warns: Taking no action on the com m ittee recom mendations is fatal then and thereafter. F urtherm ore the use of the veto by a non-participant with authority instantly makes the group 24 work a wasted and frustrating effort. (24:11) The purposes that com m ittees serv e a re outlined by James in the A m erican School Board Journal: 1. F or conjoint thinking. 2. Coordination. 3. Control. 4. D epersonatization. 5. P reservation of status. 6. Camouflage (weakness). 7. Delay. 8. Indoctrination. (26:23) James w arns that the last five purposes a re ’’props to a weak adm in istration which, unable to move, can only m uddle." (26:25) Com mittees have definite purposes in good adm inistration and should be used wisely. They fall into three categories, accord ing to Ashmore: 1. Those appointed solely to study a problem and give advice o r recom m endations. 2. Those appointed with the power and authority to act in solving a problem. 3. Those appointed with specific duties combining the first two above. (17:40) In all of these categories they may be perm anent, standing, or tem porary. It should be em phasized that in standing com m ittees the com m ittee exists but not the personnel. A shm ore goes on to list certain regulations and principles which should govern the use of com m ittees. 1. A com m ittee m ust have a clearly defined problem o r purpose which is understood and appreciated by 25 each com m ittee m em ber. 2. A com m ittee m ust know to whom it is going to report, how it is to report, and when it m ust do so. 3. Committee m em bers m ust have assurance that their work will receive serious consideration, that the adm inistration and other faculty m em bers depend upon them to produce effectively. 4. T here m ust be som e disposition shown of the com m ittee's work, som e definite follow-up. If a com m ittee's rep o rt or recom m endations a re not followed, then specific reasons should be given as to why they a re not. 5. The chief adm inistrative officer must be prepared to back up the com m ittees, to in sist upon their completing the assigned work and to receive the report with an open mind. 6. T here should be specific adm inistrative and organ izational regulations concerning all com m ittees. 7. T here should be a clear understanding that the chief adm inistrative officer has the authority to veto or override a com m ittee rep o rt, however, it should be equally understood that he will give specific reasons for doing so. (17:41-42) Standing com m ittees are a part of many schools. The number of such com m ittees vary from school to school. Some of these w ere suggested by Edmonson, Roemen, and Bacon. They suggest ten such com m ittees: 1. C urriculum . 2. Student activities. 3. L ibrary. 4. Professional im provem ent. 5. Publications. 6. Commencement activities. 7. Faculty w elfare. 8. Public relations. 9. Social affairs. 10. Scholarship. (6:99) 26 In addition to those above-m entioned, there has been added a principal's advisory (or policy) com m ittee. De Z afra suggests that this com m ittee should: "Have the principal and vice principals as ex-officio m em bers only, with ten elected m em bers from the teaching s ta ff." (41:519) Brackette called his suggested com m ittee the faculty council and said it should be composed of: 1. Seven tenure teachers elected for the two y e a rs ; three elected one year and four the next. 2. One non-tenure, non-voting teacher. (19:61-62) M orley called his com m ittee the principal’s advisory j council and said it was composed of seven m em bers elected by the faculty at large for a one-year term (31:290). Brackett em phasizes that in faculty com m ittees of any standing, these ch aracteristics should be found: 1. Spheres of responsibility m ust be clearly delineated. 2. They m ust have adequate communication to the faculty. 3. The plan of procedure for faculty com m ittee reports m ust be carefully and clearly established. 4. The council plan m ust be im plemented by a truly dem ocratic will on the p art of the principal. 5. The faculty m ust want the plan to succeed. (19:62) All of the lite ra tu re stre sse d the fact that group dynamics m ust be properly handled if dem ocratic adm inistration is to be successful. 27 T here a re really two approaches to adm inistrative lead e r ship: (1) the leader-centered approach w here the authority of the leader im poses order, and (2) the group-centered approach. In the la tte r, the concern will be with discovering methods of developing the potentialities of group m em bership so that they may become m ore capable of self-direction, in fact, so that they may become less dependent upon their leaders and free to take an active part in shaping their own destinies. Chapter Summary Chapter II presented a discussion of the lite ra tu re related to the internal organization of high schools. It was found that some form of dem ocratic adm inistration was advocated by most w riters. The opinions as to how this was to be accom plished, however, proved to be varied. M ost felt that the adm inistration should provide som e m eans of participation by the staff in determ ining policies. The literatu re showed that in the m ajority of schools subject m atter departm ents existed and that they w ere considered to be satisfactory. Suggestions w ere proposed to broaden the departm ents by either combining subject m atter a reas (for example, English and social studies or science and m athem atics), o r to make several large departm ental areas as academ ic areas o r lifework areas. 28 Com m ittees w ere reported as being used in many schools but in widely varying degrees. They w ere abused, at tim es, by both the adm inistration and the staff but w ere considered desirable for dem ocratic adm inistration. CHAPTER III THE PROCEDURES USED The first task of this study was to identify and select the large high schools in California. As defined, public high schools with an average daily attendance of 800 and over w ere considered. The list was obtained by using the C alifornia School D irectory for 1960-61. T here w ere 309 of these three- and four-year high schools. These schools w ere found throughout the state in both urban and ru ral are a s. As this listing covered too large an area for personal contact to collect data, it was decided to send a questionnaire to each p rin cipal in o rder to obtain the desired data. Development of the Questionnaire The questionnaire was planned to determ ine what the practice was in the large California high schools as far as dem ocratic adm in istrativ e organizational procedures w ere used. It also was designed to determ ine what the principal, as the head school adm inistrator, felt should be the pattern of organization. 29 30 R eference to the available lite ratu re gave little usable inform ation as to the types of questions to use. Consultations with the chairm an of the com m ittee resulted in an outline of areas to be covered in preparing the questionnaire. A prelim inary set of ques tions was prepared and reviewed. This revision was subm itted to the doctoral com m ittee for criticism , and from this discussion it was decided to classify the questions into four areas: (1) principal's advisory cabinet, (2) departm ental organization, (3) standing com m ittees , and (4) tem porary com m ittees. The questions used in the questionnaire were of two types. The first required the response of the principal as to what was being done in the school in the four areas listed above. These questions w ere often paralleled by questions asking the principal what, in his opinion, should be the way such m atters should be handled. Thus, an attem pt was made to discover what in the principal's opinion should be the m ost desired school organization as well as the existing condition. The principal's advisory cabinet section of the questionnaire was to verify the existence of such a group and identify it by name. Data on the composition of such a cabinet, the method of its selection, and the identity of its chairm an--if other than the principal--w ere also sought. The questions w ere designed to elicit an opinion as to who should be on such a com m ittee if perfect freedom of choice w ere 31 possible. A second part was used to query the tim e of cabinet m eetings, and opinions as to when it should m eet to determ ine how it could best function. Also included was a question about the purpose of such m eetings as well as with what it should be concerned. To complete this section, space was allowed in which the person respond ing could make comments as to his evaluation of the effectiveness of the cabinet. P rim arily then, Section A of the questionnaire was designed to determ ine the percentage of schools having a principal's advisory cabinet and opinions as to the need for such a body. In all but the last question, answ ers w ere given by checking the proper space or spaces. Space was allowed in som e of the questions for the respondent to give additional inform ation if his cabinet did not wholly fit into the indicated pattern. Section B, departm ental organization, was designed to determ ine the pattern followed in the school. It asked if the dep art m ental organization was by conventional subject m atter fields or som e other pattern. If a plan other than subject m atter fields was followed, the questionnaire inquired as to why it had been organized and what the arrangem ent was. It also asked for a description of the plan and the advantages and disadvantages of the system in the opinion of the respondent. If subject m atter departm entalization was 32 followed, a list of possible departm ents was subm itted as a check list to determ ine these factors: (1) the size of each departm ent, (2) the number of non-teaching periods the departm ent head was allowed in o rd er to c a rry out his chairm anship duties, (3) the f re quency of departm ental m eetings, and (4) the concern of these m eetings. Space was allowed to add departm ents not included in the list. Questions to determ ine how the departm ent head was selected, how long he served, and whether the term of service was rotating or perm anent w ere included. If he w ere perm anent, what factors w ere considered in his selection? Also the question was asked as to what should the appointment be, perm anent o r rotating? A checklist of duties which departm ent heads usually perform was included with the request to check those assigned to heads in the respondent’s school, with a place to indicate the three m ost im portant item s. It was also requested that they check the duties of those particular heads as to what they felt their responsibilities should be and the o rd er of im portance of these. Questions w ere also included to determ ine opinion as to the advantages and disadvantages of the departm ental system used, and to determ ine the type of organization the principal would use if he w ere free to set up any combination he chose. The questions about standing com m ittees, Section C, w ere 33 divided into two are a s. Questions w ere asked about the existence of the standing com m ittee com prised of persons on the basis of position and the other (regular) standing com m ittees. C hecklists were prepared to gather inform ation about these com m ittees determ ining their com position, frequency of m eeting, concerns of each com m ittee, chairm an and lengths of m em bers' term s. Space was also allowed to suggest any m odification of com m ittees deemed necessary. The final section, Section D, of the questionnaire dealt with tem porary com m ittees. Questions w ere designed to determ ine how the m em bership was selected, to whom they reported, the disposition of re p o rts, and the effectiveness of such com m ittees. In addition, questions w ere included concerning com m ittees composed of teachers with the sam e conference period and m eeting during that conference period. The concern of such com m ittees was also queried. This questionnaire was again checked for com pleteness and revised. The revision was duplicated and subm itted to several principals for criticism and suggestions. From their suggestions a new set of questions was made which was again adm inistered to other principals for further additions and corrections. This final revision was then subm itted to the head of the R esearch Studies Com m ittee of the Los Angeles City Schools. As the returns w ere to be tabulated by IBM m achines, it was also made to conform to easy 34 processing. This final questionnaire, as a last step, was subm itted to the doctoral com m ittee and upon th eir approval printed and distributed to the schools within the state of California. Sponsorship In an attem pt to secure the optim al number of complete returns from the questionnaire, sponsorship was sought. The Los Angeles City School D istrict's Committee on R esearch Studies, after reviewing the proposed outline and questionnaire, consented to act as the sponsoring body. The questionnaire was sent along with a letter of transm ittal indicating the approval of the R esearch Committee. This letter requested cooperation in answ ering and returning the questionnaire (Appendix A). The questionnaire letter of transm ittal (Appendix B ) and a self-addressed stam ped envelope (to the R esearch Committee) w ere sent to the principals of 309 selected schools. T reatm ent of the Questionnaire The questionnaire was m ailed three weeks after the opening of school in the fall. This was done with the expectation that at this tim e the principals would have m ore tim e to answ er the questions properly. A period of one month was set as the cutoff date for the return of the questionnaire; however, by the tim e arrangem ents for punching the cards w ere made, six weeks had elapsed. One hundred eighty-nine, or 61 per cent of those sent questionnaires, had responded by this tim e. The m aterial was then arranged on IBM cards. Of the questionnaires returned, 183--o r 97 per cent--w ere usable. In the three weeks necessary to punch the cards, only one additional questionnaire was received. This was not included. From discussions with the D irector of the R esearch Studies Committee and the Chairm an of the Doctoral Com mittee, it was decided not to send any follow-up questionnaires. It was felt that any further returns would tend to be done under p re ssu re and therefore not add m aterially to the study. The IBM cards w ere tabulated by machine and the results analyzed. This analysis appears in the following chapters. Chapter Summary This chapter was concerned with the development of the data gathering device, its validation, and subm ission to the principals of the selected high schools in the state of California. The selection of sponsorship for the study was indicated. Processing of the question naire data by IBM machine tabulation was discussed. CHAPTER IV THE PRINCIPAL’S ADVISORY CABINET Introduction The cabinet was devised as a m eans of im proving communi cation between the adm inistrative m em bers of the school. From this beginning, it expanded into a group which aided in the adm inistration and was used to gather and dissem inate inform ation to and from the groups within the school. The principal used his cabinet to help form ulate local school policy and to aid in the m ore efficient operation of the school. This group was found in 131 (72 per cent) of the schools included in the survey. Composition of the Cabinet The cabinet was norm ally headed by the principal. In a few cases oth ers w ere also found to serv e as chairm en. This was found to be m ost frequently the assistan t principal in fourteen, o r 11 per cent, of the schools. O thers who also served in this capacity w ere teach ers, seven schools (5 per cent), counselors in two schools, and 36 37 departm ent chairm an in three. Most reports indicated that as this was the principal's advisory cabinet, he should head the group. The official name of the cabinet was found to be quite variable. It was m ost frequently called the principal’s advisory cabinet, council, or comm ittee but was also referred to as: 1. The faculty advisory committee (7 tim es). 2. The staff (6 tim es). 3. The academic or educational council (3 tim es). 4. The steering com m ittee (2 tim es). 5. Once each as the planning com m ittee, personnel relations com m ittee, calendar comm ittee, policy determining com mittee, or the curriculum com mittee. From Table 1, it is seen that this cabinet was usually composed of the adm inistrative staff. The percentage of departm ent chairm en and teachers included was a good deal less frequent than for the adm inistrative personnel. The group listed as "others" in the table included: 1. Student activities coordinator (or director of student activities (17). 2. Faculty club president (14). 3. W elfare and attendance supervisor o r d irector of 38 TABLE 1 MEMBERSHIP OF THE PRINCIPAL’S ADVISORY CABINET Actual Proposed M em bersh ij3_ _ _ Member_s_h ip_ Number Per Cent Number Per Cent 1 . A ssistant Principal 131 82 80 78 2. Counselor 99 63 59 57 3. T eacher 49 31 41 40 4. D epartm ent Chairm an 39 25 36 35 5. R egistrar 35 22 24 23 O thers 79 50 54 52 Total Reporting 159 103 attendance (10). 4. Deans (9). 5. Curriculum d irecto r (7). 6. School nurse (6). 7. Head custodian and d irecto r of guidance (each 5). 8. L ibrarian and coordinator (or director) of athletics (each 4). 9. P rincipal's sec retary and student body president (2). 10. Lead teachers and d irecto r of food services (1). 39 The personnel who made up this cabinet varied considerably from school to school. In most cases it included the adm inistrative staff plus persons in other capacities. There w ere, however, a few schools who indicated a radical departure from this general scheme. One school had its cabinet composed of the principal and teachers only; another had a cabinet of the principal and all the department heads. Proposed Composition From the part of Table 1 which is concerned with the proposed cabinet m em bership, it is evident that many principals felt that teachers and departm ent heads should be included m ore often on this cabinet. It must be noted that the inclusion of teachers in the proposed m em bership column rose considerably over those in the actual m em bership column. This fact was dem onstrated in Table 1 that the proposed m em bership of teachers on the advisory cabinet was 41 per cent in contrast to the 30 per cent actually on the cabinet. From the w ritten comments, it was indicated that teachers w ere not included because of the tim e of day at which the m eeting took place. Comments w ere also given which showed that the tim e of meeting should be shifted in order that m ore teachers might be used in the cabinet. The need for a broader base of the cabinet was definitely 40 felt. The opinion expressed was that teachers needed to be brought in to aid in determ ining the policy of the school and to aid in its adm inistrative operation. F requency of Meeting The frequency of m eeting is shown in Table 2. The fact that only 50 per cent of those checked "m et weekly" and 10 per cent "m et twice a month" was somewhat m isleading. Many who checked the "on-call” column indicated that weekly or sem i-m onthly m eetings actually resulted. Tim e was the big problem in reg ard to the calling of m eetings. Sessions w ere usually held during school hours, though a few indicated meetings at other tim es of the day such as before or after school. The table seem ed to point out that m eetings every two weeks with on-call m eetings where necessary would probably be the best solution. A definite tim e should be scheduled for these m eetings and it should be as inflexible as possible, thereby insuring continuity in the cabinet’s deliberations. The m eeting tim e and dates should become a part of the school calendar and should not be altered. As an exam ple, the first and third Mondays of every m onth--with special m eetings on the second and fourth Mondays when necessary--w as a possible schedule. This type of arrangem ent seem ed also to be indicated from the comments that tim e was always a big factor and 41 TABLE 2 MEETING FREQUENCY OF THE PRINCIPAL'S ADVISORY CABINET MEETINGS Meetings Me^ing_Times^ ^Should; _Helxi Number Per Cent Number Per Cent 1 . Weekly 67 50 65 51 2. On-Call 29 21 20 16 3. Monthly 26 19 20 16 4. Twice a Month 14 10 23 18 Total Reporting 135 128 m eetings w ere difficult to plan. Considerations of the Cabinet The cabinets as shown by Table 3 w ere prim arily concerned with m atters affecting the operation of the school and as policy making bodies. It was in the latter area that the principals felt the cabinet could be m ost useful in aiding adm inistration to do a better job. The problem of m orale was also of great interest to the respon dents. The problem s of grievances and ethics w ere indicated as being im portant. Other item s of concern added by the respondents w ere: 42 TABLE 3 CONSIDERATIONS OF THE PRINCIPAL’S ADVISORY CABINET Problems Which Problems Appearing Should Be of Before_Cabine t_ Im portance____ Number Per Cent Number Per Cent 1 . Operation 138 82 115 90 2. Policy 134 79 119 93 3. M orale 122 71 112 88 4. Grievances 92 58 90 70 5. Ethics 91 57 93 73 O ther 19 12 17 13 Total Reporting 159 128 1 . Personnel. 2. Budget preparation. 3. Student activities. 4. Public relations. 5. E x tracu rricu lar assignm ents. 6. Planning of faculty m eetings. From the responses, it was evident that m ost of the principals felt that a wide latitude of topics should be considered. 43 They thought the m ajor portion of the cabinet's tim e should be spent on policy form ation in operating the high school and that this definitely should be the cabinet's prim ary job. Operation problem s should also be considered along with policy form ation. The advisory cabinet should be m ost helpful in these two areas. Most respondents also seem ed to feel that the problem of m orale should receive consider able attention. The expression was that no adm inistration could operate effectively unless the m orale of the en tire school was high. It was essential that the cabinet be aw are of changes in the feelings of the faculty and be sensitive to means of improving m orale. While the consideration of grievances was high on the list, w ritten comments indicated that these should be handled elsew h ere-- perhaps by a faculty grievance com m ittee o r through the faculty organization rath er than by the advisory cabinet. Communication from the advisory cabinet to the faculty was indicated as a problem which was not always handled well. This difficulty was felt by many to be a reason for including m ore teachers on the cabinet and also for holding the m eetings at tim es when full attendance could be assured. Most schools reported that released tim es for teachers was not feasible. Suggestions w ere made that these meetings should be after school o r occasionally in the evening, in o rd er to bring in a better representation. 44 Im portance of the Cabinet The im portance of this cabinet was indicated by the response to this question: M Do you feel this com m ittee should be a part of every high school organization?" Of the 164 answ ering the question, 153--o r 93 per cent--felt that the cabinet should be a part of every school organization. The com m ittee was considered extrem ely im portant to the adm inistration as a policy-determ ining body in dem ocratic adm inistration. The comments w ere num erous--stating that this cabinet was m ost essential in many schools for the adm in istratio n of the school and for the im provem ent of m orale. Of all the adm inistrative groups in the school, the advisory cabinet was felt to be the m ost necessary to keep the school running sm oothly and effectively. It was spoken of as the screening body for problem s in policy and operation, and it was the place w here the m orale of the school might be set. The responses indicated that the methods by which all of the principals evaluated the effectiveness of their cabinets w ere extrem ely nebulous. Many said they judged the success of the cabinet by the m orale of the faculty; others evaluated its effectiveness from the m inutes taken during the year. Comments such as "an excellent instrum ent for smooth operations," "im proves communi cations," and "com m unicates problem s directly to the principal" 45 w ere common. No objective evaluations of the cabinet w ere indicated in any of the responses. All w ere highly subjective. Several com m ittees deserve special mention. One prin ci pal’s advisory council found in one of the larg est high schools was composed of the principal, four assistan t principals, the activity d irecto r, the head counselor, and twelve teachers. The teachers w ere elected by the faculty and served for three years. Four w ere elected each year and w ere not eligible for reelection until one year had elapsed after the term of service. One faculty m em ber served as "agenda chairm an" and item s to be considered w ere turned in to him. The o rder of consideration of item s on the agenda was determ ined by this council at the beginning of each meeting. Another school had two advisory com m ittees. One of the com m ittees was com prised of only adm inistrative personnel; the other was made up of only te a c h e rs. These teachers w ere past faculty club presidents, with the current president acting as the chairm an. Both com m ittees m et on a call basis. The only comment given was that both of these advisory com m ittees w ere effective. A third school also had two organizations; the first was composed of adm inistrative personnel; and the second was made up of departm ent heads only. The latter was used for "communication and advice" on certain policies and procedures. 46 Still another school reported that the principal’s advisory cabinet was composed of teachers only. These w ere elected by the faculty, served for one year, and m et '’on-call” by the principal or at the request of the com m ittee. It was shown that this particu lar cabinet was organized and maintained on an inform al basis. It was used as a "device to communicate problem s" directly to the principal and should not be used as a "petty complaint" group. Another variation found in the advisory cabinet was in a school where the council was composed of adm inistrators, faculty club representatives, the director of student activities, and three teachers who visited each m eeting. The visiting teachers did not have a voice in the procedures of the cabinet, and the individual's attendance could and did differ from m eeting to meeting. This council acted on disciplinary cases and upon recom mendations to the school board for expulsion. These duties w ere in addition to the usual concerns of such a council. It was felt that this particu lar cabinet organization was very effective in securing a dem ocratic school operation. Chapter Summary This chapter presented the resu lts of collected inform ation regarding a principal's advisory cabinet. The following facts seem ed 47 to be m ost im portant: 1. The cabinet was usually form ed of the principal, assistan t principals, and other staff m em bers. 2. Variations in composition included adding the head counselor, departm ent heads, and teachers. 3. Meetings w ere held on a weekly basis. 4. Proposed m eetings should be held at a tim e when the representation could be increased. 5. Operation and policy form ulation w ere of m ajor concern to the cabinet. 6. Policy problem s should be the m ost im portant consideration of the m eetings. 7. The m orale of the entire teaching staff was an im portant item on the agenda and should continue to be discussed. 8. This organization was felt to be extrem ely im portant to principals and should be expanded. 9. Evaluation of the cabinet by principals was not objective, but evaluation was encouraged to increase the effectiveness of the adm inistration. CHAPTER V DEPARTMENTAL ORGANIZATION Introduction The grouping of teachers into subject m atter departm ents has been the resu lt of the increasing size of the m odern high school. T eachers with like subject m atter have often grouped together to prom ote better teaching in their own a re a s. It was also felt that such grouping would increase teaching m orale and improve communication with other areas of teaching and with the adm inistration. At tim es they have come together solely to further their own w elfare but m ore often it has been to ra ise the standards of the professional and educational p ro cesses. As school size has increased, so has the adm inistrative detail, much of which has been delegated to teachers who w ere designated as the head o r chairm an of the departm ent. With the increase in departm ent size has also come additional responsi bilities for the departm ent chairm en. This chapter reports the investigation of the departm ental organization in the California high schools. 48 Departm ental Chairm en 49 In the large high schools in C alifornia, subject-m atter departm ent chairm en w ere nearly universal. Of the schools which reported, 97 per cent had chairm en as indicated in Table 4. Of the others, three had subject m atter departm ents but used either d istrict coordinators or counselors to head the departm ents. In 62 per cent of the schools having departm ent chairm en, these faculty m em bers received extra pay for the additional responsibilities which they had. Eighty-one per cent of the adm inistrators thought they should have increased payment for this increased responsibility. In many cases an extra non-teaching period was given either in addition to, o r in the place of, additional pay for these departm ent chairm en. TABLE 4 FREQUENCY OF USE AND SALARY STATUS OF THE DEPARTMENTAL CHAIRMAN AS FOUND IN THE LARGE CALIFORNIA HIGH SCHOOLS Yes Per Cent No D ~ „ Total Per Cent n Reporting Chairm an used 177 97 5 4 182 Chairm an received extra pay 107 62 67 39 174 Chairm an should receive extra pay 134 81 31 19 165 Selection of D epartm ent Chairm en 50 The appointment of departm ental chairm en was p rim arily on a perm anent basis as shown in Table 5. One hundred and ten, o r 70 per cent, w ere selected in this m anner. The sam e percentage, or 70 per cent, of the adm inistrators felt this was the way the choice should be made. T here w ere fewer, 16 per cent, who felt that the chairm anship should be rotated among the departm ent m em bers. A very few, 2 per cent, would place departm ent heads on a rotating basis when conditions would allow it. The opinions expressed w ere to the effect that departm ent chairm anship could be an evil but that the advantages fa r outweighed the disadvantages and that having a perm a nent departm ent chairm anship should continue. TABLE 5 SELECTION OF DEPARTMENT CHAIRMEN Selection Is: Selection at P resent Number Per Cent Selection Ought to Be Number Per Cent Perm anent 110 70 101 70 Rotating (all departm ents) 25 16 25 17 Rotating (m inor d ep art m ents only) 0 0 2 1 Being put on rotation gradually 3 2 2 1 O ther 20 13 14 10 Total Schools 158 144 51 Of the others who reported, seven w ere elected by the departm ent on a perm anent basis; nine w ere elected annually by the departm ent but w ere able to succeed them selves; the oth ers, four, w ere selected on a th ree-y ear basis and could be reelected each year. The indication was that 121 who reported w ere actually on a perm a nent basis. This really m eant that in 78 per cent of the schools the chairm en w ere on a perm anent status providing their services proved to be satisfactory. This sam e pattern was indicated in the responses as to what should be the length of the appointment term . Of those who used a rotating plan, 16 per cent indicated that it was instituted to give everyone experience in this area of endeavor. This reason was given twelve tim es which was m ore often than any other reason. Ten indicated that because extra pay was not possible, the additional load m ust be divided among the departm ent m em bers. The opportunity to develop leadership was shown as the reason in only five cases. D issatisfaction over long-term appointments and a means to prevent "vested in terests" w ere mentioned only four tim es. The respondents stated that m ost appointments in the rotating system w ere m ade by the principal or recom mended by the principal and appointed by the superintendent or his assistan t. About one-sixth of the departm ent heads w ere elected by the departm ent m em bers. Even though on a supposedly rotating schedule, m ost chairm en served 52 an indefinite period of tim e as long as their service was satisfactory. C riteria Used in Selecting Chairm en In the selection of perm anent chairm en, it was evident that the choice was made to provide good leadership as shown in Table 6. The three outstanding ch aracteristics listed as factors necessary for chairm en were: outstanding m astery of the subject, adm inistrative and supervisory ability, and proved popularity and leadership. Those choosing departm ent chairm en w ere interested in the im provem ent of leadership in the departm ental area. The factors of seniority, graduate study in curriculum revision, and the advancement of persons in o rder to increase salary and rank w ere of m inor im port ance in the selection p rocesses. Other factors which w ere mentioned as being considered revolved about adm inistrative leadership o r the d esire to achieve. W illingness to do extra work, six; to serv e the school, one; to assum e extra responsibility, two; to lead others, two; and to cooperate, one--w ere the factors which w ere listed as influenc ing the designation of chairm en in addition to those in the question naire. It was noted that Table 5 included twenty-two schools who reported as being on, o r going on a rotating plan for the selection of chairm en. The factor m ost considered in choosing the chairm en was adm inistrative and supervisory leadership. The factor considered 53 TABLE 6 CRITERIA FOR SELECTION OF PERMANENT DEPARTMENT CHAIRMEN Basis of Selection Frequency Per Cent A dm inistrative and Supervisory Ability 113 86 M astery of Subject Field 110 84 Proved Popularity and L eadership 85 64 Seniority 51 39 Graduate Study in Education and Curriculum Revision 32 24 D esire to Give Advancement to T eachers Who A re Outstanding in O rder to Retain Them 13 10 Other F actors 15 11 Schools Reporting 132 next was m astery of the subject m atter field. The departm ent head was definitely a person who could accept a role in adm inistration, but he m ust also be a m aster teacher in his departm ent. Duties of Departm ent Heads The duties of departm ent heads which w ere listed w ere many and varied. They ranged from dealing with adm inistrative problem s 54 to counseling and curriculum . The chairm an in some schools was an adm inistrative person; in others he was one who was concerned only with the m echanics of distribution. In the m ajority of schools, he was prim arily involved in perform ing the m inor duties of ad m in istra tion. The responses to the questionnaire showed that departm ent chairm en w ere assigned m ost often in the jobs of: advising the adm inistration as to departm ental needs; reviewing and selecting of textbooks; and requisitioning, issuing and accounting for supplies, equipment, and textbooks. These w ere also closely followed by the assignm ent of planning and carrying out curriculum revisions. As noted in Table 7, there w ere two others which w ere assigned m ore than 50 per cent of the tim e to the chairm en. These two duties w ere: (1) the making of departm ental schedules, and (2) assisting in the selection of new teachers for the departm ent. W rite-in notes indicated that chairm en w ere used in the areas of teacher orientation, supervision, and evaluation. The orienting of substitute teachers and the selecting of new teachers showed that the chairm an's work was im portant in the supervisory a reas as well as in strictly adm in istra tive functions. The indication of what assigned duties ought to be for the chairm an paralleled the assigned duties in alm ost every case. The exceptions to this fact are of interest. T here was an increase in the assignm ent of handling discipline cases. It was apparently felt TABLE 7 DUTIES ASSIGNED TO DEPARTMENT HEADS Duties Performed by Department Heads Duties Assigned by Administration Number Per Cent O rder of Importance of Duties Duties which Should be Assigned by Administration Number Per Cent O rder of Importance of Duties Advising of Departmental Needs 153 88 4 104 75 5 Reviewing, Selecting Texts 151 87 2 101 73 2 Requisitioning, Issuing Supplies, Equipment and Textbooks 151 87 3 103 74 3 Planning Curriculum Revisions 149 86 1 106 76 1 Making Department Schedules 100 58 5 73 52 6 Aiding in Teacher Selection 91 53 5 70 50 4 Orienting Substitutes 83 48 8 66 48 8 Counseling Students 47 27 9 36 26 9 Supervision of Teachers 20 12 7 19 14 7 Disciplining Students 9 5 10 39 28 12 Orientation of New Teachers 7 4 11 3 2 11 Evaluation 5 3 12 4 3 10 Research 1 1 13 2 1 13 Total Schools Reporting 173 139 C /l Cn 56 that discipline problem s should be handled within the departm ent rath er than be turned over to the adm inistrative staff. In determ ining the o rder of im portance of departm ent head duties, the first, second, and third choices w ere all tabulated. These w ere treated by weighting each first response as five, each second response as three, and each third response as one. The total responses for each duty w ere then totaled and from this weighted list, the duties w ere listed in num erical o rder. This o rder of im portance is shown in Table 7. From this table, it was noted that while m ore principals assigned the duty of advising the adm inistration as to departm ental needs m ore than any other item , they did not rank this job as being the m ost im portant one for the chairm an. Curriculum work within the departm ent was rated as the m ost im portant of the assigned duties, and it was also reported that this was the way it should be. The reviewing and selecting of textbooks was rated as the second m ost im portant, and this was also felt to be right and proper. The job of requisitioning, issuing and accounting for supplies, equipment, and texts was rated as third. A variation noted was that while many principals felt that disciplining should be handled by the teachers, m ost of them attached only very m inor im portance to it. The m ajority of principals placed this duty tenth on the list and many others indicated that it should be of still le sse r im portance-- 57 making it twelfth. T eacher supervision (which was added by the respondents) was rated also as being im portant both as to assigned duty and as to one which should be delegated. M eetings of Departm ent Heads Departm ent head m eetings w ere concerned p rim arily with c u rricu lar problem s as shown in Table 8. Problem s arising from the school curriculum w ere discussed mainly in two areas alone. Ninety- four per cent of all problem s pertained to changes in the curriculum and secondly to coordination between all departm ental are a s. Prob lem s of counseling and discipline w ere not felt to be main points of consideration in departm ental m eetings, and it was indicated that they belonged elsew here. Departm ent heads' m eetings involved adm in istrativ e problem s for about tw o-thirds, or 69 per cent of the respondents. Principals felt unanimously that c u rricu lar problem s should be a m ajor concern of these m eetings with curriculum coordi nation to the extent of 97 per cent given as a m ajor reason for m eeting. A dm inistrative problem s, while im portant to departm ent head m eetings, only 70 per cent, w ere not as often discussed. The m ajor portion of the tim e spent in departm ent chairm en's m eetings was devoted to the betterm ent of the educational offerings of the school through the im provem ent of the curriculum . The departm ent 58 TABLE 8 PROBLEMS CONSIDERED IN DEPARTMENTAL CHAIRMAN’S MEETINGS Problems Problem s Which Type of Problem _Con_sidered__ _ Should_Be Considered Number Per Cent Number Per Cent C u rricu lar Changes 162 94 130 100 C urriculum Coordination 163 94 126 97 A dm inistrative Problems 119 69 91 70 Counseling Problems 60 35 53 41 D isciplinary Problems 17 10 16 17 O thers: Im provem ent of Instruction 7 4 6 5 Evaluation 2 1 2 2 Total Reporting 173 130 heads’ m eetings w ere for the coordination of effort in an attem pt to see that the students w ere given a balanced educational program and that the curriculum was a joint effort of all phases of the school's faculty through the departm ent heads. 59 Departm ent O rganization in the High School The large high school is divided into ten to fourteen different departm ents. Some schools combine some of the sm aller depart ments into one as for instance fine a rts will include a rt, m usic, and at tim es home econom ics. In other schools science may also include the subject, agriculture. Two new departm ents have appeared in several of the larg e r high schools as a resu lt of new state-req u ired subjects. These w ere the d riv er education and training, and special education (Point I and II program s) departm ents. F or com parison, the departm ental organization inform ation was divided into two groups. Group I which included the high schools of 800-1499 average daily attendance and Group II which encom passed all schools over 1500 in average daily attendance. Table 9 shows the com parison of departm ental organization for Group I, while Table 10 shows the sam e com parison of organization for Group II. The sizes of the various departm ents in both groups covered a wide range. In the Group I size of school, the sm allest departm ent had only one teacher--w hile the largest departm ent in a Group I school had nine teen teachers. The number of teachers in a departm ent in the Group II size of school ranged from a single teacher to twenty-nine teachers. As indicated by the tables, twelve departm ents w ere found in m ost of the schools in both groups. In addition to the usual departm ents, TABLE 9 DEPARTMENT SIZE AND NUMBER OF NON-TEACHING PERIODS OF DEPARTMENT HEAD (Group I Schools of 800-1499 A. D. A .) Per Cent of Schools Reporting Department Size of Department Range Mean No Non-Teaching Periods Allowed Number of Non-Teaching Periods Allowed 1 2 1 English 2-19 10.2 39 44 16 1 Social Studies 1-19 8.4 46 46 8 0 Physical Education (Boys and Girls) 2-14 6.6 48 40 10 2 Mathematics 2-11 5.7 52 41 6 1 Science 1-10 4.9 44 46 10 0 Business Education 2-11 4.8 47 48 4 0 Industrial Arts 1-9 4.7 62 32 4 0 Foreign Languages 1-9 4.1 58 31 10 0 Special Education 1-7 3.4 78 22 0 0 Driver Education and Training 2-4 3.2 100 0 0 0 Home Economics 1-4 2.8 68 30 2 0 Music 1-10 2.0 70 26 3 0 Art 1-8 1.9 73 26 2 0 Agriculture 1-3 1.6 74 22 4 0 8 TABLE 10 DEPARTMENT SIZE AND NUMBER OF NON-TEACHING PERIODS OF DEPARTMENT HEAD (Group II Schools of 1500 and Over A. D. A .) Per Cent of Schools Reporting Department Size of Department Range Mean No Non-Teaching Periods Allowed Number of Non-Teaching Periods Allowed 1 1 3 English 4-29 15.7 44 38 18 1 Social Studies 5-23 12.1 49 46 6 - 0 Physical Education (Boys and Girls) 4-23 10.0 53 38 10 0 Mathematics 3-14 8.5 52 44 3 0 Science 4-16 8.2 52 44 4 0 Business Education 4-17 7.8 56 41 3 0 Industrial Arts 3-17 7.0 64 33 3 0 Foreign Language 2-15 6.3 53 46 1 0 Driver Education and Training 1-8 3.7 80 20 0 0 Home Economics 1-10 3.3 68 31 1 0 Art 1-5 2.9 68 37 0 0 Special Education 1-5 2.8 75 25 0 0 Music 1-4 2.2 83 17 0 0 Agriculture 1-4 1.3 100 0 0 0 62 som e schools had added departm ents covering state required courses such as special education (for the educationably m entally retarded) and driver education and training. A com parison of the two tables showed that the arrangem ent of departm ent size was the sam e for the first eight departm ents listed but the last six w ere quite different. The sm aller group had special education in the ninth position, while driv er education and training was in that sam e o r ninth position in the la rg e r high schools. Special education was nearly the sm allest departm ent in the la rg e r high schools, while d riv er education and training was found to be ranked tenth in the sm aller or Group I high schools. These two departm ents, special education and d riv er education and training have become larg e r than the older departm ents of home econom ics, a rt, and m usic. The six larg est departm ents (English, social studies, physical education, m athem atics, science, and business education) in Group I, o r Table 9, had one o r m ore non-teaching periods for the departm ent chairm an. This happened in m ost cases, o r from 52 per cent to 60 per cent of the tim e. These periods w ere in addition to the conference period given to all teachers. Those schools in Group II showed that with the sam e groups there was a decrease in the num ber of non-teaching periods available to the departm ent chairm an. This was true from 44 to 56 per cent of the tim e in Group II schools. 63 This was because in the larg e r schools there was an increase in the num ber of those who received extra pay for being the head of a departm ent instead of having extra conference tim e. From Tables 9 and 10 it is apparent that the increase in departm ent size brought increased responsibilities to the chairm an which was m et to some extent with an increase in the number of extra non-teaching periods to care for departm ental business. This was tru e in all of the la rg e r departm ents except m athem atics. Departm ental m eetings w ere held on a monthly basis in about 50 per cent of the cases in Group I as shown in Table 11. Meetings twice a month and those on-call took care of the greatest proportion of the other m eetings. As the departm ent size decreased, the frequency of meetings was shown to drop slightly. Another in te re st ing fact brought to light was that the academ ic subjects met m ore frequently than the nonacademic ones. However, there was no significant difference in the frequency of m eetings due to the size of the departm ent among the academ ic subjects. These subjects w ere English, social studies, m athem atics, and science. Out of these four departm ents, it was found that English and social studies did tend to m eet m ore frequently than the other two. In Group II, as shown in Table 12, departm ental meetings again w ere held monthly in about 50 per cent of the schools which TABLE 11 MEAN-SIZE OF DEPARTMENTS AND FREQUENCY OF DEPARTMENTAL MEETINGS (Group I Schools of 800-1499 A. D. A .) Department Mean Departmental Meetings Held (Percentage Basis) Weekly Twice Monthly Monthly On Call Total English 10.2 8 20 49 23 100 Social Studies 8.4 8 13 55 20 96 Physical Education (Boys and Girls) 6.6 4 18 51 21 94 Mathematics 5.7 4 19 50 24 97 Science 4.9 5 20 50 23 98 Business Education 4.8 4 20 49 25 98 Industrial Arts 4.7 3 18 49 21 91 Foreign Language 4.1 4 17 50 20 91 Special Education 3.4 0 0 0 0 0 D river Education and Training 3.2 0 0 0 0 0 Home Economics 2.8 3 12 48 19 82 Music 2.0 1 10 44 20 75 Art 1.9 1 11 49 19 80 Agriculture 1.6 4 11 33 26 74 O ' TABLE 12 MEAN-SIZE OF DEPARTMENTS AND FREQUENCY OF DEPARTMENTAL MEETINGS (Group II Schools of 1500 and Over A. D. A .) Department Mean Departmental Meetings Held (Percentage Basis) Weekly Twice Monthly Monthly On CalF Total English 15.7 6 21 54 18 99 Social Studies 12.1 6 23 33 12 74 Physical Education (Boys and Girls) 10.0 8 18 53 19 98 Mathematics 8.5 4 27 50 15 96 Science 8.2 3 20 54 18 95 Business Education 7.8 6 20 54 15 95 Industrial Arts 7.0 4 22 51 16 93 Foreign Language 6.3 2 20 56 16 94 Driver Training and Education 3.7 0 0 0 0 0 Home Economics 3.3 8 17 46 18 89 Art 2.9 8 14 49 19 90 Special Education 2.8 0 0 0 0 0 Music 2.2 5 14 44 18 81 Agriculture 1.3 5 0 27 14 46 O ' Cn 66 reported. However, we find in Group II an increase of the m ore frequent m eetings--especially those held on a biweekly basis. It was reported that both the la rg e r and the sm aller departm ents of the schools in Group II m et with alm ost the sam e degree of frequency. In neither of the two groups was there any indication of m eetings of the special education or driver education and training departm ents. It was also found in both groups that these departm ents w ere larg er than several of the older departm ents. From Table 13, it can be seen that in m ore than 90 per cent of the schools in Group I the departm ental meetings discussed curriculum problem s. The sm aller departm ents such as home econom ics, m usic, a rt, and agriculture w ere well below this figure but the larg er departm ents (English, social studies, physical education) w ere concerned with curriculum problem s in considerably over 90 per cent of the schools. In-service training was a part of departm ental m eetings in nearly 80 per cent of the schools, while supplies and equipment w ere also of concern in about the sam e magnitude. C lass scheduling was of le sse r im portance, and d isci pline was found to be of still le ss e r concern in the departm ental m eeting. The high schools in Group II, as shown in Table 14, w ere also prim arily interested in curriculum problem s showing the sam e TABLE 13 AREAS OF DISCUSSION IN DEPARTMENTAL MEETINGS (Group I High Schools of 800-1499 A. D. A. ) Department Curriculum Supplies and Equipment Discussion Areas (Percentage Basis) Class In-Service Scheduling Discipline Training Other Schools Report ing English 98 80 39 23 82 12 84 Social Studies 94 77 38 23 79 11 82 Physical Education 92 82 44 30 77 10 81 Mathematics 91 78 39 24 78 8 80 Science 92 82 37 23 77 11 82 Business Education 94 80 38 26 79 13 77 Industrial Arts 88 79 42 26 78 12 77 Foreign Languages 92 88 36 23 78 9 78 Special Education 0 0 0 0 0 0 6 Driver Training and Education 0 0 0 0 0 0 4 Home Economics 81 72 36 25 65 10 69 Music 71 60 29 19 58 7 69 Art 77 69 33 23 67 11 70 Agriculture 74 67 18 11 56 11 27 O ' - ' 0 TABLE 14 AREAS OF DISCUSSION IN DEPARTMENTAL MEETINGS (Group II High Schools of 1500 and Over A. D. A .) Discussion Areas_(P^r£entage_Basj.s_) Department Curriculum Supplies and Equipment Class Scheduling Discipline In-Service Training Other Schools Report ing English 94 84 53 29 84 13 91 Social Studies 92 84 53 24 84 12 89 Physical Education 89 84 51 29 81 10 90 Mathematics 91 82 52 27 82 12 91 Science 92 86 52 29 82 14 91 Business Education 92 86 52 28 83 10 89 Industrial Arts 91 86 52 28 84 11 88 Foreign Languages Driver Training and 92 86 50 31 84 12 91 Education 0 0 0 0 0 0 10 Home Economics 86 82 49 23 78 11 88 Art 85 85 49 26 79 10 86 Special Education 0 0 0 0 0 0 8 Music 79 78 47 24 73 10 86 Agriculture 54 54 18 9 50 4 22 O ' 00 69 90 per cent. The area of in -serv ice training, however, received m ore attention in this group than in Group I--a s did also the problem of supplies and equipment. The increase of in terest shown in these two problem s was an average of 6 per cent in in -serv ice training and 5 per cent in supplies and equipment. This would indicate that with larg e r departm ents there was slightly m ore concern with helping the departm ent improve professionally, and with this la rg e r size the problem s of supplies and equipment had therefore become m ore tim e- consuming. Group II spent slightly m ore tim e, 2 per cent, on discipline problem s than did Group I. Other item s w ere listed in both groups as being considered in the departm ental meetings in addition to those listed in the ques tionnaire. Concern with d istrict, as well as with local school policies, was mentioned in several cases. The selection of text books was another area which was discussed in such m eetings. T here w ere other phases which could be considered as a part of the in- service training but instead w ere mentioned as additional item s. Such m atters as evaluation, grading, educational philosophy, and courses of study w ere included. The m echanics of operating the school was another are a which was introduced by some of the respondents. This area of school operation included budgeting, building control, coordination of school problem s, and grading procedures. 70 Proposed School Organization Most of the large high schools in California have depart ments organized along the lines of academ ic subject m atter, as shown in Table 15. If the principals w ere allowed complete freedom in the organizing of a new school, it would be by the use of conven tional departm ents. Tw o-thirds, o r 66 p er cent, of the schools reported that they would organize according to this principle. The use of combined areas such as science-m athem atics or English- social studies would be used in only 19 per cent of the schools. Broad area departm ents such as life adjustm ent o r vocational would be used in less than 10 per cent of the large high schools of California. The exact figure reported was only 8 per cent. This type of organization, however, has certain disadvan tages which have been commented upon by some of the w riters. A prim ary factor in the possible disadvantages was that of "vested interests, or em pire building. " This concern has been that once a subject m atter field was established it would do much to perpetuate itself to the disadvantage of the school. The questionnaire indicated that some prin cip als--th irty -n in e--felt that this was possible, but m ost expressed the opinion that under strong adm inistrative lead er ship this problem could easily be controlled. Concern was also voiced that departm entalization could lead to over-specialization with 71 TABLE 15 DEPARTMENTAL ORGANIZATION IN NEW SCHOOLS By the Use of: Number Per Cent Conventional Departm ents 112 66 Combined A reas 33 19 Broad A reas 13 8 Other 12 7 Total Reporting 170 a failure to see the entire school program in a proper perspective. Some principals felt that it was difficult to get the right person as departm ent head and further that in m ost instances these departm ent heads did not have enough released tim e to properly fulfill the functions for which they w ere selected. M ost adm inistrators felt that the disadvantages of departm ental organization w ere ’’hazards, not really disadvantages.” The opinion was expressed many tim es that departm entalization offered no particular problem s under good adm inistrative leadership. The advantages in the minds of the principals far outweighed the disadvantages of the system . The help given by a system of departm entalization in the adm inistering and supervising of the large 72 high school was felt to be very im portant. Sixty-seven indicated definite needs in these are a s. In the main then, departm ents w ere felt to be a means of spreading the adm inistrative base and in reduc ing the group size--th u s increasing face-to-face relationships. This sm aller unit, it was felt, led to a better communication from the principal to the teachers and especially as far as the individual teacher back to the adm inistrative staff was concerned. As many as twenty-nine principals indicated that the im provem ent of the c u rric u lum in their schools as a resu lt of the staff's ideas came m ore easily from these sm aller groups. The sm aller departm ent groups gave a feeling of "belonging” and helped to im prove m orale, p ro fessional pride, and seem ed to lead to an im provement of instruction on an overall basis. In contrast to the idea that departm entalization might resu lt in narrow ness of outlook, several principals reported that without it coordination was im possible. Some principals indicated that this was a fertile area for the development of leadership in the faculty. Comments such as "It works very w ell"; "It is good, leave it alone"; and "It's necessary ip large high schools" w ere prevalent throughout the responses. Perhaps the m ost significant comments w ere to the effect that here was a place in a large faculty w here sm all group action could take place. This in turn led to a feeling of being a 73 working part of the faculty which heightened the personal statu re and thereby resulted in the im provem ent of the instructional program , because then the teachers could discuss their problem s in a face-to- face relationship within a com paratively sm all group. From the departm ent chairm an, the adm inistrator was able to determ ine prob lem areas before they became serious and thus rem ove the causes of many problem s before they reached that stage. The departm ental organization was favored by the larg est proportion of principals as indicated by the response as to what they would do if they w ere organizing a new high school freed from any tradition regarding their ideas. It was very definite that in the large high school the departm ental organization was still the m ost effective way to get things done. Sixty-six per cent felt that they would still organize by subject m atter departm ents. Some felt that perhaps sm aller departm ents should be combined in this size school but that the sm aller units w ere necessary for m orale and teacher security. T here w ere twelve cases w here it was indicated that both reg u lar departm ents and combined a reas would be used. The indica tion was that no departm ent should have less than four o r five teachers and many felt that any departm ent with over twelve teachers should be further divided. Nineteen per cent of the answ ers indicated the d esire for combined area departm ents and 8 per cent of the replies 74 favored a broad area organization. Several of the principals reported that they would replace the ordinary departm ent chairm an with the assistan t principal c h a ir ing such departm ental areas or having deans of instruction who would c a rry g reater adm inistrative authority and be responsible directly to the principal. The larg er departm ents would exist as subject m atter groups, but the sm aller subject m atter areas would be combined into la rg e r departm ents. These would preferably be composed of subject m atter groups having sim ilar curricula. Two principals indicated that they had opened new schools with combined are a departm ents and had abandoned this organization for the conventional departm ents which they felt to be m ore efficient. F u rther suggestions indicated that "high school teachers seldom agree to these (combined o r broad area) combinations. Why not have a good working program within departm ents and then encourage cooperation with the other departm ents?" T here w ere twenty-six schools who responded as having a rotating system of departm ental heads. The most frequently-given reason for this was "to allow each teacher to assum e the additional responsibilities." Fourteen schools responded in this way. The need to sh are the load and the lack of extra pay for the departm ent heads w ere given as reasons by nine different schools. Other 75 explanations given for a rotating system w ere to develop leadership, to insure flexibility and to im prove the departm ental organization, to prevent vested in terests, and to take advantage of special abilities. The caution was also voiced that "hard and fast rotation is as bad as perm anency." Of the schools using this rotating system , they all indicated that "appointm ent by the principal" was the m eans of selecting the chairm an. Some replied that they w ere elected by the departm ent and approved by the principal. Two respondents stated that the superintendent recom m ended such appointm ents. C hapter Summary It was found that in the large high schools the use of d ep art m ental chairm en was nearly universal. The departm ents w ere divided according to conventional subject m atter. D epartm ent c h a ir men w ere usually appointed for term s of three years o r m ore. Designation of the departm ent chairm an was by the principal with the approval of the superintendent o r his assistan t. Outstanding subject m atter m astery, adm inistrative and supervisory ability, and le a d e r ship w ere the m ost im portant c rite ria used in choosing chairm en. The duties of the chairm an could be grouped into two m ain areas: (1) adm inistrative, and (2) curriculum revision. The field of su p e r vision was of le s s e r im portance due to the lack of tim e available for 76 this task. C urriculum work was considered to be the m ost im portant of the areas of endeavor. Meetings of the departm ent heads w ere concerned prim arily with coordination of the school curriculum . The adm inistrative details w ere of secondary though also w ere of m ajor concern. Tw o-thirds of the principals who reported felt that if allowed a free rein to organize a school, they would still stay with conven tional departm ental organization. T here was some modification of this indicated, however, as it was shown that no departm ent should be sm aller than four o r five teachers. In such cases they would be incorporated as one departm ent with those having a sim ilar subject m atter. The m ajority of the high schools had ten to fourteen different departm ents. Com parison of the schools was on a size basis in the following m anner: Group I was composed of schools with 800-1499 A. D. A, and Group II was made up of schools with an A. D. A. of 1500 and over. This com parison showed that there was no significant difference in the departm ental organization of the two groups. The only appreciable dissim ilarity was that in the larg er schools the number of teachers in the departm ent was g reater than in the sm aller schools. Departm ental m eetings, like the chairm en’s m eetings, w ere 77 prim arily concerned with curriculum problem s. However, they w ere also interested in the im provem ent of teaching, which was handled by in -serv ice training m eetings. Of the 182 schools reporting as having departm ental organi zation, there w ere tw enty-six who used a rotating basis for the selection of their departm ental chairm en. This system was used p rim arily to allow each person in the departm ent to assum e the responsibility of this position. Thus, the chairm an might become acquainted with that departm ent's relationship to the school as a whole. These principals felt that this method im proved the o p era tional procedure of the school. CHAPTER VI STANDING COMMITTEES Standing com m ittees, as used in the high schools, a re in many instances the continuing thread in dem ocratic organization. This group of com m ittees is the backbone around which teacher p a r ticipation in school adm inistration is formed. T here are basically two types of standing com m ittees: (I) those whose personnel is composed wholely or in part of m em bers who hold a position in the com m ittee because of an assigned responsibility within the school, and (2) the regular standing com mittees whose m em bership may be elected or appointed from the faculty without regard to position or special responsibility. The consideration of these two groups was the concern of this chapter. Standing Committee Com prised of Personnel Due to Position Each committee in this group of standing com m ittees had at least one person as a m em ber who had been assigned a responsibility in the school involving the area covered by the com m ittee's 78 79 TABLE 16 PERCENTAGE OF SCHOOLS USING SPECIAL STANDING COMMITTEES WHOSE CHAIRMEN HAVE SPECIAL RESPONSIBILITIES AND THE FREQUENCY OF THEIR MEETINGS (Group I Schools of 800-1499 A. D. A. ) Chairm an Committee (D C D B B 4—4 O u g> C D & O h D 0 3 C l , • r t o 3 ■ p H V h 1 1 1 1 a o 3 * rH U P u co co X > 5 4-> 3 C D T 3 3 4 -> C O x > U o ■ p H C D J 3 4 - 1 C u C D J3 F requency of _Meetings_ >. 1 — H 2 C D C D £ 3 O c c J U 3 o Curriculum 71 10 4 3 0 0 0 6 5 30 40 Guidance 67 4 9 20 0 0 0 0 28 25 33 Student Body Finance 62 3 13 0 6 5 0 2 21 8 40 Athletics 55 2 4 0 0 0 16 5 8 19 53 deliberations. T here w ere four such com m ittees listed in the questionnaire; however, several other com m ittees w ere indicated in the responses given by schools throughout the state. Table 16 deals with schools having an average daily attendance of 800 to 1499; Table 17, with those over 1500. 80 TABLE 17 PERCENTAGE OF SCHOOLS USING SPECIAL STANDING COMMITTEES WHOSE CHAIRMEN HAVE SPECIAL RESPONSIBILITIES AND THE FREQUENCY OF THEIR MEETINGS (Group II Schools of 1500 and Over A. D. A .) Chairm an Committee o CU X} < L > 8 cu o G c j G •«-. P L , < 5 * 3 c / a x > o o O o C U J S 4 - > < V h (U J C F requency of _Meetings_ 2 0 ) < u £ o < 3 o Curriculum 69 Guidance 67 Student Body Finance 62 Athletics 54 10 9 1 0 0 0 4 10 24 25 1 15 15 0 0 0 0 25 23 28 1 8 0 6 5 0 1 16 16 35 1 7 0 0 0 5 5 2 10 50 The com mittee m ost used was the one concerned with c u r riculum . The sm aller schools used it in 71 per cent of the reporting schools, while the larg er schools used it 69 per cent of the time. The other three com m ittees w ere used with equal frequency in both types of schools. The guidance com mittee appeared in 67 per cent; the student body finance com m ittee, in 62 per cent; and the athletics 81 com m ittee in 55 per cent of the schools reporting. The chairm an of the curriculum com m ittee was m ost often the principal or assistan t principal, with others such as the head counselor being used less frequently. Some schools had a curriculum director; and w here this position existed, this person served as c h a ir man. The com m ittee m et on-call o r monthly in 70 per cent of the sm aller schools, while in the la rg e r schools these m eeting tim es accounted for 59 per cent of the cases. About 25 per cent of the schools did not report their frequency of m eetings, though they did indicate that their school had this com m ittee as part of their com m ittee organization. The guidance com m ittee in Group I was m ost often headed by the head counselor, who was chairm an 20 per cent of the tim e. In Group II, the chairm anship was equally divided between the assistant principal and the head counselor. Both of these w ere chairm an an equal amount of the tim e o r in 15 per cent of the schools. This group seem ed to have no preference for frequency of m eeting but divided it alm ost equally between weekly, monthly, and on-call m eetings. The student body finance com m ittee in the Group I schools was m ost often headed by the assistan t principal. This was true in 13 per cent of these schools. In 6 per cent of the sm aller schools the finance coordinator was the chairm an; and in 5 per cent, the student 82 government advisor was reported as the chairm an. In Group II, the assistan t principal was chairm an 8 per cent of the tim e; the finance coordinator in 6 per cent; and the student government advisor in 5 per cent of the cases. In both schools this com m ittee m et prim arily on call. This was because the finance com m ittee was basically concerned with budgeting and the raising of funds which needed m eetings only at certain specific tim es during the year. The athletics com m ittee was found in slightly m ore than half of the schools, and with the athletic coordinator as chairm an m ost often in the Group I schools. This was true in 16 per cent of the sm aller schools. In the la rg e r schools, there was no definite pattern of chairm anship. The assistan t principal was chairm an in 7 per cent of the schools and the athletic coordinator in 5 per cent. This com m ittee in both groups m et on call in 50 per cent of the cases. The composition of the curriculum com m ittee of Group I, as shown in Table 18, consisted of the principal and the departm ent chairm an, with teach ers, assistan t principals, and the head counselors added as needed. The pattern was alm ost the sam e in Group II, as indicated in Table 19. H ere, however, the assistan t principal and head counselors appeared m ore frequently than did the teachers. Comments indicated that this com m ittee was prim arily concerned with the m aster program . It, thus, functioned m ore at TABLE 18 COMPOSITION OF COMMITTEES FORMED OF PERSONNEL WITH SPECIAL RESPONSIBILITIES TO THE ADMINISTRATION (Group I Schools of 800-1499 A. D. A .) Membership of Committee (Pe r Cent) Committee cd a •pH o c • p H U C L , a • p H U c •H U C l, cn 03 < S h o 0 3 G 3 O a T D cd 0 E cd u 4 -1 0 3 ’ 5b 0 ! h O 4 -> o a ) g C D V h cd < 4 H p " H C D £ C D C G O C O u C D O h X! o c cd cd X ! a a ID D T 3 !-i o o U o u G cd G C l , > T 3 < > O O 4-> G 0 T3 3 4-> w T3 L O o a o •H 4 - » 0 x: 4 - J < Counselor Coaches T eachers Students 37 2 58 2 86 0 21 2 0 6 9 72 Curriculum Guidance Student Body F inance Athletics 82 55 62 57 52 68 53 72 57 84 0 2 7 19 0 2 0 32 2 2 3 18 2 2 82 9 2 17 1 53 14 72 23 6 4 13 68 81 6 17 00 0 0 TABLE 19 COMPOSITION OF COMMITTEES FORMED OF PERSONNEL WITH SPECIAL RESPONSIBILITIES TO THE ADMINISTRATION (Group II Schools of 1500 and Over A. D. A .) Committee Membership of Committee (Per Cent) - £ C L • r H o G 5 h cm C d a o G •H S h C l, cn cn a) u a ) u M h £ a) c G O 0 9 m c u cm ■C O G C O E u cd X I O CL a ) Q T 3 U O O u •H O G G G • f H [ m > T3 < > O a 4-» G C U T 3 4 -1 CO X > m o o U o •H 4 -> (U i “H x 4 -1 < Counselor Coaches T eachers Students 33 1 48 4 85 3 21 6 2 0 3 62 Curriculum Guidance Student Body Finance Athletics 88 60 72 52 78 80 57 71 72 86 0 2 15 29 3 0 4 34 3 2 8 34 0 2 85 8 51 27 0 18 60 17 8 14 78 25 10 3 18 81 75 17 27 85 certain periods of the year than at others. The curriculum com m ittee was often concerned with the overall curriculum o r cu rricu lar stu d ies. It was also indicated that c u rricu lar studies w ere on a d istric t level, especially when individual subject areas w ere being revised. This was the reason for this group being prim arily interested in organizing the m aster program of the school--and not in revising curricula. It was apparent that this area was one felt to be of prim ary concern to the adm inistration and therefore should be directed by such personnel. The guidance o r child adjustm ent com m ittee was composed of the head counselors, the counseling staff, and an adm inistrator in m ost cases. T here was little difference in this com m ittee's com posi tion between the two school groups, except that in the la rg e r schools the adm inistrator was m ore often apt to be an assistan t principal than in the sm aller Group 1 schools. T here was an indication that a child personnel officer was used as a m em ber of this com m ittee many tim es in Group II. This occurred in 34 per cent of the la rg e r schools as com pared to 18 per cent in the sm aller schools. The com m ittee was reported as being concerned with a wide variety of problem s. The placem ent of low ability students, educational guidance, policy recom m endations, child w elfare, and the organizing and adm in ister ing of testing program s w ere the areas both groups mentioned as problem s of this com m ittee. The student body finance com m ittee was composed of at least one adm inistrator, the student government advisor, financial coordinator, and students. In the la rg e r schools the principal was often found to be a m em ber of the com m ittee. This was true 72 per cent of the tim e. In the sm aller schools the principal appeared less often on the com m ittee, or 62 per cent of the tim e. This com m ittee was only one w here students participated to any large extent. The sm aller schools had g reater representation of students on the com m ittee, 72 per cent, than was evident in the larg e r schools which had 62 per cent. The com m ittee was m ost often working with the budget of the student body, and this was the reason for the high percentage of students found as m em bers. Operation of the budget was the second m ost noted activity of the com m ittee. This group set up the budget, and in many instances saw the workings of this operation throughout the school year. The concern of the adm inistration over the control of student body finances was only exceeded by its concern with cu rricu lar m atters. The fourth com m ittee was concerned with athletics. This group m ost often had the assistan t principal representing the adm in istration, though the principal was also frequently a m em ber. In the sm aller schools the coaches w ere represented 81 per cent of the 87 tim e, while in the larg er schools the coaches were represented in only 75 per cent of the cases. There was an increasing use of an athletic director as the schools became larg er in size. This person was named as a m em ber of the athletic committee in 68 per cent of the sm aller schools and in 81 per cent of the larg er schools. This comm ittee worked most frequently on the eligibility and athletic code but was also concerned with the development of the overall athletic program . Other such com m ittees which w ere mentioned as being used by the respondent schools w ere health, audio-visual, special education, civil defense, and pupil activities. The latter committee appeared in the larg er high schools. These various com m ittees w ere not abundant but did appear in both of the high school groups. Modifications in the standing com m ittees w ere indicated in the questionnaires returned. There was an expressed need to get "really interested" people to serve on the com m ittees. It was found that time was needed in busy schedules for com m ittees to function properly. If the com m ittees w ere valuable, then it was felt that tim e should be given to the committee m em bers for such duties. Indica tions w ere noted that in some schools the three adm inistrators w ere assigned areas in which to function, and it was then up to each adm inistrator to organize his committee in his own way. T here w ere 88 some who indicated that there should be no standing com m ittees, and one or two went so far as to say that "com m ittees a re a waste of tim e ." Regular Standing Committees Frequency of the use of the com m ittee and the length of service of the m em bers and chairm en The use of regular standing committees by schools in Group I, as indicated in Table 20, showed that the frequency of use varied from a high of 86 per cent for scholarship to a low of 20 per cent for the attendance com m ittees. Of the thirteen committees represented, only five w ere used in 50 per cent or m ore of the forty- nine schools reporting the use of regular standing com m ittees. These five com m ittees were: (1) scholarship, 86 per cent; (2) assem bly, 70 per cent; (3) social affairs, 55 per cent; (4) faculty w elfare, 53 per cent; and (5) health, 51 per cent. These committees usually maintained their m em bership for a period of one year. The exception to this was in the attendance committee which tended to keep its personnel indefinitely. The chairm an of the comm ittees served for a one-year period, but again the one exception to this was the attendance com mittee which kept its chairm an for an indefinite period of tim e. TABLE 20 LENGTH OF TIME MEMBERS AND CHAIRMEN SERVE ON REGULAR STANDING COMMITTEES ARRANGED IN THE FREQUENCY USED (Group I Schools of 800-1499 A. D. A .) Length of M embers' Length of Chairm en's Term s (Per Cent) Term s (Per Cent) Committee 1 Sem ester 1 Y ear 2 Y ears Indefinite 1 Sem ester 1 Y ear 2 Y ears Indefinite Schools Using Committee (Per Cent) Scholarship 0 57 2 36 0 50 0 36 86 Assemblies 6 56 6 26 3 50 3 30 70 Social Affairs 0 73 0 0 4 82 4 4 55 Faculty Welfare 4 81 12 0 0 92 4 0 53 Health 0 44 48 0 0 40 4 32 51 Professional Relations 4 80 8 8 4 88 4 0 49 Library 0 69 0 19 0 50 6 12 33 Evaluation 0 60 7 33 0 60 0 20 31 Discipline 0 50 0 36 0 50 0 14 29 Pupil Welfare 0 64 0 21 0 50 0 14 29 Ethics 0 80 0 8 8 92 0 0 24 Citizenship 0 45 9 18 0 90 9 36 22 Attendance 0 20 0 60 0 20 0 60 20 Total Schools Reporting 49 (57 per cent) n o 90 The standing com m ittees use in the Group II schools, as shown in Table 21, revealed a slightly g re ater use of com m ittees than did the sm aller schools. The use of com m ittees here varied from a high of 90 per cent in the use of the scholarship to a low of 21 per cent use of the attendance com m ittee. T here w ere six com m ittees which w ere used by m ore than 50 p er cent of the schools. These w ere: (1) scholarship in 90 per cent, (2) faculty w elfare in 77 per cent, (3) social affairs in 77 per cent, (4) assem blies in 72 per cent, (5) health in 52 per cent, and (6) the professional relations com m ittee in 52 per cent of the schools in Group II. As in Group I, the term s of the m em bers w ere for one year. T here w ere three com m ittees in which the length of term was indefinite for m ore than 50 per cent of the schools which reported. These three com m ittees w ere: (1) health, which was used in 59 per cent of the schools; (2) citizenship, used in 60 per cent; and (3) attendance, used in 54 per cent of the schools. The figures in Tables 20 and 21 show that the larg e r schools used regular standing com m ittees slightly m ore than did the sm aller schools. The Group I schools used these com m ittees 57 per cent of the tim e, while Group II schools had regular standing com m ittees in j 63 per cent of the schools. Comments indicated that schools often did not have such standing com m ittees as a part of the local school TABLE 21 LENGTH OF TIME MEMBERS AND CHAIRMEN SERVE ON REGULAR STANDING COMMITTEES ARRANGED IN THE FREQUENCY USED (Group II Schools of 1500 and Over A. D. A .) Length of M embers' Length of Chairmen’s Term s (Per Cent) Term s (Per Cent) Committee 1 Semester j I 1 Y ear I 2 Years | I Indefinite 1 Sem ester k 1 Y ear i 2 Y ears i i Indefinite Schools Using Committee (Per Cent) Scholarship 2 60 4 33 2 49 5 35 90 Faculty Welfare 6 81 4 9 4 74 2 13 77 Social Affairs 0 57 6 11 0 66 2 11 77 Assemblies 2 77 0 18 0 59 0 23 72 Health 6 72 0 59 0 62 3 47 52 Professional Relations 0 84 3 9 3 81 0 6 52 Pupil Welfare 3 51 3 11 0 40 0 35 48 Evaluation 4 56 0 35 0 26 0 22 38 Library 0 74 4 22 0 52 0 26 38 Discipline 0 59 0 32 0 52 0 26 38 Ethics 0 82 5 9 0 73 0 14 36 Citizenship 13 47 0 60 13 33 0 27 25 Attendance 0 54 0 54 0 46 0 39 21 Total Schools Reporting 61 (63 per cent) 92 organization, because these areas w ere of concern to the d istrict as a whole, and therefore d istrict com m ittees w ere used rath er than local school com m ittees. .j M em bership and selection of the chairm an of com m ittees Table 22 shows that com m ittee m em bership in Group I schools consisted of the adm inistrator and teachers. The exceptions to this w ere in com m ittees which w ere connected with student health and w elfare w here the nurse had a predictably higher frequency of representation and in the assem bly com m ittee w here student re p re sentation increased. In com m ittees which could be considered as of prim ary concern to the teaching staff--such as social affairs, faculty w elfare, professional relations, and eth ics--th e representation of adm inistrative personnel decreased significantly. Some schools indicated that these areas w ere handled by the faculty association and w ere thus not a part of the school^ standing com m ittees. In all of the standing com m ittees except the above-m entioned, the chairm an was appointed by the adm inistration. In the three areas of faculty concern, the chairm en w ere elected by the faculty. Inform ation in Table 23 shows that the com m ittee pattern in the Group II schools is nearly the sam e as in the Group I schools. T here was a considerable change in the use of pupils as com m ittee TABLE 22 SELECTION OF MEMBERS AND CHAIRMEN OF REGULAR STANDING COMMITTEES ARRANGED IN THE FREQUENCY USED (Group I Schools of 800-1499 A. D. A.) Committee C O •H e •H 6 T 3 < Membership of Committee (Per Cent) Li O i — H w Li Li cti C D C D Li i » C D C O X C f l C C D '5 b C O 3 cd L i O 0 ) C D 3 U h a5 2 C O -i—I Cu 3 C L , to U CD X Selection of Chairman (Per Cent) • - Q 0 3 • H a s eva E o L i <4-1 T 3 ■ C D 4 - 1 O C D E 6 o w u X I T3 >> (D ± J Li CD X Schools Using Committee (Per Cent) Scholarship 71 71 71 14 0 2 0 81 2 7 2 86 Assemblies 62 12 59 0 0 47 0 79 6 0 0 70 Social Affairs 22 15 70 0 0 4 0 11 15 52 11 55 Faculty Welfare 15 27 88 0 15 0 0 4 31 50 8 53 Health 60 32 44 0 72 8 8 48 16 0 8 51 Professional Relations 17 25 70 0 0 4 0 0 38 58 8 49 Library 44 25 69 0 0 12 44 50 31 0 0 33 Evaluation 67 47 67 13 7 7 7 33 27 33 0 31 Discipline 50 36 36 7 14 0 0 64 7 7 0 29 Pupil Welfare 57 29 43 0 36 0 0 72 7 0 7 29 Ethics 17 17 75 0 0 0 0 0 25 50 17 24 Citizenship 64 64 64 9 0 9 0 45 27 9 18 22 Attendance 30 30 10 40 0 0 10 60 10 0 0 20 v O W TABLE 23 SELECTION OF MEMBERS AND CHAIRMEN OF REGULAR STANDING COMMITTEES ARRANGED IN THE FREQUENCY USED (Group II Schools of 1500 and Over A. D. A .) Committee C D •H c Membership of Committee (Per Cent) U O < - H CD C O C 3 O U C O S - i < d J Z o C O CD H u c0 4 - > C O • H b O CD & o C O u 3 z C O ■ 1 — 4 a 3 C l , C D U CD x: Selection of Chairman (Per Cent) >• Si T D . ■ s : s <C > ,a> 'O-E SB o c CD « f - H O w u > » T3 > . , —i cc CD Schools Using Committee (Per Cent) Scholarship 67 69 71 11 2 7 0 80 5 2 5 90 Faculty Welfare 25 19 92 9 0 2 0 15 13 55 9 77 Social Affairs 15 13 85 0 0 0 0 21 11 53 0 77 Assemblies 61 16 70 0 0 55 0 73 11 0 5 72 Health Professional 72 53 88 12 100 31 3 97 6 3 3 52 Relations 40 19 94 0 0 0 0 16 3 69 0 52 Pupil Welfare 52 45 45 17 35 28 0 69 10 0 7 48 Evaluation 70 56 61 26 13 13 0 48 9 22 0 38 Library 43 26 70 4 0 9 26 65 4 9 4 38 Discipline 55 55 32 27 5 14 0 73 0 9 0 38 Ethics 32 9 86 0 0 0 0 9 9 68 5 36 Citizenship 67 47 80 27 13 33 0 60 20 7 0 21 Attendance 62 46 23 46 15 8 0 69 0 8 0 21 95 m em bers in the la rg e r schools. They w ere brought in m ore on the health and citizenship com m ittees in the la rg e r schools than in the sm aller ones. In m ost a re a s, the chairm an in the la rg e r schools was m ore often selected by the adm inistration than in the sm aller schools. Evidently as size increased, the need for a point of focus of effort in seeing that com m ittees functioned properly increased, and the adm inistration clearly assum ed this responsibility. In these la rg e r schools, concern for faculty problem s becam e m ore noticeable. Frequency of M eeting of the Standing Committee It is apparent from T ables 24 and 25 that m ost com m ittees m et--n o t on a regularly scheduled b asis--b u t only as called. T here w ere som e which did m eet on a monthly schedule. These com m ittees, found in both groups, w ere the faculty w elfare and the health com m ittees. In Group I, the professional relations com m ittee m et monthly in many cases and in Group II the lib rary com m ittee often held monthly m eetings. Notes added to the questionnaires indicated that in som e schools certain com m ittees would m eet m ore frequently at tim es during the year, less frequently at other tim es, and that the frequency of the m eetings depended upon the number and urgency of the problem s which faced the com m ittee. 96 TABLE 24 FREQUENCY OF MEETINGS OF REGULAR STANDING COMMITTEES USED (Group I Schools of 400-1499 A.D. A.) Com m ittee Frequency of Meetings Per Cent Schools Using ■ Committee Per Cent Twice A Weekly Month Monthly Called Scholarship 7 2 7 76 86 A ssem blies 6 3 6 14 70 Social Affairs 0 11 11 67 55 Faculty W elfare 0 8 23 60 53 Health 0 4 28 56 51 Professional Relations 0 4 37 50 49 L ibrary 0 0 19 15 33 Evaluation 13 0 7 73 31 Discipline 14 7 0 64 29 Pupil W elfare 0 7 7 72 29 Ethics 0 0 17 67 24 C itizenship 18 0 0 73 22 Attendance 10 0 10 60 20 97 TABLE 25 FREQUENCY OF MEETINGS OF REGULAR STANDING COMMITTEES USED (Group II Schools of 1500 and Over A. D. A .) Committee Frequency of M eetings S ch o o ls I Tsincr Per Cent Schools Using X W T ce- A - - - - - - - - - - - - - - - - - - - -TS~ C ™ n f Weekly Month Monthly Called Scholarship 2 4 16 73 90 Faculty W elfare 2 4 30 62 77 Social Affairs 2 2 9 83 77 Assem blies 20 5 9 59 72 Health 3 6 31 78 52 Professional Relations 0 0 12 75 52 Pupil W elfare 7 0 7 72 48 Evaluation 4 4 22 56 38 L ibrary 0 0 35 52 38 Discipline 18 0 14 50 38 Ethics 0 0 9 82 36 Citizenship 7 0 13 67 25 Attendance 15 0 23 46 21 98 Frequency of Use of Regular Standing Com mittees The difference in the use of com m ittees between the schools in Groups I and II a re shown in Table 26. The scholarship is first on both lists as the com m ittee which was used m ost frequently. In the Group I schools, the second m ost im portant com m ittee was the assem bly com m ittee--w hile in the Group II schools faculty w elfare was the second m ost used com m ittee--the assem blies com m ittee being the third given in frequency of use. In the sm aller schools the lib rary com m ittee was used m ore, while the la rg e r schools were m ore concerned with pupil w elfare. The existence of a larg er student body made pupil problem s m ore im portant, and reports showed that the citizenship and attendance com m ittees w ere the least used of all the standing com m ittees. Comments showed that problem s of citizenship and attendance w ere solved by individuals rath er than by com m ittees. Committee Meeting Tim es Table 27 shows the tim e of m eeting of the various com m ittees. Sixty-five per cent of com m ittee meetings w ere held after school, while 35 per cent w ere held before school. Very few of the com m ittees found it possible to use school tim e for their m eetings. 99 TABLE 26 COMPARISON OF FREQUENCY OF THE USE OF REGULAR STANDING COMMITTEES BETWEEN GROUPS I AND II Group I Group II Committee in Committee in Schools of Cases Per Schools of Cases Per 800-1499 Reported Cent 1500-Over Reported Cent Scholarship 42 86 Scholarship 55 90 A ssem blies 34 70 Faculty W elfare 47 77 Social A ffairs 27 55 Social Affairs 47 77 Faculty W elfare 26 53 A ssem blies 44 72 Health 25 51 Health 32 52 Professional Relations 24 49 Professional Relations 32 52 L ibrary 16 33 Pupil W elfare 29 48 Evaluation 15 31 Evaluation 23 38 Discipline 14 29 L ibrary 23 38 Pupil W elfare 14 29 Discipline 23 38 Ethics 12 24 Ethics 22 36 Citizenship 11 22 Citizenship 15 25 Attendance 10 20 Attendance 13 21 Total Schools Using Standing Com mittees 67 Total Schools Using Standing Com mittees 66 Total Schools 86 Total Schools 97 Per Cent Using Per Cent Using Standing Committees 66 Standing Com m ittees 68 100 TABLE 27 COMMITTEE MEETING TIME Tim e Existing^ P ractice Number Per Cent Recommended P ractice Number Per Cent Before School 55 35 32 29 During Lunch 45 29 25 23 A fter Lunch 22 14 13 12 A fter School 102 65 68 62 On-Call 4 3 During Day 17 11 21 19 Total Reporting 158 110 The recommended practice tended to follow the established procedure but suggested an increased use of school tim e for such m eetings. Notes on the questionnaires indicated that if com m ittees w ere im portant, tim e for these m eetings should be found as a part of the regular work day and not relegated to eith er before o r after school. Disposition of Com mittee Report R egular standing com m ittee reports as indicated in Table 28 w ere made to the principal in 76 per cent of the schools and to the faculty o r faculty association in 55 per cent of the schools reporting. TABLE 28 DISPOSITION OF COMMITTEE REPORTS 101 Com mittee Reported to: C ases Per Cent Principal 101 76 Faculty President 5 4 Faculty o r Faculty Assoc. 47 55 A dm inistrative Cabinet 7 5 Total Reporting 133 The com m ittee reported only infrequently to other persons o r groups. Many schools indicated that reports w ere made both to the adm inis tra to r and to the faculty. Chapter Summary This chapter has presented the findings concerning standing com m ittees. They w ere divided into two groups: (1) those with personnel who w ere on o r headed the com m ittee because of an assigned duty, and (2) those which w ere considered as regular stand ing com m ittees. T here was found to be som e overlap in the two groups--especially in health and attendance which should, in many cases, have been placed in the first group. 102 Standing com m ittees w ere used in about tw o-thirds of the schools. Indications w ere that in many other schools these com m ittees functioned either at the d istrict level or as a responsibility of the local faculty association. A few indicated that these committees w ere a part of the adm inistrative program as included in other groups, either in the adm inistrative staff o r in the departm ental organization. The groups usually reported to the adm inistration, but in som e cases also reported to the faculty as w ell--o r in still other instances to the faculty alone. Com mittee m eetings w ere held mainly after school. About tw o-thirds, o r 65 per cent, held meetings at this tim e. Before school m eetings w ere held in 35 per cent of the schools reporting, as shown in Table 27. Standing com m ittees frequently m et during lunch, o r 29 per cent of the tim e. The principals usually felt that meetings should follow the sam e pattern as the actual pattern used. T here w ere som e comments indicating that m eetings should be held on school tim e if they w ere im portant enough to m eet at all; this was often followed by the comment that released tim e for teachers was usually im possible because of scheduling. CHAPTER VII TEMPORARY COMMITTEES T em porary com m ittees w ere set up to solve problem s which needed prompt action. These difficulties w ere either of a non recu rrin g type o r could be handled in the im m ediate future according to policy form ulated by the tem porary com m ittee. Com mittees of this type w ere used in 83 per cent of the schools studied. These groups had many uses and w ere also of great value to the adm inistration. One im portant function of the tem porary com m ittee was that of securing faculty reaction to new adm inistrative proposals. Another equally im portant role was that of acting as a group which sought its own solutions to current problem s. Such com m ittees very efficiently served as a media of two-way communi cation between the adm inistration and the faculty. T heir principle * use, however, was a method of increasing dem ocratic participation by certificated personnel in adm inistration. 103 Tem porary Com m ittee Organization Many of the schools reported that m ore than one way of selecting the m em bership of this com m ittee might be used. The method employed depended upon the purpose of the com m ittee for which m em bership was being considered. No one course of selecting com m ittee personnel was followed over another. Appointment by the adm inistration was used m ost frequently, or 30 per cent occurrence, as shown in Table 29. Twenty-four per cent of the schools indicated that com m ittee m em bers w ere selected by any one of three ways: (1) They w ere either appointed by the adm inistration, (2) elected by the faculty, o r (3) w ere appointed by the chairm an. Most of these indicated that the chairm an was appointed by the adm inistration, and the m em bers w ere selected by one o r by both of the other two p ro cedures. In 23 per cent of the schools, the principal usually appointed the chairm an and the m em bers w ere elected by the teachers. These two groups made a total of 47 per cent, who indicated that in their schools the principal selected the chairm an and the m em bers w ere chosen by other means ra th e r than by the adm inistration. In only a few, 8 per cent, did the adm inistration appoint the chairm an and he in turn picked his own com m ittee m em bership. In 4 per cent of the cases the principal appointed a chairm an, and the m em bers of the 105 TABLE 29 SELECTION OF PERSONNEL FOR TEMPORARY COMMITTEES How Selected Number Per Cent M em bers and Chairm an Appointed by Adm inistration 44 30 C hairm an Elected, M em bers Appointed by Principal 35 24 Chairm an Appointed by Principal, M em bers Elected by Faculty 34 23 Chairm an Appointed by Principal, M em bers by Chairm an 12 8 Chairm an and M em bers Elected by Faculty 8 5 Chairm an Appointed by Principal, M em bers Volunteered 6 4 M em bers Selected by Chairm an 4 3 M em bers Volunteered 4 3 Total Reporting 147 com m ittee w ere volunteers. In 3 p er cent of the reporting schools, the m em bers of the tem porary com m ittees w ere either selected by the chairm an o r w ere strictly volunteers. Table 29 very definitely dem onstrates that tem porary com m ittees, while being used in many schools, had no apparent uniform ity in determ ining how their 106 m em bership should be chosen. It may be said, however, that dem ocratic processes w ere followed a larg e proportion of the tim e in the form ation of the tem porary com m ittee. T em porary Committee Reports Findings showed that reports of the tem porary com m ittees went to both the adm inistration and to the faculty 36 per cent of the tim e. The principal alone received the com m ittee reports in 27 per cent of the cases; and the principal, faculty, and the advisory com m ittee received them 21 per cent of the tim e. Thus, as is shown in Table 30, tem porary com m ittees w ere a means of increasing dem ocratic participation as well as a media for prom oting comm uni cation between the adm inistration and the staff. In fewer instances, 7 per cent, reports w ere made solely to the faculty. In 5 per cent of the cases, the reports w ere made to the advisory com m ittee; and in only 3 per cent they w ere made jointly to the principal and the advisory com m ittee. R esults of Committee Action Tem porary com m ittee reports w ere communicated to as many of the certificated personnel as possible. In 54 per cent of the schools the reports appeared in four areas: first, as a part of 107 TABLE 30 REPORTS OF TEMPORARY COMMITTEES Made to: Number Per Cent Principal and Faculty 52 36 Principal Only 39 27 Principal, Faculty, and Advisory Committee 31 21 Faculty 10 7 Advisory Committee 8 5 Principal and Advisory Committee 5 3 Total Reporting 145 adm inistrative policy; second, they w ere relayed to the teaching staff; third, they became a part of the teach er's handbook; and fourth, they w ere used as a guide to further adm inistrative policy. Table 31 also shows that these com m ittee reports w ere placed on file at 18 per cent of the large high schools of California and w ere used as a guide to the adm inistration. In 13 per cent of the schools the reports w ere given to the faculty as well as using them as a guide for the adm inistration in form ulating school policy. In only 3 per cent of the schools w ere such com m ittee findings given solely to the faculty. Another 3 per cent re ferred the deliberations to the 108 TABLE 31 DISPOSITION OF TEMPORARY COMMITTEE REPORTS How Handled Number Per Cent Part of A dm inistrative Policy, Reported to Faculty and Put into T each er's Handbook 73 54 Used As a Guide for A dm inistra tion and Filed 24 18 Reported to Faculty and Used As Guide to Adm inistration 18 13 Reported to Faculty Alone 18 13 Reported to Faculty and Used F or A dm inistrative Policy 4 3 Used For A dm inistrative Policy and T each er's Handbook 4 3 Used F o r A dm inistrative Policy and Guide 4 3 Total Reporting 135 faculty as well as having it become a part of the adm inistrative policy. The resu lts becam e a part of adm inistrative policy and a part of the teach er's handbook as w ell--in another group of four sch o o ls--o r 3 per cent of the ones which used these com m ittees. The tem porary com m ittee reports w ere thus used in many 109 different applications to keep the faculty inform ed as to happenings in the dem ocratic adm inistrative processes. The general opinion of the answ ering schools was that these com m ittees properly used could do a job which could not be handled effectively in any other way. Of 119 schools which reported as to the effectiveness of these com m ittees, ninety-nine--or 82 per cent--indicated this type of a com m ittee to be m ost useful. Only two schools reported that they felt the tem porary com m ittee was not worthwhile, and only 15 per cent expressed the opinion that the com m ittee was effective only at tim es. Meeting Frequency of the Conference Period Committee These com m ittees consisted of teachers having the sam e conference period each day, and they w ere thus able to m eet during that period when functioning. The conference period com m ittee usually m et only when a need for it aro se. In the schools which used this type of com m ittee, 75 per cent did not m eet regularly but only on call. Table 32 also shows that 9 per cent m et weekly; 9 per cent m et every two weeks; and still another 8 per cent m et monthly. This com m ittee was used as a sounding group for many problem s, as its composition tended to give a fair cro ss-sectio n of the faculty. 110 TABLE 32 CONFERENCE PERIOD COMMITTEES MEETING FREQUENCY Frequency of Meeting Number Per Cent On-Call or When Needed 85 75 Weekly 10 9 Every Two Weeks 10 9 Monthly 9 8 Total Reporting 114 Problem s D iscussed by Conference Period Com mittees The problem s discussed by the conference period com m ittee a re reported in Table 33. Scholarship was discussed in 69 per cent of such com m ittees as the consistent problem . The groups w ere not lim ited in m ost instances to a single problem but discussed a wide variety of topics throughout the school year. In only th ree cases w ere such com m ittees concerned with a single difficulty. This was in the area of curriculum . As these com m ittees m et throughout the day and w ere prim arily on call, they convened in 61 per cent of the cases without an adm inistrator as a m em ber of the com m ittee. The 39 per cent who did have adm inistrators present indicated that a vice- I l l TABLE 33 PROBLEMS CONSIDERED B Y THE CONFERENCE PERIOD COMMITTEES Committee Number Per Cent Scholarship 43 62 Evaluation 34 49 Social Affairs 34 49 Faculty W elfare 33 48 Pupil W elfare 32 46 Professional Relations 30 44 A ssem blies 28 41 Discipline 28 41 Health 28 41 Citizenship 27 39 Ethics 21 30 L ibrary 19 28 Attendance 17 25 C urriculum 5 7 Total Schools Reporting 69 112 principal was a m em ber in seventeen cases and that the principal or the principal and vice-principal together w ere found to be m em bers of the com m ittee in ten of the reported situations. Conference Period Committee Reports The com m ittees m eeting during the teachers' conference period relayed their inform ation m ost frequently to both the adm in istration and the faculty as a whole. This was found to be true in 46 per cent of the cases. Table 34 indicates that the adm inistration was the sole recipient of their inform ation in 37 per cent of the schools' contacts. Seventeen per cent reported their results only to the faculty. Chairm an of the Conference Period Committee The chairm an of the conference period com m ittee was selected in several ways--depending upon the problem s which faced the group, as shown in Table 35. Most often, or 51 per cent of the tim e the group chose its own chairm an who was a teacher. Twenty- one per cent of the schools indicated that he might be elected by the group o r he might be appointed by the adm inistration. Another 7 per cent said the chairm an could be an adm inistrator, who was appointed by the adm inistration or selected by the group. Fifteen per 113 TABLE 34 DISPOSITION OF CONFERENCE PERIOD COMMITTEE REPORTS Reports Made to: Number Per Cent Principal and Faculty 55 46 Principal 44 37 Faculty 20 10 Total Reporting 119 cent of the tim e it was evidenced that the adm inistration designated the chairm an, while an adm inistrator served as chairm an of this com m ittee in only 5 per cent of the schools. Chapter Summary This chapter was concerned with tem porary com m ittees which may be placed into two groups. The firs t group was one which m et at nonspecified tim es throughout the day including meetings which w ere held before or after school hours. The second group met during a common conference period. Those in the first group w ere often selected by the principal. However, many schools used a variety of ways in their choice of this 114 TABLE 35 CHAIRMANSHIP OF THE CONFERENCE PERIOD COMMITTEE Chairm an Is: Number Per Cent Selected by Group 60 51 Appointed by Adm inistration or Selected by Group 24 21 Appointed by A dm inistration 18 15 An A dm inistrator o r Selected by Group or Appointed by A dm inistration 9 7 An A dm inistrator 6 5 Total Reporting 117 com m ittee's personnel. This could be by means of appointment by the adm inistration, selection by the faculty, or by the chairm an of the com m ittee. The inform ation from these com m ittees w ere used in several ways. It was conveyed to the faculty, became a part of adm inistrative policy, showed up in the teach er's handbook, and was also filed for future use. These com m ittees w ere considered to be necessary aids in assisting the adm inistration in determ ining policies for the schools and w ere also very effective in solving any problem s which involved local conditions. 115 The conference period co m m ittees w ere not used as frequently as the o th er type of com m ittee. They had the advantage though of keeping th e ir m eetings w ithin the school day and also in having the p o ssib ility of a c ro ss -s e c tio n of the faculty w orking in a single group. T hese com m ittees w ere used as sounding boards for m any problem s about which the ad m in istratio n d e sire d faculty re actio n . Much of the tim e they w ere headed by a chairm an of th e ir own selectio n and often m et w ithout ad m in istrativ e re p re se n ta tio n . The re su lts of th eir d elib eratio n s w ere given to both the p rin cip al and to the faculty. T em p o ra ry com m ittees of m any kinds w ere used as a m eans of exposing the faculty to school problem s and allow ing them to help in the solution to th ese difficu lties. Such com m ittees w ere quite effective in prom oting d em o cratic p articip atio n in ad m in istratio n . One school even used the conference period to re p la ce th e ir faculty m eetings. CHAPTER VIII SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary The problem It was the purpose of this study to determ ine what provisions had been made for the organization of certificated personnel into working groups in the large high schools and which of these patterns was the m ost effective. The study was concerned with the following questions: j 1. To what degree are principal's advisory cabinets us ed? 2. If used, what w ere the com position and the working arrangem ents of such cabinets? 3. With what m atters did such cabinets concern them selves? 4. By what means w ere the effectiveness of such cabinets increased? 116 117 5. To what degree was a form of departm ental groups organized? 6. What w ere the working relationships of such departm ents? 7. What w ere the functions and duties of these depart ments? 8. By what means may the effectiveness of such departm ents be increased? 9. What other sim ilar types of organizations were used in place of departm ental organization? 10. To what extent and in what areas a re standing com m ittees used in high schools? 11. Who com prised the m em bership of standing com m ittees? 12. With what m atters w ere these com m ittees con cerned? 13. W ere there tem porary com m ittees in use? 14. What was the concern of such com m ittees? 15. How effective w ere they in accom plishing the purpose for which they w ere formed? 16. How may the effectiveness of both standing and tem porary com m ittees be increased? 118 Procedures In o rd er to obtain the inform ation for this study, a question n aire was developed and sent to all the large high schools in C alifornia under the sponsorship of the Los Angeles City School D istrict's Com mittee on R esearch Studies. From the 309 question naires which w ere m ailed, 183 w ere returned. The inform ation obtained was arranged on IBM cards--tabulated and analyzed. This m aterial form ed the basis for the study. Summary of Findings P rincipal's advisory cabinet As reported from the questionnaires, this cabinet was used in alm ost three-fourths of the large high schools in C alifornia. It served as the prim ary m eans of communication, whereby the adm inistration received aid in the form ation of policies and in the gathering and dissem ination of inform ation to and from the certificated personnel. M ost of the tim e this group was composed of the p rin ci pal, his assistan ts, and the head counselors. Because of the fact that it usually convened during school hours, teachers w ere often not represented. The principal served as the chairm an of the cabinet. This cabinet was an operational and policy-producing body. It was the organization in which new policies originated o r old ones 119 w ere modified. The cabinet, being composed mainly of staff m em b ers, was able to im prove communication in the area of policies and operations because they served as an evaluation group. It also provided an opportunity for group consideration of policies before they w ere presented to the whole school. The operation of the school could be better coordinated here as problem s w ere attacked by m ore than one person's viewpoint. This one com m ittee was felt by all respondents to be an extrem ely im portant part of every high school organization. D epartm ental organization The grouping of teachers into subject m atter groups o r departm ents was a resu lt of increase in the size of high schools. In o rd er to coordinate teaching in any subject field, to improve the selection of m aterials and supplies as well as the standardization of textbooks, an inform al organization was form ed to handle these very im portant concerns. This organization into departm ents has had alm ost universal acceptance in the large high schools in California. The selection of a person to be the spokesman for the individuals of such a group as well as to act as the coordinator of teaching activities lead to the appointment of a departm ental chairm an. The departm ental chairm an held the position permanently provided his * serv ices w ere satisfactory. He was selected on the basis of good 120 leadership, outstanding m astery of area subject m atter, ad m in istra tive, and supervisory ability. O ther factors which w ere also con sidered when choosing the chairm an w ere seniority, graduate study in the subject field, and curriculum revision. These departm ent heads had a variety of duties of which the m ost im portant were: 1. To aid in planning curriculum revisions in the subject area. 2. To help the adm inistration in the setting up of class schedules. 3. To help the adm inistration in teacher selection. 4. To rep o rt to the adm inistrator the needs of the departm ent as to textbooks, supplies, and equipment. 5. To aid in the reviewing and the selecting of tex t books for the subject area. 6. To act as a channel in the requisitioning and d is tributing of supplies, equipment, and textbooks. All departm ental chairm en m et as a body in the schools. C urricular changes and coordination of the curriculum within the school w ere of prim e concern. A dm inistrative problem s of the school as well as class scheduling w ere considered. The large high school was divided into ten to fourteen departm ents. These followed traditional subject m atter areas except 121 in three departm ents. The fine a rts departm ent often appeared and was com posed of a rt, m usic, and at tim es included home economics. The two other departm ents which w ere form ed w ere due to sta te - required subjects which w ere (1) driver education and training, and (2) special education (Point I and II program s). With an increase in the school population, the departm ent chairm an had a g reater responsibility in the departm ental activities. Many of the heads of the la rg e r departm ents w ere given a non- teaching period o r periods to allow them to take better care of the increased duty load. Additional pay was also given for these extra assignm ents. C u rricu lar problem s involved m ore tim e in the la rg e r schools and the departm ent head became the one responsible for the in -serv ice training tim e for both the new and experienced teachers. This in -serv ice training was prim arily in the field of teaching improvement and curriculum revision. The advantages of depart m ental organization far outweighed its disadvantages in the opinion of the principals reporting. This type of organization gave the possi bility of better adm inistration and supervision than any other means devised. The sm aller groups allowed a better exchange of ideas and a m ore com plete dissem ination of inform ation as well as a feeling of belonging to the teachers. Communication between the ad m in istra tion and the faculty was m ore successful and the faculty and staff 122 m orale im proved when this schem e was followed. Standing Com mittees Com m ittee com prised of personnel due to position Those standing com m ittees using personnel who w ere m em bers because of their direct connection with the function of such a com m ittee w ere used in these four areas: 1. The curriculum com m ittee which was composed of the principal, assistan t principal, head counselor, and the departm ent chairm an. It m et monthly o r on call. 2. The guidance com m ittee which was usually composed of the assistan t principal, the head counselor, the re g istra r, w elfare directo r, child personnel d irector (if there was one), and counselors. It m et as needed, which in many cases was weekly and in other cases monthly. 3. The student body finance com m ittee which was made up of the principal, assistan t principal, the finance coordinator, and student government advisors. This com m ittee was the only one on which students w ere used consistently. Its prim ary concern was the student 123 body budget so it m et only when student finance problem s needed to be solved. 4. The athletic com m ittee whose m em bership included the principal, assistan t principal, athletic coordina tor and coaches. A few included the student govern ment advisor and the finance coordinator. This group dealt prim arily with athletic codes, eligibility of players, and the development of the athletic program . Regular standing com m ittees Thirteen com m ittees of this type w ere reported as being used in the large high schools of California. These com m ittees were: (1) scholarship, (2) assem blies, (3) social affairs, (4) faculty w el fare, (5) health, (6) professional relations, (7) lib rary , (8) evaluation, (9) discipline, (10) pupil w elfare, (11) ethics, (12) citizenship, and (13) attendance. Of the thirteen given above, th ere w ere only five which w ere used in m ore than 50 per cent of the schools reporting. These five com m ittees w ere: 1. The scholarship com m ittee was the standing com m ittee m ost frequently found. It consisted of an adm inistrator, counselor, and teachers - -all of whom w ere appointed by the adm inistration. This group was concerned with the im provem ent of 124 scholarship standards within the school. 2. The assem blies com m ittee was com prised of an adm inistrator, teachers, and pupils appointed by the adm inistration. Its duty entailed the frequency of assem blies and the types of program s which w ere offered to the student body. 3. The faculty w elfare com m ittee was form ed mainly of teachers, an adm inistrator, and a counselor-- while the m em bers w ere selected by the faculty. 4. The social affairs com m ittee was also prim arily composed of teachers and an adm inistrator of which the m em bership was usually selected by the faculty. Its function was to decide upon faculty social affairs. 5. The health com m ittee was appointed by the adm in istration and was found to include an adm inistrator, teachers, the school nurse, and counselors. This group worked with the student health situation. The m eeting tim e of m ost of these com m ittees was after school, but a few of them m et p rior to the school day. Where there w ere several large high schools in a single 125 school system , many of these com m ittees w ere not used at the individual schools but w ere a part of the district-w ide committee system . D istrict com mittees w ere not included in this study. Committee reports w ere made to the adm inistration, except where the com mittees were prim arily of faculty concern. In these cases the reports w ere made to the faculty. This was true of such com m ittees as social affairs, faculty w elfare, professional relations, and ethics. Many schools had a faculty association which handled these com m ittees within the association fram ework and so they w ere not one of the general standing comm ittees of the adm inistration. Tem porary Committees These com m ittees w ere designed to solve problems which needed immediate attention and w ere not likely to recur or be of long duration. As these com mittees w ere to solve immediate problem s, it was found that such groups w ere m ost often proposed by the adm in istration. As no definite pattern was used, the chairm an was at tim es appointed by the principal--or he might be chosen by the group. In still other instances the chairm an was selected by the principal and allowed to pick his own committee. Of all the committee groups, this one was likely to be the m ost informal. They met as needed 126 until they w ere able to come to a solution of the problem . T heir findings w ere reported to the adm inistration or to both the adm inis tration and faculty, as the problem dictated. These resu lts might find their way into adm inistrative policy, be used as inform ation to the teaching staff, as a part of the teac h er's handbook, o r aid the adm inistration in determ ining future policy. One other type of tem porary com m ittee was also used. This was form ed of teachers having the sam e conference period and thus it m et during that period. The group tended to consist of a broad cro ss-sectio n of the faculty. These com m ittees often acted as a sounding board for proposed adm inistrative action, or m ore often with cu rricu lar problem s within the school. The com m ittees would change in personnel from year to year or from sem ester to sem ester as the teach er's program s changed. An assistan t principal might be present, or this group m ight be composed of only the teaching staff. Reports from these units went to both the adm inistration and the teaching staff. Conclusions The findings of this research into the internal organization of the large high schools in California support the following conclu sions: 127 1. The principal of the high school uses an advisory cabinet to a s s is t him in adm inistering the large high school. 2. This cabinet should be composed of the principal and his adm inistrative staff and other selected certificated personnel. 3. The advisory cabinet was concerned with policy in the adm inistration and the operation of the school. This gave the principal a broader use of com muni cation with the re s t of the school staff. 4. The cabinet m ust have regularly scheduled m eet ings at least every two weeks and weekly if possible. The m eetings should be at a definite hour during the day and on the sam e day of the week. This tim e should be reserv ed by all m em bers for such meeting. 5. High schools as they increase in size need the sm aller face-to-face groups as are provided in departm ental organization. These departm ents a re separated into subject fields. This arrangem ent brings together persons with like problem s and provides a means of discussing and solving them. 6. The departm ent head, o r chairm an, should be a supervisor, a curriculum leader, and as such should receive extra tim e for his duties in the form of a non-teaching period or periods as well as extra pay. He should be a leader in all areas which will help the w elfare of his p articular d ep art ment. T here was an indication that som e schools w ere putting m ore departm ent heads on a rotating basis. 7. The departm ent head should provide in -serv ice training for new as well as experienced teachers. 8. Standing com m ittees com prised of persons with like duties w ere in four are a s: (a) curriculum , (b) guidance, (c) student-body finance, and (d) athletics. These four groups made possible a continuing development of policy and operation in those fields. 9. Regular standing com m ittees m ust vary as the needs of the schools vary. Five such com m ittees a re needed by all schools: (a) scholarship, (b) assem bly, (c) social affairs, (d) faculty w elfare, and (e) health. 10. The regular standing com m ittee m em bership should be appointed by the adm inistration except in those 129 a reas which are prim arily of faculty concern (social affairs and faculty w elfare), and these should be selected by the faculty. 11. Tem porary com m ittees a re necessary for the solution of problem s needing m ore than ad m in istra tive decision. The selection of the com m ittee personnel depended upon the type of problem being considered. This group should report to the adm in istration and also to the faculty. 12. Conference period com m ittees w ere selected for a period of one year, o r one sem ester, if the teaching schedules changed that often. This group should be a cro ss-sectio n of the teaching staff. It was con cerned with recu rrin g problem s requiring a wide variety of experience. This com m ittee best serv es as a discussion group tendering to the adm inistration and faculty opinions ra th e r than solutions. The large high school in many localities is still increasing in size; and as the number of faculty m em bers grows, communication tends to decrease in effectiveness. Thus, the school adm inistration m ust find ways to prevent this breakdown in the tra n sfe rra l of ideas. The organization of the faculty into sm all groups brings back the 130 much needed face-to-face contact. The large school should thus function with g reater ease and less chance of friction between d ep art m ents. It, therefore, can be said that the use of a principal’s advisory com m ittee, departm ental organization, standing, and tem porary com m ittees will make the large high school function m ore efficiently and m ore successfully. Recommendations The foregoing findings and conclusions about the organization of the large high schools of California indicate that in m ost areas the number of large high schools will increase. With the increased cost of building and the resistance to tax increases, the high school must be operated m ore efficiently. With this in mind, the following recom m endations are proposed: 1. The large high school should have a principal's advisory cabinet composed of the principal, a s s is t ant principals, head counselor, selected teachers, and departm ent heads. It should m eet every other week at a definite stated tim e and at other tim es when necessary. It should be concerned with school policy, operation of the school, and school m orale. The principal should head this com m ittee. The 131 teachers who a re involved with this group should be freed from all other duties during m eeting tim e in o rd er that they might attend every meeting. 2. D epartm ents should be by subject m atter, and the head of the departm ent should be selected because of his leadership and experience. He should receive extra pay. This person should have tim e to aid the teachers with w hatever teaching problem s they might have. The departm ents should as a group take care of suggesting textbooks, ordering of departm ent equipment and supplies within a budget. A program of in -serv ice training should be organ ized in o rd er to im prove the curriculum and the teaching. The departm ent should m eet at least twice a month. 3. The departm ent heads should m eet as a group with the adm inistrators and counselors in o rd er to coordinate the curriculum for the school, help to plan class schedules, and aid in communicating policies from the principal’s advisory cabinet to the teaching staff. This would help to prevent friction between departm ents and thereby lessen the possibility of building departm ental "em pires. " 4. The number of standing com m ittees com prised of personnel due to position should vary with the school needs but should, however, include the four com m ittees: curriculum , guidance, student body finance, and athletics. The personnel of these com m ittees should be such that at least the m ajority serv e for two years on a staggered relationship so that the com m ittees would always have some ex perienced m em bers. Perhaps some of these chairm en should receive extra pay for their added responsibilities. 5. Regular standing com m ittees should be on a continu ing basis. The scholarship, assem bly, and health com m ittees would be used plus others as the local school needs dictated. The chairm en and m em bers should be selected by the principal's advisory cabinet with the approval of the principal. 6. Com mittees concerned with faculty problem s should be handled through the teach er's association and not be a part of the adm inistrative organization. 7. Reports of all standing com m ittees should be made 133 to the principal but should, in all cases, be reported to the advisory cabinet and at tim es to the teachers if such rep o rts a re of concern to them. 8. A g reater use of conference period com m ittees should be m ade if only as a possible sounding board for proposed new policies, and these com m ittees should m eet only when needed. 9. T em porary com m ittees when needed should be selected by the ad m inistrator, given tim e to solve the problem s, rep o rt their findings, and then be discharged. Such rep o rts should go to the principal and to others as necessary. BIBLIOGRAPHY BIBLIOGRAPHY Books 1. Anderson, V. E. , Grim , R. , and Gruhn, W. T. Principles and Practices of Secondary Education. New York: The Ronald Press C o ., 1951. 2. Bartky, John A. A dm inistration as Educational Leadership. Stanford: Stanford U niversity P re ss , 1956. 3. Campbell, Clyde M. P ractical Applications of Dem ocratic A dm inistration. New York: H arper and Brothers Publishers, 1952. 4. Caswell, Hollis R. The A m erican High School. John Dewey* Society Yearbook, 1947. New York: H arper and Brothers Publishers, 1946. 5. Douglas, H arl R. Modern A dm inistration of Secondary Schools. Boston, Ginn and Co. , 1954. 6. Edmonson, J. B ., Roem er, J . , and Bacon, F. L. The A dm inistration of the Modern Secondary School. New York: MacMillan C o ., 1953. 7. F rench, W. , Hull, J. D ., and Dodds, B. L. A m erican High School A dm inistration, Policy, and P ractices. New York: R inehart and C o ., 1957. 8. G rieder, Calvin, Pierce, M ., and Rosenstengel, W. E. Public School A dm inistration. New York: The Ronald P ress C o ., 1961. 135 136 9. Hagman, H. L. , and Schwartz, A. Adm inistration in Profile for School E xecutives. New York: H arper and Brothers P ublishers, 1955. 10. Koopman, G. R ., M eil, A ., and M isner, P. J. Dem ocracy in School A dm inistration. New York: D. Appleton- Century Co. , In c ., 1943. 11. Koos, L. V ., Hughes, J. M ., Hutson, P. M ., and Reavis, N. D. A dm inistering the Secondary School. New York: A m erican Book C o ., 1940. 12. M ort, Paul R ., and R oss, D. N. Principles of School Admin istration. New York: McGraw Hill Book Co. , In c ., 1957. 13. Newsom, N. S ., and Langfitt, R. E. A dm inistrative P ractices in L arge High Schools. New York: A m erican Book Co., 1940. 14. Spaulding, W illard B. Organizing the Personnel of a Demo cratic School System . Society for the Study of Education, 45th Yearbook, Part 2, 1946. 15. Spears, Harold. The High School for Today. New York: A m erican Book Co., 1950. 16. Y eager, W illiam A. A dm inistration and the T each er. New York: H arper and Brothers Publishers, 1954. Periodicals 17. A shm ore, H. L. "Com m ittees in A dm inistration," Junior College Journal, 29:40-42, Septem ber, 1958. 18. Balmeier, E. C. "Basic Principles of School A dm inistrative O rganization, " A m erican School Board Journal, 122:21-22, M arch, 1951. 19. Brackett, R ussell, D. "The Faculty C ouncil," Nation's Schools, 58:61-62, D ecem ber, 1956. 137 20. Brandes, Louis G. "A dm inistrative Policies and Practices in L arg er California T hree- and F our-Y ear High S chools,” National A ssociation of Secondary School P rincipal's Bulletin, 34:143:150, January, 1950. 21. Clem ent, Stanley L. "Choosing the Departm ent H ead," National Association of Secondary School P rincipal's Bulletin, 45:48-52, October, 1961. 22. Des Dixon, R. G. "A re Principals O bsolete?" Phi Delta Kappan, 41:57-69, November, 1959. 23. Gruman, Allen J. "Improving Instruction Through Use of Departm ent H eads," California Journal of Secondary Education, 30:167-169, M arch, 1955. 24. Hamilton, Neale P. "Encouraging D em ocratic Processes and Lay Participation. Two Challenging Trends in School A dm inistration, " Educational Adm inistration and Supervision, 46:11-15, January, 1960. 25. H ass, C. G. "Adjustm ent Through A dm inistrative A rrange m ent, " Educational L eadership, 16:77-81, November, 1958. 26. Jam es, H. Thom as. "Com m ittees in the A dm inistrative P ro cess," A m erican School Board Journal, 140:23-25, F ebruary, 1960. 27. K am m erer, C. W. "The Head of the Departm ent, " C learing House, 23:5-8, Septem ber, 1948. 28. Keefe, Joseph A. "The C ourse to D em ocratic P articipation," National A ssociation of Secondary School Principal1 s Bulletin, 45:36-39, F ebruary, 1961. 29. King, F. M ., and Moon, T. W. "D epartm ent Head in the Public Secondary School, " National Association of Secondary School Principal's Bulletin, 44:20-24, M arch, 30. McDonald, Glenn W. "Staff W ritten P o licies," Overview, 1:13, D ecem ber, 1960. 138 31. M orley, E. E. "D em ocracy in O peration in a High School," School Review, 56:200-203, May, 1948. 32. Novak, Benjamin J. "A Device in D em ocratic A dm inistration," Education A dm inistration and Supervision, 32:309-312, May, 1946.*' 33. ______________ . "D epartm ent L eadership T oday," Education A dm inistration and Supervision, 44:91-100, M arch, 1958. 34. Rinker, Floyd. "The D epartm ent H ead," National Association of Secondary School Principal's Bulletin, 34:48-53, D ecem ber, 1950. 35. Shafer, Hugh M. "Principles of D em ocratic Personnel Relationship in A dm inistration," A m erican School Board Journal, 108:17-19, A pril, 1944. 36. Shouse, R. D. "The Status and Duties of D epartm ent H eads," National A ssociation of Secondary School Principal's Bulletin, 31:164-166, January, 1950. 37. Story, M. L. "Abuses of the Committee Function," Phi Delta Kappan, 34:199 -200, F ebruary, 1953. 38. ______________ . "D em ocratic P ractices in A dm inistration," Phi Delta Kappan, 32:382, May, 1951. 39. W altham, W. Alan. "A High School D epartm ent Head Views Supervision," National Business Education Q uarterly, 29:24-27, May, 1961. 40. Wey, H erbert. "T eacher Pupil Com mittee Share in Admin istra tio n ," C learing House, 23:336-339, F ebruary, 1949. 41. Zafa, J r . , C arlos de. "C harlotte High's Faculty C om m ittee," C learing House, 29:519-523, May, 1955. 139 Unpublished M aterials 42. G ardiner, John Simeon. ’'Internal A dm inistrative Organization of M edium-Sized F our-Y ear High Schools." Unpublished Doctoral dissertation, U niversity of Southern California, Los Angeles, 1957. 43. Raubinger, F rederick M. "C ertain Aspects of D epartm ental ization in High Schools, A Report of a Type B P roject." Unpublished M aster's thesis, T eachers College, Columbia U niversity, New York, 1946. 44. Rombouts, Jack. "The Role of the Committee Technique in School A dm inistration as E xpressed by T eachers in Tw enty-Five High School D istricts of the Upper Penin su la ." Unpublished Doctoral dissertation, Michigan State U niversity, E ast Lansing, 1959. 45. Shafer, Hugh M. "D em ocratic Personnel Relationships in School A dm inistration: A Study of P rinciples." Unpub lished Doctoral thesis (Ph.D .), University of M innesota, M inneapolis, 1943. APPENDIXES APPENDIX A QUESTIONNAIRE 142 ■ p 0 • H f a P a ri Q H 1 a a s i u i i s r i B 0 f l a • • a 1 $ U r i * ! fi 5 < a o a iH i a 4 ri 4 P a • a C l C i ft p B 0 ri c ri P b 0 a ri a I! fi H a a A 0 a P ri A 0 • r l r * 4 ft s a a 5 p a i i a p b a B a a J 5 4 ri j 3 a B a ri 4 S a o a o B 4 -H 3 to ri a ■ p a ri M a A 0 ri a ft 3 a f a to fl a H fl B f a a S H rl a C l a 3 a ri b ri f l b a 4 3 e g a B a ri a •H 0 a fl a 3 a h U b O A A 0 u 0 a B I b fi •rl a 3 a o a p a ri a 8 I t a B A o 3 a v B a p t a A a a ft 3 a b to H 4 s. h a M l B • r l ■ 3 B B 0 b a fi a a fl a B t O ri a fl P 0 a •n 4 a C i b e a • r l A B to A B a ri P B a p & ri P a s • r l a a p P A a a fl fl b H 4 b ft fi 4 fi 3 a P fi 5 1 a 4 C i a B a ri P j • H B • H * ■ d i • H * ■ m • H fi a b A A a C i • r l A B O C i a a a 4 a 4 a rl rl •rl C i a p to B • H M a B > . A fl • r i B s & ! p a a o' a b a b B 8 a ri a fl a fi • a b ri 3 a ri P a a ft fl • a a a ft a 3 rl a o & s C i a p * H ► ri P 0 B a ft I I b f a B C O b H l ^C i J O p ri > fl a B b a o B a 0 a J 3 rl ir i ri > a A 1 B a • H 4 > ■ ft r 3 n n fi 1! o < C i a p a 8 h B a a a fi • fl a P a ri rl a b B a a a B a a a a b C i a ri fl f a 3 * a I fl a p B 0 ri C l ri B a o K rl rl a 3 a b B a B a ri P a a ft a 4 C i a a rl a fi a p a b a 5 3 B a fi fi 11 a a a o B a o a a a fl b ri B ■ P J O to b a j3 P a P a b a B B fl B B a o ri P 0 a p a B a a rl ft ri t c rl ft fl a o ri P 0 fi ft a A fl A 3 a 4 p ri a a C i ri a I : o P 1 5 a B > B H If fl 0 H 8 fi ft £ 2 I ? fi a B f t fi I W H • • * B O O Q T JB S T IO H K A IR E T O THg HIGH SCHOOL P R I N C I P A L 142 I 0 a rl 4 » rl ■ f t 4 » rl 0 fi rl 0 0 o • fi fi rl o w ■ P fl 0 0 0 rl 5 H & rl 0 I 4 fi • 0 I ' ' 0 rl 55 r ■ » p 4 > »l C 0 0 rl 0 .o n 3‘ M * • 4 > R 0 d 6 4 * ■ ■ » d h • h i 0 R •S8 ij 0 I *s r 0* *: 01 0 H 0 W t rl • f c fi • 0 0 0 ■ • 0 Aft ifi * ! e 0 • r l • 0 n o 18 0 0 rl fi rl 0 W W W V A /W H I d Q ■ 3 h h' • fi fi s fl H 0 0 fi rl h rl rl f l H ft'* ' ••i • ■ ■ liht fi f l r l ^ l (rl ■ 0 MfttfAfl M M l P 0 0 O M O H O H • S c M i i M r > A A A W W S J * « P i ? rl i i R d w k ' W 3 : 5 s • ■ H 0 ^ tttt H W l M v v v v v d 0 a c § 0 0 • fi fl rl 0 • A ■ fi H rl 0 fl fi § 0 ■ P rl ■ H 0 rl fi i rl fl 0 0 0 • rl fi rl 0 II 0 n 0>*r X * 04» 0 W t U 0 0 0 £lS? ■ rl i n H Ih I ? I 0i t & A 0 0 A 0 • $ rl 0 rl ( • fc s *• *8 • rl *fi " t 0 rl ti t! fi 0 I ■ ■ ft 0 fi rl 4 » 0 • • r 4 » • A i h 0 fi 3 H it f a • h t . a w * U N A 1 1 Dapk r t a a n t k X 142 ft a H J 8 u ■ a d ft h a ■ H rl A d A d i fl fl H k A < 0 d 8 a ^ d ■ P • •H * rt fl«P & 8 k 0 • l rl hd Is h n SG • • • H * 4 s : t i Is . n >i U Is s i • a is d fi H ft ■ 3 t d 9 & ' 0 d rl fl < 9 k 0 s£ rl a • u rl w 3 fl ■ t d 88 aa 4 * H i] Si • a Ss a ft © ■ ilS H 3 0 k 0 f l si • rl • I 'd rl d r* u k d 8 0 f l M O N ■ to d 0 k A • d l i m u I> SI k ■ 0 • ■ k d a & Ji s . !* f t * f t * 0 M d - 8 < - > 0 |! 1 • w d ► d u $ A o 8 a a i H H ! rl f l * d o rl i 8 t t d rl k f t Id * |H I i T 8 M 8 A ■ i! I 1 8 rl 8 h d I I 0 t < 8 » H H i a d ft d 8 a rl H 0 k fl ■ I I! t • f l q u " < i* I 5 t t ► d • • t i a • H rl * (II rl I C M I f l I Y H O v • H v n * r H V N • 0 s A 0 0 1 F - 4 H (0 i F - 0 0 H r H H • 7 • N S ' * r i- F - s H O * B d 0 a • | ( ri- I* • 0 — — v O * H 1 a & • 5 a 0 0 • a F - a -1 • 5 0 ^ • a ! M 0 a 0 • V J I • n a 0 • » 1 H * t ■ r V t 1 r i - F - 0 a V N .« H 0 F - ! a 1 0 t 1 H F - & H » •a a * 1 a F - < 8 < S • 1 & ► lumbar Pull-tiaa Taaohara m Huabar lan-tohiag pariadi Chnaa hai far aaa-tohiag aiiigm aati o D a yau hat* ragular Dapt* Maatligit f ? 0 faakly H i i* ? ! ri-* • j h | Ttioa aanthljr * j lbnthly j - -..................................... i I I o jOthar (Spaoifjr) 1 | 0 ) Currieulun I * a r & & a o s 0 a 3 % * ? a t 1 i I H SuppUai A Equip* Clan Sohaduliag M DlioipllM Iaiarvioa Ira In lag ■ to n a * V V N a 5! 3 s a o' H * ri ll $ rr 0 < r i - ■ • ■ P 0 U 0 « H ► * 1 f- a h a H e si 0 0" •tf S ’* ? S ' p " J * 1 a I ? • F- a o r i - V P * P f ’ t in 142 5 2 ■ • 2 * - -a * a ■ H • fl 0 I • J j ifc l b w ' . I i U * k 4 1 • • 0 • ft ft H f l 4* fl ft k P C ■ " A • 3 « & - a 5 * f : a - <0 £ • C A M H • * PH • J5 0 8 fl H k fl fl — k fl ? H " fl * 4 * • p 8 # » j a 8 «ft - •H J4 p H 0 JJ • | fl HI 4> S 2 t'S 2 P ■ W* < H p H 0 0 A _ T J fl p c > - i k f l « a h # fl MM fl flfljfl I I 0 • . P C fl K 1) ■ H f l rl ? 4 I M ^ ^ fl i E p u c ft d a • fl • # • 2 fl f l * 8 fl t K U P HPH 2 8 fl fl P h k . H p fl 0 -• % -2 fe B C ■ f l f l f l p v a p > t > ■ ti •o ph „ _ _ o Bt fl fl E P fl C ft d fl • ph a • ■h • 5 2 S * • II O M £ * r 2* ■ 2 S a p a ft SbJfc^S 2 ! i i 1 : I S i . J « 1 33 J j . } b 1 • « I n i ' S \ ) J i f i • • k - -!f p * p 1 2 a l *■ i ” i • * * i ^ r * ■ ! - s i i t f l k f l f l k 1 • 5 ' ■O p «l ■ c • S I J S ' K ' ° ft # • « d h i h i i d . a p C f l - H f l ® S ? J . _ ■ A d ,2 k k C ftfljd ft# flflk-Hbfl- 7- iH P k <n k f • H l P k C • fl 0 ftp fl I 8 P k 1 X * 2 p i l i d it ■ <h fl k i I « i n k 1 p fl i*U £2 . £ .2% 2a s!* !? * * . o p S “.j * v v . p % . t t * a l s g s r s s . £ i s ; if S Ifil f * ^ h ^ • “ • * 1 * i 3 fi ? fi £ S fi I • • s « i n * 1 i Ki,- . i , 4 i - n t ' * W * s a l J fl i g & i p - . ! 3 3 • « i s a & j s : s J ; i i l l ! j ■ *, ft *, « • *1 5«4Hh A * « P l P M i i • n n r n ' s s i n ; • d r i f t h :• t\* , s * * H i " ] 3 t j t a s i * : I * : I J t l U r * I 1 l|{ S > S h 3 i 3 t l 3 ? S • « ? 1 i i - - £ • ! • • • £ $ p p • ft pH £ • £ j f l 5? 2 l k ^ * a £ i f l ° l M l H i n o o ^ j M 4 H 0 f t ^ n o f t C b ^ C o |f Si k 0 • • • 1 • k k • * * * fl « • * • * • • » • • I Oft# fl HOI U N 4 U N H 0 im 4 B HOIIA 4 U N 'O t - (0 0\ O • d o t i d fl fl flp H H flfl f l# ^ ^ pn p\PNP\rs ■ p s ^ i« A ^ N ^ v A n p in H 8 • HH v <-/ w H H M fl v > w w pi ft p fl ^ g • * * * U N v O b- « * • H H H H H 01 142 ! h ft T J • ri > . ! I* o u 3 • 0 •H H « 3 U •H P I* 9 0 •H 8 8 • • P ft * ft 0 r l fl f i 9 P P I « f t 0 « | 0 r i 0 f i P fi a i 9 ? < 3 9 104 < H 9 M P P . . ^ h j ’ s s j i j j u t s *" 8 4 <0ti00,il<H00£0 < 0 4 i3ft<ri0 40af494’ 00ft0P » « l4^nulO<MH 940 n • • • • • US sQ h»OD (h O * 3 •H J r l • 3 8 a \ ■ 4 0 ■ H P : m I H 0 9 ■ * s 4 . t 9 I tiitt H 9 ^ A t ft 10 .- t l ' l P ! l * J i s J i r I V fi <4 0 •40000 rl e g (A -i 1 A 4J 5 O s t 0 I.* ‘ 5 U * : M ( i . 9 9 9 f t is •H • « P 88 "« Si* 0 -P 9 ■ U 9 U 4 I* I I •n h »s ft 9 0 j> jL H P fi 0 « 5 * I •H T) I 9 fl ri i 52 . t * <0 <H 9 I I I 3 8 * V i ! ■ « « 0 ft •3 h • 0 9 fi P 8 h 9 H i I 1 i 9 9 0 * K 9 9 M ! 4 9 fl < 4 8 9 0 £ 9 I I 4 9 * * a 8 ■ H 3 < 0 t P ft 9 9 9 s 9 9 9 ft 9 I I * 8 £ * s ! 4 ri 9 9 4 9 9 ■ H 4 8 0 k O 9 3 3 9 fl 9 * u $- fi 4 • I f 9 9 h !t »e ri (U f t 9 1 i 1 j 9 9 P I (0 \ t o « j 9 a h> rl • fl 3 p * 0 0 P $ fl ft 4 rl 0 ft tAO 9 * 4 •*Z g | H ..18 . 4 . W I J I M I O i l I 0 0 0 ■ P b 5 “ S & M 9 • w 4 9 ri 8 as fi T S P 9 I A IS li 9 *1 ■0 M i l l 0 9 4 9 jf* frl! I • H W I C D • • V J1 • 0 f 0 0 Ct 1 0 * SmS f a I 0 0 6 v n • £ M S - 0 1 0 • w 1 i d - W 0 * •0 I ? t ► • s s H - H s e p ► 0 ft* p & r 0 > 0 a i f ► PrUoipftl J H Q j £ U k •d o i l i l i i 9 w A nt, Priioipci o E 001I C iu iilir w Bogiitrtr M Welfare Direoter •0 Child Pereeuel 0 Dept, Chaim i H F in io itl Ceerd, H Stud, Oort, Adviitr t« Athletio Ceerdiuter M Ceuielerc r « CM ohea « Tnoherc « Studeita 0 W eekly f » 0 * 0 Meithly D O k M il 0 Other (Specify) R ? o f K H > ft * ! 0 * 3 I £ p. H * I & 0 £ • P * 0 * i & H * • 9 9 II H * • p. ► * * 1 t 9 £ ► » r— j I j H u jf f i H ri-1 I* ■ ^ 0 : l * e 1 • p * s * H - t) 9 0 d-1 » ■ e s ■ d t 0 H 0 H > 0 ct 9 H * S £ 0 0 « ? H - 0 0 ► » u 0 0 s 0 V • 3 o * a s £ S . I k $ 0 0 ZH H -4 • M r H V J I * F 0 s • ea 1 4 H V 7 •a H - H ? H ? * 1 • H 10 • e H - • 0 ► * •0 H f H H * 5 s r s H O • ? K - 0 ■ V O « » • 0 7 H ► 5 • 09 • • * • w t sr & H - s • • £ 2 ► ■ a I H H - • • V J I • J H i i* S r 0) & • M a i & V 7 c H 4 7 H 7 2 10 • (1 H - rt1 H * N & *0 H • t I 0 j 1 ► 1 i « i t « r : r 1 • M I y e a r O 2 y e a ra o I n d e f i n i t e l y M O th er (S p e o ify ) •0 H **kly •o ? e • % I " U • • Q Twioe a n o n th W M onthly H i i o a lle d c, O th er ( S p e c ify ) W A pptd. by A tkin* 1 f f l e e t e d f r m Gem* K I l e o t e d by F a c u lty « O th er ( S p ic ily ) O I a e n e a te r ? ? n •0 1 y e a r JO 2 y e a r i * I n d e f i n i t e l y M O th er ( S p e c if y ; 4 A d a i n i a t r a t i r n r. 0 0 I 1 C ounaelera Teaohera 4 H e g ia tr a r H Io ra e •i P n o ili H O th era (S p e c if y ) 142 9 % ■ K I ! i 0 ■ 8 s I Iff 3S U s e i l s s S 3 5 i HN t- t 8. 9 - 1 0 to 8 ■ 0 0 ■ 8 8 t 8 8 * •0 ■ 9 0 t • H 0 b I ! i 0 9 h 0 1 1 o b * & * r t 0 a 0) r4 4 » M o • 8 0 H * H h • 0 * ft 0 O J 9 9 8 0 90 9 >1 i : s k I * J i i .. “ k* I I I « i i s •0 * fi _ „ 1 1 1 : u i r « « s « hc3 rA jiA ► t ft 9 h m : { i 0 0 0 ■ 0 i 8 i t j . ■ H 0 ¥ 0 0 H *S.fi 9 t I 0 h 9 0 ■ P 4 > ■ H I 0 5 U 0 I 4 * I rl 0 ft M m : s p £ ' « H S h ■ « H E ■ 9 | rffl I I I i » • • • • • rlOIK\4tDNO 0 0 8 i T > 0 •H ■ H 0 0 ft 0 to 4 * 0 to 4 » 0 z u 9 0 9 0 5 t t \ 4 * i £ 9 I 4 * i 0) 9 8 I 9 t< 0 0 0 9 I ! I 0 h 9 A 0 1 4* V i 0 •0 9 0 1 * 0 88 0 h 9 2* - 8 < H J j to il h I 0 A 9 8 i 88 0 < 0 IS. a o 33# D o aueh ocaaltt### ooQoarn tli —i #1t«« v lth t ) 1. H— 1 t h ) 2 . C I t l s e n s h I p ) 3 - F a c u l t y W e l f a r e ) 14- S c h o l a r s h i p ) 5 . B ern lm a tlo rn ) 6 . A s s e m b l i e s ) 7 * L i b r a r y ) 8 . P r o f e s s i o n a l R e l a t i o n s ) 9 . S o c i a l A f f a i r s ) i o . E t h i c s ) 1 1 . A t t e a d a m c e ) 1 2 . D i s c i p l i n e ) 1 3 - P u p i l W e l f a r e ) l l u O t h e r s ( P I — s e l i s t ) 3l4* D e c s t i l # e a a i i t t M a l l # lm o lm d e am a d a i a i a t r a t # r t I p - v T e s Me W h ic h # m # f . NJ 3 5 , D c c c t h # « « m l t t # # r a p # r t r e g u l a r l y tic # ( ) 1* P r i n c i p a l ( ) 2 . A s a l a t a a t P r i m e l p a l ( ) 3 * F a c u l t y 3 6 * la the chain—■ t ( ) 1 . Am a d m l m i a t r a t c r ( ) 2 . S e l e c t e d b y t h e g r o u p ( ) 3 . A p p e l a t e d b y t h e a d m i n i s t r a t i o n P l e a s e r e t u r n q u e s t i o n n a i r e t o L m Angeles City Beard of Education , A rie l nlstratl-re Services Branch 1* 5 0 H o . G rand Arenas L os Angeles 12, California -9 - APPENDIX B LETTER OF TRANSMITTAL LOS ANGELES CITY SCHOOL DISTRICTS Committee on Research Studies September 18, 1981 Dear________________________ : The enclosed questionnaire is part of a research project to determine the structure of high school organization in the State of California, with regard to departmental and committee organization. W e are attempting to find out both what is actually being practiced and what you, as administrators, feel should be the correct practice. Complete instructions are to be found on the first page of the questionnaire . Your cooperation in returning this to us within the next two weeks will be greatly appreciated. If you wish a summary of the results of this study, please indicate this. Please return the questionnaire in the enclosed stamped, self-addressed envelope . Sincerely yours , George E. Parker, Jr. APPROVED: Herbert Popenoe , Chairman Committee on Research Studies

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Asset Metadata

Creator Parker, George Fay, Jr. (author)

Core Title The Internal Organization Of The Large High Schools In California

Degree Doctor of Education

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, administration,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor LaFranchi, Edward H. (committee chair), Lefever, David Welty (committee member), Wilbur, Leslie (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-225903

Unique identifier UC11360990

Identifier 6611581.pdf (filename),usctheses-c18-225903 (legacy record id)

Legacy Identifier 6611581.pdf

Dmrecord 225903

Document Type Dissertation

Rights Parker, George Fay, Jr.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA