f2^ 020 975 052 1 HoUinger Corp. pH 8.5 357 3 B8 20 »y 1 REPORT ON A SURVEY OF THE EYSTEW OF SUPERVISION OF THE FXEMENTARY SCHOOLS - HARRISBURG, PEKNE\XVANIA Prepared for the SPECIAL CO?,Pi!ITTEE OF THE BOARD OF SCHOOL DIRECTORS By the BUREAU OF MUNICIPAL RESEARCH, NEW YORK June 1920 BUBMU OF MJNICIPAL BKSS&RCH BEff YORK / ' Jtme 9, 1920 Mr. George R. Hull, Chaliman, Special Coomittee, Board of School pireotors, Harrlsburgt Fa. Dear Sir: In aooordance with your direotions we hare made a brief survey of the system of supervision in the elementary schools of the school district of Harrisburg* and herewith siabmit our report thereon. Very truly yours, (Signed) CHARLES A. BFARD, DIHECQJQR prepared alt ■j.^^ioi iff acsHoa- immi3 tit Muri^ipAL RBasajscH, ist kjbk Jtme 191:0 iljl!';-i\Tl!- . iJi- "■ .' . , t^ji ..U.lJA.'U,.-H - vM •.'-'• '.ivt. .: .■■.j.. ,i . j GHft OCT 27 «2B . Introduction 1 i ^^ ])efinltlon of £hq>ervi8ion 2 ^ The Keed of St^errlelon in School Administration 2 The Development of the Present System of elementary School Supervision 4 Adequacy of the Present System 6 Number and Location of Buildings 10 Provisions Ibde for Instruction of Special Subjects » . . . 11 Training, Sq>erience and Tum-Orer of the Teaching Staff ....... 12 Benefits of the Present System 12 Kew Plan of Supervision Eas Not Led to Confusion 20 The Cost of the Present plan of Supervision . 20 Cost of System Not High in View of Needs and Services 25 Eeoonmendations for the Immediate Future 28 Sumnary of Main Pindings and Heoomnendations 32 x.liouixninl . . aoieif^xioO o^ bed iog 8eH xsoialTrndqifti 3:0 xx,'3i<£ weK T«n of the •l«KMitaz7 Mhool baildln«s w«rs 1mlldiag« m- .«*.,.h^^« «a1m L^HEPQHT or A 3UETin W THE aiSTm OP SUPHaVISIQH -. s-tv ^? f^r>Yewd OT THE ELSttFUTARY SCHOOLS - MRRISHIRa, PEMfSYLVMIA k««a MMde ef tlw progxana* plana &r Introdttotlon tn f f . So ope of Inqulryt The soope of this study has been limited to the ezeoutlve direotlon and oontrol of the wori: of the elementary sohool organisation of Harrisburg. Supervision of classroom instruction and school management is considered a part of the fimctlon of exeoutiye direction and oontrol of the elamontary schools. In the course of this survey an atteinpt has been made particularly to: 1 - Grive an appraisal of the present system on the basis of econoiqy and in the light of what is considered good practice in the organization of '•t asei- _'5 an elementary sohool si^ervisory force of the rd. SttPf - ■^\'rorx to & •pTir* IctJ.l^r 2 - Conpare the present system of supervision with that which formerly existed in the elementary schools of Earrisburg 3 - point out outstanding needs for the immediate future Time Spent and Sources of Informationt ,^ -j^^e t:^iji .£ 5/iia B«rvice. th0r« are- ^° days of the representative of the Bureau of Municipal Research were spent In Earrisburg, most of his time being taken vcp in Interviewing various members of the teaching and siqpervising staff and in directing the collection of statistical data. Ihe following individuals were interviewed: ^: Chairman of the survey committee of the board of school directors Superintendent of schools Supervisor of advanced grades ..^ ^i apj,-r.-.'«a ij^aiaisa Supervisor of primary grades Ten siq>ervising principals Two former district sx^ervlsors '^' Supervisors of special activities > manual training, music and drawing , a Superintendent of buildings Chief medical officer ^^^^ .. Chief attendance officer rnfiTi fr^'tj JdVU^ i\;ituoal \o QqpoC Ma jH0iJ0(>TlJ» evl^TiJ-oeace 9di oi bsilmiX noetf aaif xbutt Bidi to ecjooe 9xO nolaivTceqHt .STUf^faiiiaB "i^o aoiJfiaixir--('re looffOB ^ai^ueeele 9Xi;r ^o :rtov erf* ^o loi^noo rsBl^oxarl arl* 1o ^sq s iiotoMaiioo el JxreinsjiBnBffi looxioa iite noItoun^Bul aiocTCBBalo lo t.Iii* lo 9aii;oo odi ai .aloOiioe ^aiaemsl9 ©;^'.' •■■ ""o^^coo bus rroito^r^f' ^,T,-f-f-t)>iv^ 7o :o* ■^lelijoi.a'iaq ei>piti ciescf sad .lciia&.t;/6 ^xs ^4e-?'i:i,'« at ba» xpionooe Ttc aiestf asii ao roe;fa"\ja ;rn©e=?iq aiii' lo Irjilsaqqa tea stID - I Sc .ooii'sa.fcifaj^io 3>.d* xii «'^'^^..i«^'- 7v,n>j 'if^eMaaoo al Jaiw lo d'ifS-tX ©rid" ^o'sfal ^loai-rsaqjie looxfoe ^ei'flsmele jxa JbaJalxa ^Yecrcol lioixlw t»di tl*lw xioialTicacff/s Ire msJaT^a Jn^eenq ail;? ©•xaqnoD - S 3'iffcfex*ii.3c! ^0 »rr.odoa i^Tia^flemsIe otLf si &tuti/% ai»lb9tml etti 'lol aijseii :^baeietxm isfc :falortB ;txiec-8 amfl arcew lioiBdaeH iBqlolaan lo (fse-xxre eiid' 'io eri/is;)'a8«sniq8ri adi io b\;s6 owS Biftif.fv.i.' otfofn^v iir":'.'-.tv" ..t-i? '-rf i-itf lA'Hai "^iil d Ar.ii al.-r T-o ific:!:: ,^i-J:iJc'8 f'lTaH cil ;$'Xl9qa ihamil-rxaial siaw alBurMvtJbni salwoIXol acET »a#/K6 aiot&ortii) loofioa 'to Inaotf ©rs* ^c 9eJ^?lnn!0& '^eTTwa adi io aacnladO ?..'rCi-.og ": L, .^aS'baeini'ioaijZ lgaiw8X& ^as oxbixeq ^■^aiaia'it laaauas. • alsqioiiiiq aaiexneqp/e aa'2 -o aioalTTSrflS •seoxltlo 3Oxia&0.Tv;, >; iJO Ten of the elementary sohool buildings were visited in which buildings seventeen teaohers selected at random ^ere interviewed. Practically the whole city was covered for the purpose of obseirring the location and the distances between schools. A care- ful study has been made of the reports, programs* plans and ei^penditures for the ■tq)ervi3ory staff. Definition of Supervision St^ervision is an act of expert personal direction and control of the work of others. It is a part of the woric of the executive staff. It is more than mere inspection of the work of others. Siqpervisiou of schools means observation, con- ference, demonstration, oonstrootive criticism and helpful sxiggestion on the part of the siQ>ervisory staff to the end tiiat others (usually subordinates) may improve their worlc and their professional standing. Supervision may be general or special or both. Supervision which is given by & superintendent or assistant superintendent of tlie administrative acts of others is general. Supervision given to a particular grdie or subject may be called special. The Heed of Supervision in School j kdxainistration Public as well as private enterprises exist and are operated to produce Bome lEliid of service or serviceable product. In the performance of this service there are three distinct phases or steps which demand the attention of separate individuals or groups of individuals, viz.: 1 - The establishment of general policies for the enterprise (the board of directors) 2 - The planning and recommending of policies as well as the executive direction and control of the perfortnanoe of approved policies (the executive staff) 3 - The perfonoanoe of the processes involved in the rendering of the service or in the making of seznriceable prodvicts (the entployees) ,-,•■-. .i.v.i.f-AB f;*r -; f Tt r ■ urf r'6i'iW nl t ■■-■.7 s':.ii:'Ll.Krd 'vIooxIOB -rrsJ.-r-r-c-.rC' '5ft* ^c ipT >^\»'j,a> OA> ijoei:''-. •■'■ ■■'■■■ ' i'TO\7 9il* Iv Ict;«oc it!5<^TEir5 O'l-- -it: « tfs si noie- 0V(. iasM- ■ TO not'. . JOd 10 ..'Vijl.v.' . i '10 ttv a irfi-. r ■(r.^^^ ffoffi rTir- or )f^ I-" :. O i^CUa, h -■■-,• lovxti s In sohool systems these three phases of a dmluist ration are perfomed respectively by - 1 - The board of sohool directors 2 - (Che s\Q>erintendent of schools together with his assistants, supervisors, directors and supervising principals (frequently in conjunction with the secretary of the board) 3 - The teaching staff Svery system of schools however small is provided with a board of directors and a teaching staff. Without these no policies can be determined or work pei^formed. It is as the school system grows that the demand arises for some definite provision for expert direction and control of the system and its work. a.b the number of pupils increases there is more need for buildings and accommodations and teachers. Consequently there arises a need for coordination and standardization to the end that educational opportimities shall be made equal for all 6f the children of the conmunity. To meet this need boards of education adopt rules and regulations, ooxirses of studies, standards of scholastic achievement, salary acheaules, standards for supnlies, etc. At the same time the need arises for some individual or group of Individuals whose duty it is to see that the rules and policies of the board are carried out. If the system is small it is possible that the superintendent alone may see that these are enforced with reas enable success. As the system grows, hovever, the work becomes more highly sub-divided and the sv$>erintendent is in need of more general and special assistance in directing and controlling the increasing volume of work as well as the specialized problems. An analogy may make this clearer. A. proprietor of a small genezwl store nay, through his general loiowledge and experience, successfully manage its affairs, yet should this establishment develop into a modem department store there arise immediately needs for general assistance and expert heads for tne special depart- ments to assist in the direction and control of the service of the establishment. 3 t .Jba ow i<3 : 3d ffso asioilOQ oa oat t c X>aB 9^.;.Kt1:o.fe jjkCB Tt^f. SssHs Jb.r5s«wlJ S"):!* tRii^ srjoff* wtsTje .roo-r'>e f^rit s« eJf tl ■:;jcr.s s^j eA .ii'it Li. J ;-:;;?i;, ■-,« jii-j ■«. .1.1.-. f.--o;,. .'.:uf. tiv.i. jo.-.iii.' ji-.-i-u-.-' .w.. voxq ,airoi*aI«:gei h/ra aeXin IqoJbs aoljsaifi)© ip earn ;iii* isom ©\e .^»im. TiBOtS osO to aeiolioq BaB e^itn odt 7&ut 99« cd" «x iTx x.fjj^s esox-w eifsi;;:'(\Mi>ai ■arfcfp j.t Jtlaue ai Bi*.tR-v,* srij i^f-rTso ij'iOHJ it! ijsea xi.l ai - Sit* jMJS -3-3 plan. lhat is, the old organization of eight grades in the elementary school and the four grades in ttie high school was so changed that the new elementary school organization now comprises only the grades 1 to 6 inclusive. Xhree grades, 7 and 8 of the old elementary school organization, together with the first year of the higb school, are in the Junior high school organization and housed in the two Junior high schools (Bdison and cainp Curtin), line remaining three grades, the last three grades of the old high school organization, make izp the senior hi^ schools. By this reorganli^atlon about 16 per cent of the elementary school enroll- ment (in grades 7 and 8) were placed in modem Junior high school buildings* and are now receiring specially sizperrisex and dejartmentalized instzoiotlon of a modem type. At the same time the system of superrision in the elementary schools was changed. Prior to September 1919, the elementary schools, Srades 1 to 8, were housed in twenty-eight buildings with a principal in each building. These principals were made responsible for teaching full time and at the same time for the discipline and general supervision of the activities of the building, iji extra increment of salary was allowed to these principals. Ckie received ,f500, eleven received $350 and fifteen received $100 extra ooi^pensatlon for their services. In thirteen buildings, assistant principals were provided whose duties were to act as the general assistants to the rei^ective principals. ?or this service twelve received |100 and one received |200 as additional ccnnpensation. * A. few of the 7-B grades, however, were retained in the elementary school buildings, 4 a^-tsHa aUi t «'« "^o* ao£tKitBi«8« Isle lui&ax^ loi xisait oi aisji^ dtlAw vitxTelonie _ _^_^ __^_ _. ,__!£. srf* ,8i *ariT .csXq: «-S-3 9d* J»eII»o ai ^artw no ^ttiaK to elooxiM a-Si>i-;fi-sg satcfi' ,©Tri«»Xofli 3 c* I eeJbeis 9fW -^ao .Cooxioa xfgJtil 6Io (^a-x^* tc**I «iii ,a0Jbj-xg ©aicHJ ^.^jxitlwie-x erS! .(iii^'urO '.•> T J" (*! '• <^«» • .■>,.*_ - ' , 1.. .^ I. ::ircf looilos cj^lii Ttoixxu^ iKabooi til .le T BeJosna . i ^o irjJJ'OLTrycJiii besiXs..' qeii jas:.. r.tooe-r ^wfl »rr« ,!i , a feci v.' Oil ?it\iii 'iC'i (iC'iisie.Cidv:ii'iOO )rijii.& OOi'/: jj«Vi4»6a''i lft»f»ili1: a*ce;*8iXBe3 X««ei!t0s ^■ft* bb ibs. oi ettew ssltfxt// eso. i ».';iv.LJ ^li J. i;.'>iis Eiti uOji^- ♦a J, lo u»l A ♦ ^ The prinoipals being held in their olassrooms all the time could not* by the very nature of the oaBe, aupenrlse the olass vork of the other teachers in their ■fcuildingfl. To provide for such supervision five district supervisors* were provided, eaeh covering a certain number of schools or a district in the city. It was their duty to direct and control the classroom worlc in the several elementary classes, of which, at that time, there were 259.** Due to this limited supervisory staff it iras therefore necessary for the superintendent to spend a oonsideiable part of his time in class supervision. Nominal siQ>ervislon was provided for certain special activities in the elementary schools through a supervisor of drawing and one in music. The time of these supervisors, as well as the tiiiie of their assistant teacJriers, was given practically entirely to the teaching of special classes so that little or no special supervision in the real sense was provided. Such was the organization of the system of svpervision for the elementary schools obtaining for the eight grades prior to September, 1919. In moving the seventh and eighth grades into the junior high schools this groiqp of children received the benefits of better sxqpervision, and had no reorganiza- tion talcen place in the old system of si^ervision in the elementary schools the teachers and piqplls remaining in grades 1 to 6 would not have been much better off than they were before. It was, therefore, evident tliat a more effective system »f siqpervislon for the first six grades should be established. SJiere is indeed no good r^son to believe that a more intensive system of supervision Is needed for pv5)lls and teachers in the seventh and el^th grades than for those In grades 1 to 6. The most critical and vital period in the education of children is during their school life in the lower grades of the elomentary schools. Statistics from wide sources show * >Ckie of whom was designated chief siq>ervi8or ** This includes classes taught by principals and assistant principals as well as the classes in the open-air school and for baoicKrard children $ ^^tf ,toa hluco <3c-. ii& aicooiaaalo ttesH td bl0d j^Kiad aXaqloiilic «ij- ,,-:.-.«e.-f -.- -!.■ .t'-i ^i-'t ' 3S«X-. "Sirs .'jj^riO oii? ^0 viisisr. ^iot <5Ai 11611* aaw d'l .-^jtia 9ii* ixx toliielb s 10 aXooxioa lo leamati rciaJieo 00 iica» ■io ..-;-,:■, .n..'.r f^ vn■'i.r'•;^lJ•-iI^5 I •;••?: -■'-:;'; s/ij- fd t^i-xo's- i2CC"5;e2?_l£: 3/1* XoijiTCC bxia tO'.-'il& ct Y-**** ®Kl* Bifl lc> iraq sLdmeJbtaaoo a bts&q» oi Jaobivii^ati&qfra erf* lOi Tj:xaeasa&xi stoleiieil* lo otfti' &dS .ciawffi isi eac iuia ■ So tcaivieqwe a .1?j.os '-.aii'^. E-jxji-x*5 Jiijji'.. ^:u -xo* 'ijijj.iuasac tJU-t-isoa xcO' aXccxiaa s-l'^ld v tot asljs'ig /{J^fjiis bu& J^lcrvvse arf* ^gairoei nl :>:ij SAOCoo^ ^■ii:^zr'iX!:i ?itj ;i.i >i(^.Lf;i- •x'-H;\-e •■;?; i.:-yy%<\^ x-aO ^ i.,-} j\x -yhLi<^ ii;^::^^ next l-'ito TO**«rf rfjaflsi jsae«r oVKrf -loti &X«qv e«(i»a*is ai s^f^-ijol araa'j: eXir^q Axxe rjsrtosod- ^fi" reva"R evtT;:-;^ -. -^f;ri4^ 3'w,^£v<* ,'^o"\ .asw tT. .©'jolMf ef^w irs-ft nnrfi^ 10^ sJ: coimr^eqara "io asoJ-B-^a .;• avelXetf o-t aoaaei Sooj «'"jii« a:?* "^P bsp nrl* •vt.'f tactt a^ *i *e r^tOSTr- ■".IrffSTcr?^ ■ ' J L. a c : iiuiijicjira i< 10 £. caaai-taa »i:oj dvlt tj3 Hew B3 al-ssjiorcriq :ildi ,iilje-. S^i?rgXXo* 9x1;? -. .nsJ-BS s^^w J&astcf liSiLt nX .A©.. siso-ioijl*. . J ^.|;..^^ .,::,. -i-i ;ij, lo Sitoic^lsoq («r,O?-XO0'''.O« \< arsOM :i 7ti U4Vt^ j,>'0 £^v^ : it* tf-i wtiff 'ict %~. ■? *© a Xii)i^Uiii-%iHii} b C 0<*1^4>£ <*^£r^ ai ^,iV» .A . •Kj-ooiica Table Showing the Distribution of Buildings, Teachers and Pupils Iznong the Super vx sing Principals - May, 1920 SS:BBC=S=S;CSBeKSBSSCS— =— BSBSBCSB— EBS— S±S=.— CSSeS — BKBSSB&BCSiBSCCKS:; S\Q>erTising Principal Number of Buildings Number of Teachers* Number of Pupils** Baker Or all Ferguson Oani>le Grretx Heiges Hocker Kennedy Kob Krall S S 9 8 2 2 8 2 5 8 20 15 28 21 29 18 22 24 24 21 555 554 663 646 1,067 616 745 906 656 728 Total 27 217 7,577 In each building a head teacher is proTided whose duty it is to be in respons- ible charge of the building and its activities in the absence of the supervising principal. Sach head teaciuer nov. receives $100 as additional condensation for such service* The tv.0 supervisors, viz., the supervisor of primary grades and the supervisor of advanceu grades, are assigned to the city at large. The supervisor of primary/ grades supervises the instruction in grades 1 to 3. In the case of the first grade this supervisor has practically full responsibility for the work because of the peculiar character and importance of first-grade work: and because of her special ability in first- grade instruction and class management. The principals have, therefore, practically no responsibility vdth respect to first grades. The supervisor of advanced grades is responsible for the supervision of grades 4 to 6 Inclusive. At the present time he has under his supervision a few 7B classes *liich have not yet i^een absorbed into the junior hi^ school organizat;ion. Besides supervising the instruction in these grades, he also Siipervises the general • Including head teachers, but not detention school •• Average monthly enrollment approximated by the superintendent of school feo,i 3oe 833 3SV .^2j>s«aj>a3».a^«^: s_sj,jaaa<»sa«ut»«»auia««»'«3»aa3US3aaa>a!»B=ssa»«»j«Kaaii«jasa '-i^£f;-3, arjorf- JbaJbEvcxc. si tsj^ose* Jy^arl b §i.i.tulti.-(f it one iil ;,*!iq sni V i jiuxfi-vxeqjje ©nj ic aaaettif. eiij iti sst.>,'iy-.jac sji has aiiXJJiJU.'a aitj iu e^-ieuo aid loorioB 10 i^iraiflsinliaqi/ nanagement of the elementary school buildings, and each principal is directly respons- ible to this superTisor and reports directly to him. The superTlsors of advanced grades, primary grades, drawing and music are directly responsible to the superintendent. idequacv of the Present System There is no one Index of the needs for superTision of the vork in school systems. Sereral factors must be considered in proTlding a superTisory staff, ivong the most iii;>ortant of these factors are: 1 - The number of teahhers or classes 2 - The number of buildings S - The distance between buildings 4 - Provision made for Instruction of special subjects 5 - Training, experience and tui-n-orer of the teaching staff ^ . , in discussing the adequacy of the present system of elementary supervision, we Will take up these points seriatim. Ntunber of Teachers or Classes: Con^ared vith other school systems on the number of teachers per supervisor, it does not appear that the Harrisburg school system is over supervised. According to the follov-ing figures, Harrisburg provides about one supervising officer for every eighteen teachers; Table Shov/ing Number of Teachers Per supervisor for Day Schools in Harrisburg - 1919-20 " " Number of Teachers < k Supei •vising Offi cers Number of School Organization Superinten- dent Supervisors Principals Total Teachers Per Supervisor Blementary schools Junior high schools Senior high schools ▲t large 222* 91 68 1 4*» 10 2 2 U S 2 1 - Total 576 1 5 14 » 18* * Including special teachers, via. - music 2; di-aving 2; detention 1 *• Drawing, music, advanced grades and primary grades; the 2 supervisors of music and drawing give part time to hi^ school supervision *•• Supervisor of manual training gives service to the senior hl^ schools e -RliC ;^ Ji:i':)ar .'rf 'fir. . i iilB . ^i w t u . seeasXo to stexlosed' 1:0 iddMra o^'i.' - 1 jKOifi'Viecjijc ■i^x8Jno-£9ii) ly ■'^■jj^x'- iiisjsovi tw.. i ».tv^9qjJ8 "IQTO »x mc ooiioB aTti-eiHiTUBh ©fitf Jan^ ■xsaciqcJ Jon 8e9Ui2 «el#«sxiXAaiC Xooiioi - Rioodoe ^letiiMi^X - Jl^; f i-jj - ;':c3 !•. ., :.iA I •" ©StaX t l6io' sXootisfH 'jolvsee aevia ^jfiiaia^jt lafcaafli lo ic 9* •J *m 6 Ihe folloviing are the ratios of teachers to superTisors obtaining 11916) in nine cltlea In Ban^ Jersey* t Batlo of SuperTisors 01^ to leachers** BelleTllle 12,9 X9 of Bloomfield 16,9 £ast Orange 11.3 IrTlngton 13*0 Ibntclsir 12.0 fiutley 14*0 Orange 11«1 T^Tsr.tflan South Orange 9.0 West Orange 16«e Median 12.9 Coiq>arlng Harrisburg's ratio <''ith the ratios found for the IfeV' Jersey schools, it w'lll be seen that the number of teachers per supervisor in Harris- burg exceeds eren the largest ratio (Bloomfield, 16.9) obtaining among the Bew Jersey schools, Ihe above figmes relate to the saperTlsory staff of the entire systen including elenientary and high schools. Ihe ratio of teachers to supervisory officers in the elementary schools in Harrisburg, which it .vill be noted is about 14, **• is still above the median number (12.9) of teachers per supervisor for the school systems in the Nevr Jersey cities presented in the foregoing table. * See Bliss Methods and Standards for Local School Surveys, D, C. Heath and Co., 1918, page 21 ♦* "Includes superintendent and non-teaching principals" ••* Iwo hundred and fourteen teachers divided by 15 supervising officers equals 14* 3«f,-ili!ttfc B-JOBiTtwcTJtfB 0* e^9noec O.GI O.Si, O.M X»II a, ax a-ie »fl:lwoX£ol eril' mXii fii (axex) '.-■tcO ot;i»tetiO 3a ;i ufil^eM '£e>8 i»t. Toi'i e-"3 toi -"1 :?i!j" •^*fL- 'h Xir.- t-frirriti-iC* wbH ef.* .HiiOffiB jiinini^Wo (e.ax . ^^oXfij oi*. .si ariJ xjotb 9i)8eox© siifd • sXoorion ^eei^it twfbem ori* ©vcdp *** ,*X yuooe to. i>s3 0u «<1 Hi' ii doiiiar ,^ajgeXi-iBH fll tuu; '/tut XobJfioii x^4t>v>)ji Uwj. ii;i>'i''«xux£iii«i d«4^ Uiunber and Location of Boildlags Ihie to the fact that only a fev, years ago there was a ward system of representation on the board of school uirectors, the plan of providing school biilldiogs vas that each > ard should have one building. 1 building was provided with little regard to the distribution of school population, tendency to grov.th or change of character of the particular v.ards, loday, therefore, Harrisburg has a great number of small elementary school buildings. In fact only ten of the twenty-seven elementary school buildings have tv-elve or more classrooms. Seventeen of these buildings are imder-sized, having less than twelve rooMS, In providing for the supervision of teachers, the best practice is to have a supervising principal for every building. From the standpoint of econoniy Harrisburg cannot do this, for over 60 per cent of its elementary school build- ings are under-sized. In attempting to provide for the Imnediate supervision of the grade teachers, some other method of distribution of principals had to be follov.ed. Gbroups of tvo or three buildings ^ere formed and a supervising prin- cipal ^vas placed in charge of each group, ^is form of organization represents an expedient ^ich had to be re- sorted to ovlng to local conditions, and many school systems are solving this problem In identically the same way vith reasonable success. A study* of systems Of supervision of 12& cities, population betv.een 25,000 and 100,000, shoved that in 86 cities supervising ("non- teaching") principals vere employed for each build- ing; in 14 cities supervising ("non-teaching") principals were en?>loyed for groups of buildings; 6 cities combined both plans; ZZ cities did not employ supervising principals. It may be said, therefore, that the system of elementary school super- vision through supervising principals as no.', employed in Harrisburg is, on the basis of economy, the uost servicei^ble which might be adopted. * See Current Practice in City ^chool Administration - Deffeabaugh, p. 18 (Bxaietln m, 8, 1917 - U. S. Bureau of Education) 10 beiiivotq^ 8bw i;. 'j ®*Ci ©vaA ujjjoxia AJ*f5.- ^Umji* v^aU ad ej»fiiijlii»d ,8ntcot«R«l3 atom 10 etvJev* st^ Hx/d loorlos ''I© oevoe-ij^iie.vj' eil* .:.-...... ...... ■ .^-'--•>.-^-'=^v6e -ei ed ocf bed doti- j^xislbaojco ms s^ffwe&i^oi aoliss.LcB'^i.o Jj t&iii laQ om ,000»€CX Me v,GC,c.ii aee .;; Snl#!ttr'.'eqxf8 •^jcXqcss J: tto SS jRjisIq ri;tod i j d ;8SCtOXii;tf "to alaed ©lii ffo ,«.?: STXTdeiniah ai Tjy/otdi^ aoleXv OX From an examination of the distribution of these schools amoag the staff of superTiaing principals, it Is believed that no change should be made at present In combinations of builaings. In two districts, hoverer, ve find that one of the buildings is nearly three-quarters of a mile removed from the nearest school build- ing in the district. Shis is true in aistrict No. 1 in the case of the Foose build- ing, and in dstrlct No. 10 in the case of the Kiverside building. This, hovever, affects only a small proportion of the school children aiKi under the present system it is believed cannot be avoided. Prov-Lsions Made fo r Instruction of Special Subjects During the past thirty years the curricola of elementary schools have grad- ually taken on nev. forms of specialized instruction, 'hereas schools used to teach only reading, writing and arithmetic, we nov. have added to this dravlng, music, manual training, physical training, penmanship, cooking, sevdng, etc. Each one of these subjects demands a more specializea training than can usually be mastered in the course of tralnizig of a teacher in the common branches. She result has been that either spec- ial teachers of these special subjects must be added to the teaching staff or the grade teachers must receive special guidance and Instruction in these specialties through a special supervisor, or both plans follo.ved. At any rate it is necessary to have some > a cl expert direction and control over the teaching of these subjects, and whenever a school board has added a specialty of this kind to the curriculum, some corresponding special form of supervision should be provided. The board of school directors of Harrlsburg have long since incorporated music and drav.ing into the currlculiim of the elementary schools as well as the high schools, ana in accordance T«ith this have just recently provided for real supervision of these subjects. It is believed that in these subjects the elementary schools are not over-superviseu, due to the fact that part of the time of the efforts of the music and drawing departments is given to the supervision and promotion of the work in the high schools. 11 av9;t 'Seiq atii lafnia Joan a&tbUdo LooAob edi lo ao ■ I ll« ■! I I !■ »■> I ■ III - jBiiTco iieit©*-: .Ij>.tf8i. rtoltactfaat baa itsjs.oqioozt tctals j^acii ovsri a^oai'iidfl 'io 6ioJoe'ii,o HO ot».o f»«irv.tlscf ii it '.'Xno . I ..fiti .'■■'43 uxs sesxti' to 1 toft «»•»• ■ iiBWi-". a 1 - 4' Whether or not Harrisburg needs superyisors in other specialties depends upon vhether other specialized -srorK such as physical training, penmanship, etc.. Is incorporated in the curriculum of the eleaentar^ schools. This is a matter of policy for t t it J- V « and should he decidea by the board of school directors. It is, however, pertinent to point out that the Harrisburg schools have no specialized vorlc In physical training. It Is probable that v.ithin the near future a department of physical training will be til of deemed necessary. In this connection it is suggestea that medical inspection, athletics, play and recieation, teaching of hygiene, etc., be placed unoer the direc- tion of one supervisor, preferably a physician v^ith a Icnowleuge not only of the problems of public health, but also vith an appreciation of the value and significance of correlating physical exercise, instruction In hygiene, sanitary Inspection of buildings, and all of those phases relating to the health of the school child, in i«« ce/ id In one vell-coordlnated department of vork, that Is, a department of school hygiene. training. Experience and Turn-Over of the Teaching Staff It Is pointed out in a later section that 10 to 1£> per ceat of the teaching swntturv ^ staff each year represents an inexperienced group of teachers, and that probably one- third of the teaci-iing staff at all times is made up of teachers who have been teaching five years or less. This is a clear j.ndex of the need of both general and special "1 tear supervision In the elementary schools. Benefits of the Present Syst»a In the short time available it v^as of course not possible to apprsise the processes and achievements of the classroom instruction or to ccmpar-e them vith those obtaining under the old system of supervision. The brief inquiry produced sufficient evidence to inaicate clearly that very in5)0rtant benefits have accrued under the new system of supervision even in the slriort period of nine Months during which it has been In operation. These vrill be pointed out and discussed at this point. 12 Bfeoeqai) a©J;*I«iooq8 isiUo at •lOtlTTequa aJbean yaideiixaH too lo loxwdxi;* , ,,^ , .ftloox-. .=>rpr« 0rt* lo mulwali'tc-o eri:f at fcfs^aicqiooHl .Sffinlei* [Rol8v.j(ig. al aiiov besilBtoeqa oxi evaxi EloorioB aiwdsii-iaii Bdi *erW *ifO Icloq ,uox;to6sjfcaX La&jii»afa i^iU ^©ieeaafie ei *i aoJt^oenxioo 3iri;J ax .\;iB8Beoea ijameei) -ooiJU) erii i9i)taf .t>60«Iq d rfi ; ey:riti s v,Icfii9^e i.-.r , 'iop 'Tiegae »no ^0 noW fH^OAortisealB ui.A niiL&v aui 2o aoiis iooui'^a as iU cv oaia ;rad .iijisiii oiiduq lo zuneXdo-iq .oaf -Oiias x^ jisecic^aaqajb a ,ajL ^KiU ,»to ro jaer-j-isqaa oSwTfaia loco-iic sac lls#g ac lo It- . boB aoxwlieqjci ,aui.iiJtaig :^ji?rfooeJ- 9d;J^ lo iit9o tacr dl o* 01 tndt ffolJo^e leitel 8 at too o^J^nioa 9! ;fl -lie ^ia.i«; .e'xeaosej xt> (iiJiijs i/aaxieiiecixeiLi aa sjoeeaiqei xeo'^ dose ixsjs ■ix" irisse:^ 7Sii oxiw aiexio^Bi lo qii ejtoi ai stmiti iLB is Itaia ^aiAoaei ecii lo bildt Xsiaeqe -c^fl«ti Aiod lo &8»xi ©il* lo xsJoai: i«eIo ? e eiffT ,8e«I Tto eiefiY srfl aieJa'tB ^xiee - lo a i ^netslllye iiocuio^ i'slHpci: l«j..ui sili .aoiaivaeqi^B lo me^a^ja 0X0 wi* leoxui :!^l£tifi^tfo SX 1 - It has made possible unified responBibJiity for the sttperYJalon of claaaroom ■enagement and Inatruction In each elementary school building . Hitherto an attempt vaa made to make a subtle distinction between the reaponsjblllty for tv.'0 phases of elementary school superTision. District superintendents were made responsible for the supervision of instruction, and the teaching r. ■: V.'?..- principal ^^as made responsible for the discipline, organization, records and reports of teachers and pupils, contacts v.ith parents and patrons of the school. It is believed that such a distinction is unsound since it leads to unnecessary diffusion of responsibility for the vork of the y school. Immediate direction and control over methods of instruction and those v.ho instruct, and their work environment, should be the responsibility of one person. Under the present system of stjpervision this responsibility is centralized in the supervising principal* 2 - It has given more opportunity for helping weak teachers . Under the old plan the only real supervision .hich could be given to the teachers in the ele- mentary schools vas througji the five district superintendents vho moved from school to school and whose duty it -vas personally to observe, criticize and help from forty- five to sixty teachers. In many cases a month elapsed betveen visits of the district superintendent to individual teachers. Little time vas given tor conl'erence or demonstration. It cannot be maintained that satisfactory supervision of teachers can be acconplished through monthly or even semi-mouthly visits of the super- intendent. Problems in teaching arise daily and the time to solve such problems is immeuiately after the problem has arisen, or an even better practice is to anticipate problems before they arise. More experienced • ^ith the exception of the supervision of the first grade due to peculiar conditions already pointed oat IS •jlSB^laB-^'i - tot '■ r.ttf. frnt.-t",<:,--r-,-t"i\* 111 r-Jjo^.+aT. Tipvo loilaoo baa rcof.:fo**':*.'i ^'^ ..[cod'5-:. %*iiA^*«iiOs. LOW 'sis.t:? assr, xxj? aolsiviftqifa ^ioJosIrI^as ;tsfl.t &9Cla joJaa ©a -•!'• 'i'P «rf^ rftaom ■ fei^ffp. U teachers ma^ frequently foresee problems, but teachers vlth limited exper- ience need constant advice vhlch »ill enable them to have the solution of the problem either before It arpears or lameolately after it has arisen* If the teaching force remains constant from year to year it might be said that there wotild not be a great need for class supervision. In Harris- burg, as in most systems, due to vlthdrawals of teachers, increases in enrollment, nev adjustments in organization, etc., there is an annual and even semi-annual influx of nev teachers. As a result there is constantly a body of teachers 7-ho particularly need the benefits and advantages vhich arise from the frequent criticism, advice and help of supervisors, Difflng the last five years the per cent of new teachers taken in the elementary schools has varied from 10 per cent to 22 per cent as shovn In the folloving table: Table Shoving Additions to Teaching Staff 1916 to 1919 * ;i - i £ A B 191b-16 1 191b-17 1 1917-16 j 191&-19 \ 1919-20* Total number of teachers employed 209 212 216 218 188 lumber of teschers added during year 28 22 26 S6 40 Per cent of total employed 13. 10. 12, 16. 21. In normal times it nay be expectea that there villi be an influx of new teachers of from 10 to 15 per cent of the total teaching force in the elementary schools. The effect of the numerous v-ithdravais from and addition to the teaching force is that there is constantly a large percentage of teachers in * Figures for 1915-16 to 1918-19 include teachers of regular- grades, bacto'ard and open- air schools (grades 1 - 8). Figures for 1919-20 (to May) include teachers of regular, bacto aid and opan-air schools (grades 1 - 7b) 14 .^^.,. f ■•'='"« i "10 !»■'■' 'tie melcfcia ©ri* f :jisH al ..aoIsiviecpTB eselo lol dean J-ae'iS e «»d toii cIbo^v aieri* *eri* i)ieB ■^lir^iaaoo el ©loiij- itXcBei e «A .etahos** wen "io xwlla: lewnne-lmsa asTa erf* xr* r.e.''£;* ste/toas* wee lo *ffoo leg exfcf 8T»s»'i ©Tti JeeX exit SflltiKI nf rr^oi^B p>& ia'so tea SS ©d- *«<»o isq 01 '"c<*ffr)p rro*r-f»s'c '.>> •.QJ.C!oJ lt1te*«? SiDtMoB'^l' .'S sr7sa93eas«:ac3X.Bs *t 381 8IS aia sIIa f?Oii feeYoIqwo t>?".0 [nW? Ift^ot T^o ff.^o T9*I miii 0* ROt'Sibha hue. mot'i alsffiibitt-i.* Btfoiadura eri# Tto *3©'51t© - ^loodoti 0» ds as ss 8J?. JCS .sx .Rf ,o.r ..^.r >j: •l««ieaitary schools vho are inexperienced or at least hare had a limited amoxmt of experience. The condition as of July 1919 shovs that 35 per cent of the teaching force had taught live years or lees. Of this grovcp 18 per cent had taught but tro years or less. Table Shoving Distribution of Teaching Staff of the KLementary Schoolg aa of July, 1919, According to the Number of Years of Experience In Harrisburg * Tears of Vumber Teaching of Serrice* Teachers 0-1 4 1-2 S7 2 > 8 S S - 5 35 5-10 46 10-16 20 15-20 29 20 - 51 Per Cent of Total 1.5 16.5 1.5 15.5 20.0 9.0 13.0 23.0 Total 224 •• 100. 5 - It gives more opportunity for helpinj^ pupils . In practically every school room there are a fev children who present to the teacher partic\ilar prob- lems either as to promotion, instruction or disciplino. In handling such cases outside help and advice is inaispensable to the teacher. It is al- ways possible for tlie teaciier to ignore her duty to< ard such cases and still achieve reasonable success in her teaching. In fact it is easy for the teach- er to ignore these problems particularly when she cannot receive proper assist- ance and advice in their solution. Cases of this kind may nov? be referred to the supervising principal who has the time and v>ho conceives it to be his duty to atteua to such matters. In visiting the schools tv.o principals v;ere found at the time consulting with such pupils; examining them and diagnosing their cases in order that the * In the Hairisburg schools ** Includes; grade teachers 218, special teachers 5, detention 1 16 :--^-. uej 'xa'i r, • f a«i e.dx a.x a.cx 0«'^ Cu-:!- OS i - K o <>> 3 . e OX « a ;ji - ox OS - 5X .001 XOO;- • •' \ri©V*^ T ,«i .•;i'4^_ •uou: •■ jjjvt-j ■ *■- ' ;" '.■:!-.• J -Is «tjs #1 ,•T»{{^(^'?;^ «(f^ o* f»Xo« rxl »i esiv^B Sua qled auilftissc aa««9 kites Tdqoiq- »7l609 eaerii te :a> . ; V .»; ; ..T " ■ ia ad 04 ix sevmoao 0uji Hi 4t 6i£l^ «({^ ^8fU 'ii^ir^xa tiJi ««*tt» ;gui.ecc eiuOjiyt; -^ ... ,.._j JiJ * teacher of these pupils might be advised as to the needs and the method In handling tne cases. One principal (Steele building) furnished strong evidence that the efforts which he had been able to exert on special cases needing help had contributed uxi ectly to the reduction in the number of pupils dropping out of school at the end of the year. These figures, while not conclusive in all respects, are significant and provide prima facie evidence that more Intensive work has been made possible. It should be noted that the number school of pupils dropping out of school by the eoA. of tne | year xn this particular building has oeen uecreaaea tvo-thirde under the present system of super- vision. _- .■■.,..i...- . .-,,«_ ~4»- Sable avowing Number of Pupils (Grades 1-5) Dropping . Out of School by the End of the Sciiool Year at the Steele Building, 1919-1920 (May 28th) • number ITuinber , ,,,. , Grades Dropping IJropplng ' '■ Out 1916-19 Out 1919-20 three first grades 25 14 fvio second trades 12 2 Tvro third grades 8 3 Tv.o fourth grades 11 , , 2 Swo fifth grades 15 lotal 71 21 Pl-on the standpoint of discipline it Is significant to note from the superintendent's monthly reports that up to and including the month of April, the school years 1916-1919 and 1919-1920** sho^ s decided uecrease in the number of suspensions. While the Introductron of the junior high school, rhere a closer supervision is possible over the 7th and 8th grade uplls, may account for this decrease, it is fair to assume that closer supervisloa over the discipline of the children in the present six grades of the eleraentay * The total number euiolled in each year dia not differ materially. ** The report for May, 1920, was not yet published at the time of this study. 16 ".■>Ci Sri* has 9J>*«tt 9ii* o;>- as b^ptrb^ 9eis aesd asxl :^iow o7laae;fxii .xtoialv ■J' fti. 9ii^ ^ "l* 'id XcQiloe to *«C »e. 'i'mrii' n Kc..^ " 31 XT ijQuoi' ,Ioofi3« rfgld 'lo-tart a/i* to aotionbo'iiai 9iii p .a \« tiicmssa ,p!. fq/'-' '•f?-'!^ rf*9 &rot ri*t >-«{ft fSTO 9ltf/?30q s? orolsfTie • r. top ts -; e^ioifr d£ 01 school has contributed to no small degree to the progress shown In this matter. She superintendent's figures follows Table Sho^Jlng the Number of Sapervlsors"6f Ciilldren In the iiigh Schools During the ITirst £lght Jiiouths of School 1918-19 — 1919-20 Month 1916-19 1919-20 Decrease September October 6 6 1 Noverob r Influenza epidemic (8) • December 7 1 6 January 11 2 9 February 8 2 6 March 7 5 4 April 14 1 12 '" lotal &Z 14 89 4 - It affords fiieat^ar opportunity fox contact oetveen school and parent * Formerly it vas not possible for the principal to consult "ith parents con- cerning oatters affecting their children unless it > as done before or after the school session. Uatters ueedxn^ iioaecaate consultation usually had to wait. Urgent cases may nov be taken \xij in a short time directly vith the one in authority at the school - the supervising principal - since he is •le free from classroom auties. Furthermore, it is possible for the principals to Tisit the homes during school hours. In this v.ay principals are able to get intimate Knowledge of the school neighborhooa and to become an actlT© factor in the life and v elf are of the local oojianuaity 5 - It gives opportunity for standardizing the vtork of the classroom. Courses of study are formulated and syllabi of instruction are built up for the purpose ap; of affording to each and ever.v pupil equal educational opportunities and ^-w advantages and to maintain hi^ standards of vork for the teachers. Hcever scientifically a coui^ae of study may be formulated, unless constant super- • The records of these months are not comparable due to the fact that the schools w«r« not in full session auring November, 1918 17 cvoriJ »a«'c*Ai ?iI>J I: lOOilJ^ -.0 eliJ.J'iiO^ t»^^ .■;'.! L.'s'Vi os-exei ii'.-J JJi:.- J u j-x- r©o »!»fi Xor.lop jtiifiieU o d (a) r *I V ■1 •Ji - * I.--J .:.•'■ ' '.i 'it iU 1 • • , ,W.V>J to eeaiuo;. 96 .•' VjW ,1. lifci rill £:t 01) i:?*!! e«?jBcr«evbe iB isisi»ttOo ess If. • IB exf# 0^ ^k bit J. ,'isttesvD. ▼ision is exerteu^OTer the teachers who are to carry it out, gross Inequalities of opportunity and achjevemeat, ana inefficient teaching are sure to follov. Under the present organization of supervision, it is evident that close control Is possible and is actually exerted over the programs of each build- ing acd grade. 5!he requireiueuts for the work of the teacher are made defin- ite*, Teachers vho had serveu uzider the old system v ere quiCK^ In saying that t nov they realize as never before Jaat what the aim and the scope of their instruction Is . 6 - It affords moi e direction la increasiog the professional interests and ero^th of the teachers * Although the Harristourg elementary schools have been using standard classroom tests of the pupils* vvork, no special direction of the 'Aort could be given until one person was responsible for its direction. This worK is nov, txie responsibility of the supervisor of advanced grades* .r^ ^-n The Curtis aiittimetic and Ayres spelling testa have tiQ^rx given* the former to 4,600 pupils, the latter in practically every classroom In the city. Twice have tests in silent reading been given generally throughout all classea. The effect of this has been tnat not only is Harrisburg able to compare the achievements of its pupils Wj.th those of other systems, but also, and of no less Importance, such scientific inquiry has orougat a custinct and higher professional tone ^nto tixe teaching processes. The majority of teachers and principals testify to this fact* At the present time alx but t?ad''i«xa xLLasjinB st baa ©Xdleeoq bJ! iorCcoa tfaiU lo aqooe 9x1* Joes ale oji* JrxI* *aa!^ 9iol9ivJ ' 'J t>!i/ u..'- rsOviKcyj. .; y.'-''-''-' 'i-" tS'> ■ .'y-'-'J'sj;. iii T--.rts.i- .'7 , •:! iJiCjUq uctJ,> Oj .a^ssalo lie ;fi;;ci iieed ?^ii;i3os InsX^c al stseit btbA £1 ioTB ^aa^sjjv £s ^d^otd sen ^..ti.piii: 3ili;ls8i.9a xluiue ^eoa&iioq/til «eoX 8oCrii)i; viu «oReaX3 aoX6a»jx« v.Ji"'iei?JUUi jui 'se tia nrij i>^ .' . ifs»'t oj;^. .>tn©iO£ 10 Ju;;vtiin.59^ eci# toe 1 7 - I t relieTea the aaperiatenaeat oi man^ administrative detalla . SaperT slon, lUBpection and the maaagemeat jf the teaching force are a part of th© execu- tlye direction and control of the elementary schools. Under the former system the superintendent, due to the limited number of district supervisors, was forced to devote a considerable part of his time to personal supervision of each principal* IQiis deprived him of the time necessary for Ms larger duties of planning resdjustments and extensions of service and maintaining educational leadership In the connunity* ▲ superintendent should alv.a;)fs be thinking .several years ahead of the present problems* This is not alrays possible if he must burden himself ^^th the details of the day-to-day vorfc. Ihe present system of supervision has reduced the number of contacts which were formerly necessary for the super- intendent to maintain vith the v.orlc of the elementary schools, fbe super- visor of advanced grades and the supervisor of prim^xry grades nov assume the responsibility for the direct supervision of the principals. Only questions v,N .^? ' ot policy are nov referred to him by the siqpervisors B 8 - It makes possible closer coordination of other services of the school syatem* Both the general attendance officer and the superintendent of buildings stated that the present arrangement of having principals free to cooperate In the ^ork of attendance control and building management and operation In their respective buildings has resulted in more satisfactory result-*. In the case of truancy the follov-up action and cooperation of the school is nov.' quicker and more effective 9 - It has provided for more thorough rating of teachers * Under the old super- visory orgsnizatiion, there \ e* really only six general supervisors in author- ity who were free to observe ana rate the vork of tne teachers. Under the present organization this number has been doubled. This means that it Is now possible to rate more frequently and to base the ratings on more frequent observation and examination of the vork of the Individual teachers. 19 •leji'ifii axD. xo'J. -^'lasaaoaa oaji-j iuiJ- 'ic a.i.:; .bavx'iqis.o e.nii ,.:..«'.i4:';'i.- 14 :r. 8i ioo/ioo »ii« iO *tGijH'iftq.d06 iicu not* 0-9 iiif-s'OlIo't ©/U ..acAtftj to t,-»jSo srfl :>:ii tabriD .8Ti>rlo«et nil* "iti jiio? •xl;r e*«T ioa evTeatfo 0* ^a^'^ etew oifar -^i si. ft *.arr* ac-Offl t'iia' .belrfuoij jisstf fiarf -fsdautcr Rf>-f;t co?;?/-.?' .eiedos©* liUJt> Lv tbai ed* lo afiow sd* lo ttotisatasxB baa no I *js Ties do Mev Plan of Supervision Has Kot Led to Confusion It was etateu to the representative of tlie Bureau of Municipal Research that criticism had been matie of the new system ol" supervision on the ground that it led to confusion; that there vas "cross-supervision". For instance, it Aas stated that teachers \ ere sometimes confused, o\ ing to the fact that they were supervised by two sets of supervisors, vizj the supervising principal, the super- visor of aavanced graaes or the supervisor of primajy grp.dea. Special Inquiry v/as made along this line to see If there was any evidence supporting- sach a criticism. It may be said without reservation that no slic}:i evidence vas evinced from the Inter- views with the teachers aad the principals although questions rere made directly to this point. Both teachers and principals were free to state that at no time had they felt any clash or coniusion of authority. She supervisor of advanced grades and supervisor of primary graaes stated further that they '-.orked constantly through the supervising principal rather than airectly vj.th the teacnor. Ihus, under such a procedure, there should be no opportunity for confusing the teacher by virtue of two differing sets of standards or directions. The Cost of the Present Plan of Supervision lotal cost figures of the supervision system for the year 1919-20 are not yet obtainable, but It is possible to indicate with a reasonable degree of accuracy the salary cost of tne system on the basis of the provisions made for this year. Unit CostSj _ In the follovlng table is shovn the salary cost for the supervision of I fl Instruction of the elementary grades as nov organized (grades 1 - 7B) s 20 *c;ii;t hruoiy ef,n- •, .••.•! . '■ i(M * a T Vi=- ' t! K- i? :5o lo" RR-.V ?M0 'j ;t»ri.t itio.tBr^noo n:f be£ ft f>'i©,; '^stio JAiis? ^si&'j. ;i.-,iJ tfj ijii^ 'O ,iis6iiiaoo fsSL-xS'^ts^o-^ s^uu.' e .; . o ■ -i " -^.J vsjsj^ -leeqifB erf;? .I^qtialiq snleJlVES-qfle 9rit j»Iy .eTOBlvasqwe '/o 8*©b Chv:J ijcf l>©Blvi9q0» y>;-.j iv^i-i on-.j o.i .- ? "i^/'j '.'jn/ oj 9y"!.r a i<3 • aicqioni'^'^ -jl^-- a-if.n jvp./ nj&c ..■•ni.nc^ einj .:>.■.. r. .> - I vx^, -. . n, ■■■J.I .: IL jaCc grf g ;?on ©•SB OS -^lei xcp ij» art* to Be'xu^glt teo-o Lsto'X OS Table Shov^lng Salary Costs of the Present System for the SuperTislon of Instruction In the Elementary Schools - May, 1920 >2 SuperTisor of advanced grades Stqperrisor of primary grades SuperTlsor of music Superrisor of draulng _^ Supervising principals (10) Sotal lumber of teachers* Salary cost per teacher Teachers* salaries* Cost of superTlsors* salaries on each dollar of teachers' salaries •* . Number of pupils (average enrollment) Salary cost per piq>il Salary Cost # 2,012.50 1»840.00 1,700.00 1,725.00 17,187.60 24,465.00 220 # 111 205,255.50 .114 7,894 # 3.10 Prom this table it is to be noted thatt 1 - It costs on the average of $111 to supervise the instruction of ea(^ teacher in the elementary schools 2 - About 11-1/2 cents Is paid on every dollar of teachers* salaries for supervision S - On the basis of average enrollment, it costs $3.10 for the supervision service for each child Elementary Supervision Costa Compared: T,4e(>.00 Comparing the cost of supervision in the different school organizations !- J V'»V », G. v/e find that according to the follov-ing table: :>!*■ r."^ * Teachers and salaries taken from the official directory 1919-20; head teachers 27; grade, open-air, becicward and detention schools 189; special teachers 4 %iUt ei. lii ? ^'•f ' : but not 21 r. au. u ij, - Ww - ■T W '■ !' n ^ ' OO.OOV^I ' ^0 TC08 troeque OSS *' ' ^o tscfoBl •^68,'!' (Ja©«i xoTiie e, : "to if'tfooS , V 7->..rf 'Jirji. statement of Cost* of TeacMng aiid Superyiaion - 1919 - 1920 Teachers Ho. JLmouQt Principals and Supervisors So. jknoount Total for TeacMng and SuperTl sing Staff SuperTlsion Costa Per Cent of Total for Teaching and SiiperTising Staff On Each Dollar of Teachers' Salaries Qrades 227 $ 212,797,50 12 $ 21,040.00 1 233,837.50 8.997 1 .09887 High schools 65 104,737.50 2 6,850.00 111,587.50 • *- 6.138 .0654 Intermediate 90 108,987.50 2 4,620.00 111,607.50 4.14 .0431 (general 4 7,450.00 7,450.00 Total 380 424,522,50 20 39,960.00 464,482.50 8.60 .09413 ftrade teachers' salaries - 211 - grade schools $ 192,841.25 S - backvard schools 3,762.50 3}^^^f 4 - open-air school 4,193.75 4 - continuation school ... 5,460.00 1 - detention school 1,260.00 2 - music teachers ?,160.00 2 - oUraving teachers 2,100.00 212,797.50 arade principals and supervisors - 10 - elementary principals .... 17,187.50 1 - supervisor primary grade ... 1,840.00 1 - •♦ advanced •• ... 2,012.50 21,040.00 General supervisors Include - 1 - supervisor of music 1,640.00 1 - •• •• drawing ....... 1,725.00 1 . » •« manual training . . . 2,185.00 1 - •• •♦ special activities ... 1,700.00 7,450.00 1 - Two hundred and twenty-seven or 60 per cent of the teachers are In the elensn- tary schools 2 - Ahout 50 per cent of the teachers' salary costs are for elementary teachers 8 - About 52 per cent of the cost of principals and supervisors is chargeable to the elementary schools** * These figures were furnished by the superintendent, and v . th respect to the figures for the elementary schools shov a slight but not material difference x*en compared with the table Immediately preceding ^ ^^ -, ^ ^ /i * +1.-. ** The services of the "generar* supervisors are renaereu to the elementary and to the high schools. If this cost were spread the cost for each school organizatj^gn would veaeo. ?ix*ec. tm/offiii oa. -:. ■Hi* ■!■ Wl ■ t^ — »■ 1 W 111 ■ > ■Jik jJtejcw; Soxrio: ^j»R lantto* 0O leq Oc 0^ - I ■ i^ ■ .»...^ ■• +• "^i«,tof6ft-eI«? ©(It o* •'•fc -« it t V >* T ! . ("» !■' •"t «•« #■« u 4 - About 9 per cent of the cost for professional personal service (teaching and n flopervlslng) In the elementary schools Is for supervision. This Is 100 per M ;< cent higher than the same ratio for the Intermediate schools Supervision Costs of 1918-19 - 1919-20 Qomparedt Swo difficulties enter Into the calculations necessai-y to compare the supervision salary costs of 1918-19 and 1919-20, First, the later period has not yet been completed, and, seconOIy, the cost elements of the tvo years are slightly different due to the reorganization of the elementary system. It is therefore nec- essary to state that the following figures are not strictly acctuate. However, it is believed that the amounts given are so close to the truth that they are useful for the purpose of showing the outstanding differences of cost in the two systems. 28 >a 9i8th0mt«tBt ©iW tot ol^ei omisa ©il;^ ' *«©» i55(i 4 -'.a SI 800(5X1 aacltfaxijiiiija auj oJjsj: lojiie ssiJi-kJ-j. .^ ^ :tnx'. Bail l>oitsKi T J-atrt .08-6181 hsx£ W-8ieX lo a^aoo ^tBiaa iiolaiT-aeq^a .u;'5-e-.>£r « ii^- T?rft t'^ilt r.W'."'* ed* c;t ©^oCn on ®tr nsTS^ "-fni-'ox.-? arit *«:ii;t i)6i7eil.5cf 8l SS Table Shoving a Comparison of Salary Costs for SuperTislon of the Elementary Srades (1 to 8) - 1918-19 end 1919-20 (1) Increase 1918-19 1919-20 AmouKt IPeirOent' ffufflber of pupils-grades 1-8 (total enxollmeut) •* " teachers »» •» supervisor 8 Salary of teachers •• •• supervisors Per pupil cost of supervisors* ealaries Per teacher cost of supervision 10,571 10,640(2) 59 •06 265 (3) 311(4) 46 .17 8 (S) 17(6) 9 1.10 #272,075.00 $313,473.00 |41,S98.00 .16 14,050.00(5) 31,275.00(6) 17,225.00 1,22 1.33 2.94 1.61 1.21 63.02 100,56 47.54 .90 [1) Teachers' and supervisors* salaries tsJlcen from tiM 1919-20 directory [2) Elementary grades (1-7B). 6,918 Junior hlgji school grpdes (7A-B) 1,722 10.640 [3) Elementary principals Assistant principals Teachers - grade, open air, baclo-.srd, detention Teachers - special subjects - music, dravlng Total 14) Blementary head teachers " teachers - grade, open air, back- ward, detention {Elementary teachers - special subjects - music, dravin^ . Junior high school teachers Total [5) District supervisor f « n M n M N N •• (chief) Special •♦ music H " drawing N ■* nanual training Total .6) General sup ervisors - advanced grades primary •• Special •♦ - music drawing manual training Elementary principals If M It « N H •1 N 28 15 219 5 265 27 189 4 91 311 1 1 1 1 1 1 1 1 32,450 14,150 170,475 55.000 272.075 33,623.76 166,351.75 5,260.00 108.237.50 513.473.00 1,750 1,750 1,750 1,700 2,200 1,600 1,400 1.900 Junior high school principals It K II II Total 14.050 2,012.50 1,840.00 1,700.00 1,725.00 2,185.00 1,400.00 1,500.00 4,860.00 1 (li667.50) 1,667,50 1 (1,680) 1,680.00 2 (2,012.50) 4,025.00 1 (2.055) 2,055.00 1 (2,200) 2,200,00 1 (2,420) 2.420.00 1 1 I 1 1 1 (1,400) 1 (1,500) 5 (1,620) 17 31,275.00 M 4 -^ ; •j 0£-'5XSI - ■!£! SO. ii o€. A«.7^ as.cci sc.cg ^Tot' ■:-''■ cs-eiei gilt.* iV.c^i:, dv.xen.asi 03V, I OOT,X oos,s .^"^ "^f. u XX5 X X X X X X X X I X X X r 00. {■Ji^,xi X 0''%X) z . '/ X ' X £ r:^._„ (Ocij.,S) X__ TX ■?> (ic c>t I) ■0 ia=!rais»aa.a=3s3== ♦I Si). i.-t-o, -.x ■3 J ai Xs^( Jjfl 69 cV-' (t X^^^O r., !-, 'Aq^ »Ii tl II h II .jT X. :j^o: i'S On the basis of the aboTe figures j 1 - The Increase of pv^lls enrolled in grades 1 to 8 is 5 per cent 2 - The increase In the nuaoiber of teachers Is 17 per cent 3 - The increase in the number of superyisors is 110 per cent 4 - The increase of cost of supervisors' salaries is 122 per cent Coat of System Mot High in View of Needs and Services Costs of supervision in city school systems vary greatly.* let vlthln certain limits it is possible to coispare certain aspects of the cost of the Harrisburg supervision system with that of other cities, Attention is called to the results of a recent study made by the president of the board of school directors of the supervision costs in other cities comparable in size to Harrisburg. The basic figures are available in the office of the superintendent, and, therefore, it is not necessary to present them here* • One to seventeen per cent of total current ex^-enses - Strayer and Thomdlke, Eduxjational Administration, p. 291 26 to90 isq; VI sJt etorioee* 'to ledtajn erf;^ nt 6e«9i&al ©iT ..,.f7' _ i, ./ nw -.1 "& ij_ ;= ^ 1- .!„ ^ / ^L'.-X-i-^-*^ aii^ ft.} *Ko?) ?ri* lo s;^o$qeB uXBii9o 9ie\:-ano o;f «Icf.?»!s vs ss es le ss le.as 30. SI xa.sj: XS »Si£ S5«XI ' .a XO.IX ex. ox 80. ox 30. e .lid '-:>^a9-a.a£-«%a:xcsauas3Esaaa )j*.i3 ,XXI i .81 »xmt . .0 •.'! , Clo ,j[iaoO ,^' n(^ »• 0«J. .4^ , jua r .a ,■, effoa .Y .-ft , ^ .eesU . .0 , .s«t ,3tior »8P«*- ,n^-" - a •J'a , :tt . •J Su.OX •eXooxfo' Gt»- : u » . Aij ^^t'U -i. w'»y±i...' t- ..; A^J •' i:i ^'.J -: '. J ^T* *)\.t'. A tf>Qo .tn*«»'nt ^iC* ' .89i0 . •1 fiem ori'f ei»0': SBIOC f 10 ■o# xol : J ■: 5 iq &9»il •Tit .irrtrr £.\'io -^'vCM^t "^..''''Q^f ■; ji. . J >> . ;: •» c c , i . .'/i^ .•>V0;, .i£i afti Od$,X$ btts ti{^s,Xf •Tleae BecoiEinendatioas for the Immediate J;'ature Teachers Should Be Required to Visit Other Schools or Classrooms: Prom the statements of the teachers It »a3 evident that daring the past year teachers vera visiting other classes to only a slight extent. It is of course true that t(ie teachsr shortage has rasde it difficult to release f. teaciier rrom service, ■but it is believed that tAe visitation of teachers to other classrooras shoula be as much a required duty as that of teaching in her ovu classroom. A teacher usually receives from ruch visits more inspiration and help than from any other source* Supervising Principals Should Be Shifted Periodicallyj t It may veil be contended that a supervising principal should stay in one nei^borhood and In contact with one set of teacheis because of the fact that he may by long association get better acquainted vuth the particular piobleras of the school and the district. It is believed, hovever, that it is a mistaice to assign principals to schools or districts for more than three or four years. Principals are only human and are prone to so systematize their v-orlc that it soon taxes on the character of routine. Through a prlodic shifting of duties and of fields of action principals will be brought face to face vlth nev< problems, and old problems will appear in a *^^different light. There vlll consequently be more opportunity for gro\ith and the development of broader powers on the part of the principals. Title and Duties of Supervisor of Advanced Gbrades Sriould Be Changei: The 9iQ)ervisor of advanced grades Is In reality an assistant to the super- intendent since besides the duties of supervision of instruction In grades 4, 5 and '6, he is also responsible for the vork of each of the principals. Furthermore, this supervisor Is in charge of the examination aud testing of the elementaiy schools. »He acts as the Immeaiate advisor to the superintendent. In fact a study of the duties of his position Indicates that he is ss much an assistant superintendent as a super- visor, and it is believed that he should have the title of "assistant superintendent In charge of advanced grades. •• ** .a .eo'Ufoe taitJo \;acs fltoii oextf yXsxi &iis isoWaiiqeal etom a^riaJtv doua «oi^ aavieosi :^jl ISO JooSigg or. . -vcrfS ^«ffl •« iaat to6t '.aii.so.3c ;fostaoo al itm jo-n^orfiislefl •ri* bff8 itt^ro-j^ tot ^J-.fjaf^'toqrro atom 9cf ^£;tM9x.f?9P.ct05 rr..;,.- ji.To,rT aaoasvXr tT Ihere is a definite neeci lor better organi^iation ana more exterislve *ork in the scientific testing of tlie pupils of tiie elementary grades. Under the present organization, hoverer, the superTisor of advanced grades does not have sufficient assistance adequately to tabulate and interpret the results of the tests. Spending time and money siroply in giving scientific tests is a poor investment. These tests should be carefully tabulated and studied for each grade and building. Charts and graphs should be made vhlch should be given to the principals for the-r informa- tion, and the results of each test should be made the subject of careful study by •Jery principal and tercher involved. In order to do this a clerical assistant should be furnishea, the majority of v^ose time shoiild be giveoa to the supervisor of advanced grades (assistant superintendent) lor the purpose of preparing these data. It is be- lieved that this assistant superintendent should be responsible fo; the forms, col- lection and tabiilation of all scholastic data, of vhlch the results of standard teste axe only a part. In this vay the responsibility for the scholastic records and re- ports would be centralized in one office. Particularly, all reports from the elemen- tary principals should go directly to the supervisor of advanced grades (assistant superintendent) as veil as the reports from the attendance officer. It should be his duty to analyze these reports and take up . ith the superintendent notevorthy problems or conditions reflected in these reports. These reports nov. go directly to the 8v%}er intendent . Character of Supervisors* Monthly Reports Should Be Iii$)rovedt In examination of the monthly reports of the supervisors of the elementary schools to the superintendent shovrs that as a means for conveying administrative infornatlon to the chief e^cutivl; they are of little vorth. Such statements as - "Our aim Is to maice steady l!%irovement on past attain- ments"; "111 schools have been organized and are running smoothly"; "Teachers and pupils seem to be happy in their vrork and acre progressing"; "My object as to check 29 he . «:r cf baa «jji?T54 ifeiaa icol: ^Zi>wiJe faixs Jbc '■y ■-.-t-Y.-u -1,1 ' T'. iTip X.'j'.: I -i, led- ufj .:)3lK con s;t8 lea« riff blircdR sdrstR bscR iruil etf ..X^o sxa eJioq^ea ^IilJxicK to -facfofiieifO fjj. e£ ©J OVi J fi'i O '"■.^ '■"•1? ' }■■>■ ' <•■ d irVi' . n , ,-j ."r.^pv, (V, iTtl. ri-:C> yt. up the work of the teafchers", etc., sue typical of the character of these reports. SuperTieors* reports should contain more ouantltatlve information and should coai- prise statements of work done or plaaned. Such subjects as the follov.ing should be dealt vith: Number of visits made to classrooms Number of buildings visited Personal conferences held vith teachers or principals Ntimber of deraonstration lessons given JRtmber of meetings of teachers or principals held Conditions in building - sanitary, crorvded, equipment needed Cases of pupils' discipline handled Changes in programs if any Special tests and results Plans nud aim of vork for next month Recommendations, etc. Automobile SQiould Be Provided for the Superintendent; ^^ Hovever rell the reporting system is designed to give the superintendent administrative information, he should not rely upon v.ritten reports alone in making plans or decisions with regard to the administration of the schools. Frequent vjsits to the schools where he may personally become acquainted vith the conditions are absolutely indispensable. It is of course necessary for him to spend a great deal of time In his office attending to important correspondence, conferring with parents and representatives of the public, preparing reports and plana for the consideration of the board, etc., but there v,ill hardly a day pass vhen there \^xli not be remnants of time ^^Mch he could well spend In even short visits to schools and conferences with principals or teachers. As it is now he cannot use to such advantage these snail periods of time because most of it v.ouid be consumed m traveling on trolley lines. At present if he -Aishes to visit schools, he has to set aside the most part of a day vhich takes the chief executive of the schools from his office for long periods of time. 48 a matter of econoniy, it is unwise for the school district to pay for unnecessary traveling time of the superintendent. From the standpoint of efficient supervision, furthermore, it is poor policy to make it difficult for him frequently to visit the schools while they are in session. It is believed that he should be provided vith an automobile in order that he may personally visit more SO • >'-,■» *itl^- X M'.'«'..*T.-f »> n^''XC( elBqfoniiq ,:CJ ^ /- «J . *-< J.' ibiftri 8 J, :q 10 ,^ In ^ i I '^^ £.•. .-< ^' iV. J <i:^ r .> ! #9 OBI ©a* . 9ti ,8iooribB *ieiY o* aexit frequently the schools of the city. There is no good reason vhy this automoTalle should not be useful at times to the president or members of the board In visltlni; the schools* dradatlon Needeo^ for Extra Compensation of Head Teachers: ▲ flat rate of $100 per year Is paid each head teacher of the elementary schools regardless of the number of teachers In the building and the volume of vorlc which the head teacher may be called upon to perform* Thus* if $100 is an adequate additional con^jensation for the head teacher in the Paitang building with t .0 rooms, it Is manifestly inadequate for the head teacher of the Cameron build- ing with tv.enty rooms. It is believed that this compensation should bear some relation to the extent of the responsibilities of the position. Assignment to DiArict No. 1 Should Be Changed; It is believed that one of the men principals should be assigned to district No. 1, In this district it is necessary for the principal to travel three-fourths of a mile through a district vhich affords poor facilities for travel. A part of the route is through a desolate section where at times it might be hazardous for an un- protected ftoman to venture. 81 ■.ou 3:»j iO a"39UiHif»«^d rfi^jT-i 't'":r ^a-i io ear Sumnary of Main Flndlnga and Recomnandatlons Supei'Tision Is considered a part of the function of the executive direction and control of the work of the eleraentary schools. Xhe system of supervi-sion for the elementary schools existing prior to September , 1319, \ as inadequate. She present system of supervision is justified from the staudpoint oft 1 - 'Sa.a iiumher of teachers 2 - The number, size and location of buildings S - She provisions made In the curriculum lor special subjects 4 - The training, experience ana turnover of the present teaching staff Certain i>ositive benefits have accrueu from the present system of sxqyeT- vision, cnong the most imi^ortant of v.hich are: 1 - Responsibility for the instruction as veil as the discipline and v ork envlroninent of the teachers in each district has been unified 2 - Oppoi-tunlt. es for helping inexperlencea teachers have increased 5 - Opportunities for helping bact.vard. Indifferent and truant children have been Increased 4 - There are greater opportunities for bringing the school and home into closer cooperation 5 - Classroom orK and metnods mny be, and are made more definite 6 - itore direction is given to increasing the professional interests and grovth of the teachers 7 - Other services of the system (notably attendance control and the main- tenance and operation of buildings) are made more effective No confusion has resulted in having tv o sets of supervisory officers for the elementaiy schools* The annual salary cost of the present supervision of grades 1 to 7B Is |S.10 per pupil. It IS believed that Is not an unreasonable figure. Compared with the other school organizations, tne ratio of the salary cost for supervision to the 32 ..'3 :'io iaicnjjusia ^rti mort o'^^^l'itPirr s*0'Jtd'- qe 101 BtfrXwo : a "IS ■tairyroauB • A. " •« r.iiOtt! ctal J8 ©ri;? ;cf lol: -Tieriff - •> 9v ... .IF>;; j;i(,inj OXiSm. 813 JJiiii ,eti \.' 0-, iilOO'^8B6i^.' • a - d - V il*lw fee- toi^Rstfiw /fe» ^«B Bl Jeffs' 6- nifl c+ an' • *?--:,ui. total salary cost of teaching and super v:?. s ion of the elementary schools {grades 1 to 7B) (ahout 9 per cent) is about trie© as much as that of the junior hi^ schools (4.1) and about one-third more than that of the high schools (6.). Conpared ^^■ith the salary costs of the old system of superTlslon for the elementary grades 1 to 8, the present system costs about twice as much. CoBtpared v.lth thirty-t*o cities compaiable in size, the ratio of the salary cost of supervision to the total salary cost of teaciiinfe eiid supervision in th© day schools, Harrlsburg is among the cities having lo^ ratios - t~v'erity-tv.o of the thirty- tvro cities have a higher ratio than Harrisburg. for the iomeuiate future it is recommended thats 1 - Teachers should be required to visit other schools or classrooms 2 - Supervising principals should be shifted periodically S - Title ana duties of the supervisor of advanced grades should be changed 4 - Character of supervisors' monthly reports should be improved 5 - Automobile should be provided for the superintendent 6 - Oradation needed for extra condensation of head teachers 7 - Assignment to District No. 1 should be changed 8S Tv; ) •I-iOrfOP •P'Yff.tCff»W-=»l9 Bti^ '^O not" V^B £3J.S« lAtCt mT l!ii: -iO 60 ^ xii Oiih ;a4 - T SS LIBRARY OF CONGRESS 020 975 052 1 LItiHAKT Ur L.Ui\IJl 020 975 Hollinge pHi LIBRARY OF CONGRESS 020 975 052 ^ Hollinger Corp. pH8.5