Supervision of the special subjects with special application to the supervision of manual and industrial arts; a text for use in college and normal teacher-training classes

Preface

THE purpose of this book is to give those interested in becoming fitted for the supervision of the special subjects, a survey of the duties and responsibihties they will popularly be expected to assume when they accept such a position.

In addition to showing what a supervisory position demands of an incumbent, the aim has been to give such light on methods, ways and means as will be of real help in fitting a supervisor to satisfactorily discharge his duties. These duties are many and varied and the exactions are severe but the goal is set by popular pubhc opinion and by the expressions of accepted teachers in education, and the ideals are to be striven for even if all cannot be attained.

Different supervisors direct the teaching of different kinds of subject matter under various conditions and naturally their problems differ. These notes make no attempt to supply a panacea for all supervisory troubles, nor can any notes give the exact methods or definite and detailed solutions for all problems to be met with under varying circumstances. It is hoped, however, that such definite principles are indicated and methods suggested as will enligliten tlic young, or prospective supervisor concerning the fundamental reasons for tlie existence of the supervisory position, and will aid and encourage him to work for a better organization, more satisfactory relations with his associates, and more efficient and purposeful instruction.

The author trusts that the observation of the weaknesses of this book, together with the realization of the need of good treatises upon the same subject, will cause others to work up compilations that will aid in improving the training of the supervisors of special subjects.

The author is under obhgations to Professors Henmon and O'Shea of the University of Wisconsin, who w^ere kind enough to read the notes and make suggestions, and to Mr. Paul Graven, supervisor of manual arts, Madison, Wis., whose help was enlisted on several occasions.

L. b. (jr.

University of Wisconsin, 1921.

Table Of Contents

Page PART I— GENERAL SURVEY OF THE FIELD OF SPECIAL SUBJECTS SUPERVISION:

1. Terminology, 8

2. Supervision vs. Inspection Only, 10

Part Ii— The Executive Duties Of The Supervisor

1. Directing Teaching — Conferences with Teachers,

Courses of Study, Lesson Plans, Getting Correlations, Demonstration Teaching, Observation and Inspection, Observation by Teachers, . 29-56

2. Marks and Tests of Pupil Attainments — Need '^ for and Purpose of Standard Tests, Individual

Differences and Distribution of Marks, Some Investigations of Distribution of Marks, The Supervisor in Relation to Marks and Tests, Guiding the Distribution of Marks, Standardizing Measurements of Pupil Attainments, Supervisory Uses of Tests, Precautions Necessary in Giving Standard Tests, 56-80

3. Teachers' Records, 80-86

4. Purchasing and Distribution, 86-90

5. Rating Teachers, 100-103

6. Promoting Public Interest in the Department, 103-6

7. Judging the Efficiency of One's Own Supervision, 106-8

8. The Supervisor and Vocational Guidance, . . . 108-11

Page

Part Iii— The Supervisor's Duties Of Or- Ganization

1 . Organizing an Extended Course of Study — Aids

in Formulating a> Course of Study, Trade Analysis and the Course of Study, .... 113-120

2. Own Working Program, 120-124

3. Department Records, 124-131

4. New Courses and Installations, 131-138

5. Budgets— The Hypothetical Method, The Sta-

tistical Method, The Method of Calculation from Experience, Estimating the Cost of Equipment, 138-150

Part Iv— The Professional Relations Of The Supervisor

1. To Others in the System— The Child, Super-

intendent, Building Principal, Special Teachers, Grade Teachers, Other Supervisors, . . 151-158

2. To Others Not in the System — Community, Edu-

cational Meetings, 158

3. To Himself — Professional Growth, Leadership,

Executive Ability, 158-161

Introduction

Were one, visiting in Madison for the first time, to mount late in the afternoon of a summer's day an elevation on the northwest side of the city, he might be surprised to see before him the broad expanse of a beautiful little lake, Lake Mendota. Perhaps the first glance would give him only an impression of the beauty of the view taken as a whole, but soon he would observe more in detail the different elements of the setting, the slight ripple on the blue water, a sail boat being slowly wafted along by the gentle breeze, a lonely gull listlessly supporting himself on outstretched wings in sharp contrast against the bluish shores on the far side of the lake. But more noticeable perhaps than all these would be the gorgeous path of the slowly setting sun across the water.

This little sketch suggests a picture that is somewhat analogous to the arrangement given to the subject matter of the following pages. At first, in the sketch, the visitor had a sweeping vision of a group of elements combining to make a complete setting, but soon he singled out and noticed more in detail, the individual large elements that together made the whole. The aim in Part I of this book, is to present to the reader a general view of the activities in the supervision of the special subjects. These activities are divided and classed under large headings so that the reader may get a glimpse of what ^^The Supervision of the Special Subjects'' consists of. An early appreciation of the ^togetherness" of the various activities will make it easier for him to understand and get help from the detailed discussions that follow\ The remaining three parts are discussions in detail of the three different phases of the supervisory office.

Terminology

It is essential that in the reading of these notes and w^here there are varying conceptions of the meaning of certain terms, the reader understand the meanings as used by the writer.

The terms Administrative Duties and Executive Duties are often thought of as being synonymous, but at a meeting of a committee of the National Society for the Promotion of Industrial Education, distinctions were made and will be adhered to in this discussion.

The committee held that administrative duties were those of a state board of education, or of a local board, and had to do with ^^ rules and regulations concerning such matters as expenditures of moneys, courses of study, employment of teachers, etc/', while executive duties are thought of as being those discharged by superintendents of schools, supervisors, directors of industrial schools, principals, etc., in carrying out decisions of the controlling board. These distinctions would indicate that, in part at least, the duties of a supervisor are executive y but not administrative.

The Supervisor of Special Subjects in a school system is that individual who directs the teaching of one or more special subjects in all grades in which such subjects are taught in a group of schools.

By Special Subjects are meant such subjects as music, drawing, manual arts, etc. When a school system is large enough to require the services of a special-subjects supervisor, the duties of this position will permit very little, if any time, for the regular teaching of the special subjects by the supervisor. Those who assist him and regularly teach these subjects, are called the Special Teachers or Special Subject Teachers. The supervisor may be further assisted in the teaching of the special subjects, during a comparatively few number of periods each week, by the regular Grade Teachers, who accept responsibility for teaching the special subject as they accept responsibility for teaching arithmetic and reading to their pupils.

Supervision vs. Inspection

Too often does the untrained or ^^ would-be '^ supervisor consider the task of supervision to be mainly that of inspection. Inspection has as its aim an impersonal and objective measurement of the results of teaching to determine the efficiency of the teaching done and in order that a basis may be established for personal and constructive service to the teacher. Inspection alone would be of little lasting value to the teacher. Simply knocking the props from under people to show them where they are weak will not necessarily result in making them competent to stand alone. Inspection to locate defects and causes of defects in teaching, must always be accompanied by a friendly attitude, constructive help, practical demonstrations and encouragement. Inspection is supervision only in so far as it is an index to determine where there may be need for help that will improve the instruction given by the teacher.

Basic Reasons for Supervision of the Special Subjects

A logical discussion of the supervisory process in connection with the special subjects, necessitates an understanding of the need of, and the reasons for, supervision. The reason for supervision should determine or define the aims of supervision. In turn, the methods and means of supervision will take such form as will satisfy its aims.

The reasons for supervision can be stated briefly as follows:

1. Continuation of teacher-training — To raise the standard of instruction by providing for training ^^ on the job ^' of an ever-changing body of teachers.

2. Direction and inspection of teaching — To obtain efficiency of instruction in the special subjects by placing responsibility for the quality of instruction upon competent heads.

3. Systematic organization — To obtain progresS; and to unify and correlate the work of instruction in the special subjects.

4. To supply a connecting link between the busy superintendent and many teachers — By helping establish a closer contact between the superintendent and the teachers, than the superintendent alone is able to obtain,

5. To enhance economy and efficiency of disbursements — To centralize authority for expenditures, and to provide good management in the purchase of equipment and supplies for the use of students in the special subjects classes.

Reason One — The personnel of teaching forces constantly shifts and changes with the years. New teachers, with little or no practical experience other than that of the training school, enter the systems. The shortage of teachers for the vocational subjects has, in some instances, necessitated the recruiting from the trades of men with no experience at teaching, but who in other respects are quahfied to make good teachers. Teachers come to one system from another, and are new to the pohcy, methods and other conditions existing in this situation. Again, teachers may be transferred within the same system and faced with the necessity of deahng with a different kind of subject matter and method.

This constant change in a teaching force means that there are always present within a system, teachers who for one reason or another, are not so well trained for the teaching of their particular subject or subjects as our generally accepted standards of efficiency in teaching require. It is obvious that, so long as this shifting of the personnel takes place and cannot be avoided, and so long as the standards are not to be lowered, there must be a certain amount of teacher training done ^^on the job'^ after the teacher starts drawing his regular salary.

Furthermore, the very nature of many of the special subjects, the technical knowledge and skill required, etc., are such as to demand the guidance of one thoroughly competent to aid, encourage and instruct the teacher in the art of successfully handling this type of subject matter.

Reason Two — In order that instruction in the special subjects may be efficient, it is necessary that responsibility for the quality of this instruction be vested somewhere. If the responsibility for the effectiveness of teaching is left with each teacher, satisfactory results will not be obtained for teachers differ in professional training, skill, initiative and other qualifications with the result that varying opinions are held as to what good teaching is. Because of this fact it is better to have some one person responsible for the quality and nature of the instruction given in certain subjects, one who realizes that this is an important duty, one who, because of training and experience, has a broader conception of proper standards of attainment and is competent to see the weakness of a teacher as such and lend the proper aid and encouragement.

Reason Three — Where teachers are responsible for one or more special subjects or are responsible for certain special subjects in a limited number of grades or years, rarely do they, as a result of their own initiative, so correlate and unify their work with each other as to make the progress of the pupil, through the various stages of knowledge of the special subjects, as comprehensive and expeditious as it should be. They do not take as much advantage, in teaching their own classes, of the experiences of the pupils in classes and subject matter closely related to their own as they might. Consider the correlation that should exist between mechanical drawing and metal and wood-working, whether all are taught by the same teacher or each subject has a separate teacher. Neither is it true that teachers of a special subject in one grade or year, famiharize themselves sufficiently with the exact ground covered, or the plan and method of development used by teachers of this same subject in grades through which the pupils have passed.

In these respects, there is need for supervision to determine just what subject matter should be covered in each grade and year in order that there be no unnecessary repetition of work, that no important phases of the work be left out, and that there be such a unity of purpose and correlation of subject matter as will result in a steady and orderly progress of the pupils from year to year, from grade to grade, and from subject to subject.

Reason Four — The duties of a school superintendent are many. Among them is the duty of formulating and putting into effect a policy consistent with that of the state and local school boards. He must also know of the ability of his teachers to instruct those who are strong, those who are weak, and those who are discontented, etc. To perform these duties alone in a medium size or large city system would require considerably more time than his other duties, if properly performed, would allow, for he would need to be on intimate terms with the work of each teacher before he could competently pass upon such points. Thus it is evident that the superintendent needs the help of a competent supervisor, or supervisors, of the special subjects, who, because of their constant contact with teachers with whom they work, are able to inform the superintendent knowingly concerning the work of the special subjects teachers.

Reason Five — One of the problems in the establishment and maintenance of special subjects is the high cost of such instruction, due to the necessary expenditures for equipment and supplies. This is a very important reason why supervision of the special subjects is necessary. There must be someone responsible for the planning, purchasing and distribution of equipment and supplies. There are many choices and selections to be made in which money figures almost constantly and in which experience and a knowledge of the suitableness of articles are essential. The responsibility cannot be satisfactorily left with each teacher and the superintendent alone is seldom competent to properly choose equipment and supplies. The supervisor assisted by the counsel and advice of the superintendent and members of the community, who, because of their business relations, are competent to advise, is the person particularly fitted for this responsibility and upon him it should rest.

THE SUPERVISOR as an

Fig. 1.

The Supervisor's Duties

The duties of a supervisor of special subjects, considered in a large way, may be thought of as coming under two heads (1) Duties of Organization, and (2) Executive Duties. In the discharge of these duties, however, the supervisor will find that he has many relations and contacts with other individuals of the school system which should govern his actions to a large degree. These relations and contacts seem to be such an important factor in a discussion of the work of the supervisor that they will be grouped for treatment under a third head, or division, and called Professional Relations, In the chart. Fig. I, is shown a graphical representation of the main divisions of the supervisor's job and of the relations between them.

The Supervisor as an Organizer

As the supervisor is the head of a certain branch of the work of a city school system, it is evident that upon him will fall the task and privilege of much of the organization for his department. Not onl}^ is he expected to be the man best fitted for this work, but also is he the man responsible for the proper working of the department. For that reason he necessarily is and should be the most interested in its organization.

In Fig. 2 is a general graphical survey of the supervisor's duties of organization. No attempt has been made, in this and the other two charts representing graphically the main divisions of the supervisor's job; to show any difference in importance between the several types of duties. The main purpose is to present to the reader an analytical view, or picture, of the field.

The supervisor, working under the guidance of the superintendent, and with the help of the teachers, is responsible for the courses of study. He is the subject-matter expert, the one who should know best the correlations that should exist between the various subjects in his department and between his department and other departments, the one who should know how his department can best be of service in providing for the needs of the community, etc.

O

P^

M

Eco

Hnj

H

;d

^ o a i

S5 a iH2

Da cow

CO

?0

E- cO

5!^

::4 p

(Q

S o i

T"

■ I

:2;

CO H

SpeciallSuhjects 19

He must keep certain records in his department, and will wish to keep certain others. His policy should be -to so organize his records that he will be able to furnish his superiors with such data as they may require, and so that personally he will be provided with such information as will be of use to him in furthering the value of his department, all with the least time, effort and confusion.

If the supervisor does not carefully plan his own program or schedule of work, he may expect to find himself apparently swamped with work. He must think his field of work over carefully, see what his most important duties are, which require the most time and how much time will be given to each. Unless he does this and makes out a schedule of work, he wdll not be likely to utilize his time and effort to the best advantage.

Budgets are necessary for the business-like conduct of a department, both from the point of view of those responsible for the control of the finances of the school system and from that of the supervisor who wishes to have some basis for planning his expenditures.

The supervisor should foresee the need of new courses, changes and additions to equipment and housing facilities. He will be expected and should wish to interest himself in keeping his department modern and up-to-date, both from the point of view of the physical conditions of rooms and

< p

^5

<o Z

5 2

<n

S ^

Q 2; p fUO

CO pUcO

pen I— <

V CO en

CO i h o cn

H H

E is i

I

S

CO

(XP

CO to

C3

§i o

Sp

2:

H

5: pi

^)0

' 1 '

g e)

z

H

CO

:d

VJ

QF jMfiJ

,o

2!

i^tn

(oy jntij

OH equipment, as well as from that of the courses

offered.

The Supervisor as an Executive

While the duties of organization and the executive duties are closely allied and in a sense overlap, the duties mentioned above may be quite clearly thought of as organizing duties. In Fig. 3 are charted the executive duties.

The supervisor will have teachers, who, because of inadequate preparation or lack of experience or other weaknesses, need to be shown how to teach and to know what good teaching is. The supervisor will wish to handle the class for a teacher at times to give the teacher an opportunity of observing good teaching. This is called demonstration teaching. The supervisor, also, will wish to make it possible for teachers to visit each other and gain what they can from watching another person do similar work. It may even be possible for them to visit neighboring communities to see the teachers at work there. This is listed in the chart as observation by teachers. The supervisor must help the teachers, by directing their observation, showing them how to analyze a situation, what to look for and how to judge it.

The supervisor will wish to call and direct meetings of departmental teachers. Such meetings are to be held for a real purpose and for accomplishing it and not simply because such meetings

O 2 O

$^ z o

O o)

o o

H

K ^

<n

X o 5

H O

"r

Hr

T h t

* o n

2:

Di r:

lU i

Mi

X

H g

2 ^

V.

U

S

CO >- g i

|H

Q n e> p!

lU

CO

X

CO

X

«0

P w

V

V

V

V

T- are customary. They are to be held because there are problems that need discussion, matters that need explaining, or as a means for training the teachers.

In directing teaching, the supervisor must inspect the work of the teachers, the manner in which they conduct their classes and keep their rooms in shape, the results of their teaching shown by the ability of the students as a result of instruction. As a consequence of this inspection, he can determine how he can direct the teaching to better advantage, whether through help in planning the lessons, through constructive criticism of methods, etc.

The superintendent cannot be as intimately familiar with the work and ability of the special teachers as is the supervisor, and the latter will be called upon to estimate the value and shortcomings of his teachers and recommend increases in salaries, transfers or even dismissals.

In estimating the accomplishments of his department as a whole, the supervisor must look for and take cognizance of his own shortcomings for the purpose of bettering the supervision he gives.

Another duty of the supervisor is that of purchasing supplies and seeing that they are distributed to the teachers in the right amounts and at the right time.

Fig. 5.

DOARD (f ErDUCATlON

GTY SUPERINTENDENT of SCHOOLS |

SPECIAL SUBJECTS SUPERVISORS

PRinc r-pA T o

REGULAR TEACHERS

SPECIAL TEACHERS

_______—- —

PUPILS

BOARD 0/ EDUCATION

CITY SUPERINTENDENT SCHOOLS

Fig. 6.

PRINCIPALS

REGULAR TEACHERS

PUPILS

ASSISTANT SUPERINTENDENT PRIMARY ani GRADE W0I2K

SPECIAL SUBJECTS SUPERVI302S

TEACHERS in SPEC I Ak.

SUBJECTS

TEACHERS in SPECIAl^ TYPE SCHOOL I

BOARD of EDUCATION

I CITY SUPERINTENDENT SCHOOLS]

ASSISTANT 3Uff:KlNTENDENT

Fig. 7.

PRINCIPALS

REGULAR TEACHERS

EFFICIENCY EXPERT

SPECIAL SUBJECT SUPERVISORS

TEACHERS 5ITOAL-mJECT5

TEACHERS in

SPECIAL TYPE SCHOOLS

PUPILS

The Professional Relations of THE Supervisor

In the discharge of his duties, the supervisor will work in connection with many individuals and in certain relations to them. To some he is a sub-ordinate and an assistant. To others he is a superior and in another sense an assistant, guiding and counseling, encouraging and criticizing. The supervisor must know what his relations are professionally. He must be a student of human nature, and he must use his knowledge of these factors as a guide in the discharge of his duties. In Fig. 4 is a graphical illustration of how the supervisor has professional relations with various individuals.

The Supervisor's Place in the School System Charted

The charts shown in Figs. 5, 6 and 7, represent graphically the place of the special subjects supervisors in school systems differing in size. In each case the board of education is the educational head of the system, but the superintendent is shown as the executive of this board and the nominal head of the system.

In Fig. 5 the special supervisors are represented as directly responsible to the superintendent and to no-one else, or in another sense they are subordinate to him only. This is due to the fact that the system represented is a comparatively small one. The chart further shows that the regular and special teachers are responsible to the superintendent in part through the special subject supervisors, (or that the supervisors are in charge of certain activities of these teachers). This responsibility is in connection with the special subjects only. ' Their remaining responsibility is through their principals.

The connections between the supervisors and the principals are represented in a different way. Neither is subordinated to the other, but both should be mutually interested in the work in charge of the supervisors, and they must cooperate. Though the supervisor is responsible for the teaching of the special subject, the principal is the one to settle matters of discipline, passing of students between rooms, etc.

Fig. 6 charts the organization of a larger system in which the superintendent is assisted bj^ an officer responsible for primary and grade work and called an assistant superintendent for that work. In this case the supervisor is represented as connected direct with the superintendent as in Fig. 5, and is responsible to him for all of his educational activities, but a further line connecting him with the assistant superintendent shows that that individual must be cooperated with in connection with the special subjects in the grades. In this chart is shown an additional possible connection between the supervisor and the teachers in special types of schools, such as day and evening vocational schools and classes. With these the supervisor may have some supervisory connection.

Fig. 7 shows a chart for a large system where the school efficiency expert is included. The supervisor's connections with him are those that have to do with the measuring of the efficiency instruction and individual pupil accomplishments. All three of these charts show that the supervisor makes the connection between the superintendent, who is the executive of the board of education, and the teachers and pupils only in-so-far as the work in the special subjects is concerned. This does not minimize his position, for it is a responsible one and calls for the best efforts of the individual assuming this responsibility.

Conclusion

This brief survey of the field of special subjects supervision should orient the reader and give him a rather definite general mental picture of the supervisor's job. In the chapters to follow the same field will be discussed in detail.