USA > Massachusetts > Middlesex County > Lincoln > Town Report on Lincoln 1951-1955 > Part 51
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During extremely stormy or cold weather, parents are urged to exercise their own judgment in sending the younger children.
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EDUCATION AND RECREATION
REPORT OF THE SCHOOL COMMITTEE 1955
The year 1955 saw a continuation of the efforts on the part of the community, the school staff, and the school administration to make the Lincoln Schools outstanding.
There were five resignations from the staff as of the close of the school year. To provide for the additional enrollment, of which part resulted from providing an eighth grade for the Town of Sudbury, four additional teachers were added to the staff. The net result of filling the above vacancies was an overall strengthen- ing of the teaching staff.
As the school has grown and the number of class sections has increased, the amount of time per class in art, music, physical education and shop has been reduced. It is expected that this condition can be improved in two fields by employing jointly with the Regional High School District two teachers whose time will be divided between the two schools. The Budget recommendation makes provision for this possibility.
In September the four new classrooms, which serve as home- rooms and are designed especially for music, art, science and home arts, were placed in service. This makes possible more effective conduct of these special programs.
Use of the gymnasium-auditorium has shown steady increase. The Town Recreation Committee is carrying on a Badminton pro- gram two nights weekly as well as a basketball session for high school age on Sunday afternoons. Boy Scouts and Cub Scouts use the gym frequently. The personnel at the Nike Base are using the gym for recreation one night weekly. £ It is gratifying to re- port that between the recreational programs, scouts, and other activities sponsored by community organizations, there is little time unscheduled in the gymnasium-auditorium. With the acquisi- tion of new power tools in the school shop an adult evening class in woodworking, under the direction of the shop teacher, has been undertaken. As long as interest continues the program will be repeated.
During the year the School Committee devoted considerable time in developing future plans. Based on the prevailing rate of increase in enrollment it appears that by 1958 we will very probably see classes of a size requiring division into four sections. Knowing that deliberate planning pays dividends, the committee recommends that the Town vote the appointment of a Building
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SCHOOL COMMITTEE
Committee under an Article inserted in the Warrant. This sub- ject was reviewed in detail with the Long Term Capital Require- ments Committee.
The question of establishing District Schools was carefully considered, but for educational reasons as well as reasons of ad- ministration and effective use of school plant, the committee recommends a continued central use of the two existing schools. No recommendation as to the placement of further classrooms at either the Center School or the Smith School has been developed at this time.
Enrollment in Kindergarten through eighth grade on October 1, 1955, was 643, of which 74 were eighth graders from Sudbury under our agreement to exchange our ninth grade for their eighth. The Lincoln enrollment on October 1, 1955, was 569. It is estimated that enrollment on October 1, 1956, will be 604 or an increase of 35 which is in line with previous rates of growth.
The Committee discussed the proposed Airport Housing Develop- ment with the Base Commander and his staff in late December. At the time of writing this report no definite recommendations have been formulated. This development will continue to receive active attention.
Incorporated in the Budget Recommendation for 1956 is a pro- posed change in the policy dealing with teachers' salaries. The post-war pattern for administration of teaching salaries started with the establishment of a salary schedule with a minimum, an annual rate of increase and a maximum attainable after a given number of years of service. As salary adjustments became necessary the salary schedule was usually increased by a fixed amount in all categories.
In your committee's opinion this practice has reached a point of diminishing return because, by across-the-board raising of schedules, mediocre and average performance was rewarded in the same degree as was an outstanding teaching job. After much investigation and careful consideration a program has been develope. by which the teaching staff, after preliminary trial years, are paid based on performance and competence.
In addition to the institution of a merit basis for salary ad- ministration, it is proposed to employ about 1/3 of the staff through the summer on the planning and development work necessary to the improvement of our schools. This latter step, if successful, may be expanded to include a greater proportion of the staff in
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future years.
The salary policy recommended provides a fully competitive minimum starting salary for the regular school year of $3350. After the preliminary trial years, teachers of superior ability may be transferred to the summer program and paid based on competence and merit. The minimum salary in this category is $3900 for twelve months service and outstanding teachers may reach $8400 in fifteen to twenty years.
It is the committee's opinion that this program will result in the development of a core of outstanding teachers supplemented by less experienced, promising prospects.
The institution of this policy involves an added expenditure, the details of which are shown in the Report of the Superintendent of Schools. It is the committee's opinion that to remain competitive in the teaching field and at the same time attract and retain out- stan ding personnel, the increased funds for teaching salaries can best be spent rewarding superior performance and greater experi- ence. A detailed definition of the policy and the basis for ad- ministration is available in the Superintendent's Office.
Respectfully submitted,
John W. Carman, Chairman Elizabeth Donaldson Ernest P. Neumann
Lincoln School Committee
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SUPERINTENDENT OF SCHOOLS
REPORT OF THE SUPERINTENDENT OF SCHOOLS
Buildings
In September four new rooms were opened for use at the Smith School. Advantage was taken of the physical placement of these new rooms at the stage end of the gymnasium by planning them for instruction in the special areas of Art, Music, Science, and Home Arts. The former Music room was converted to Kindergarten and the former Art room to a regular classroom - both at negligible cost. As a result the upper grades, which use the special facili- ties more frequently, and the Kindergartens are more effectively separated from the other grades.
The Kindergartens are housed at Smith School in what is now a wing by itself. Center School accommodates the first, second, and third grades except for one third grade section, which is at Smith School with the intermediate grades. With the Sudbury children in grade eight, this grade is organized into four sections. It is planned to organize next year's eighth grade into three groups in order to maintain our class sizes at not more than twenty-five pupils. The two teachers who were hired for the eighth grade will then be absorbed by our own needs since we will be operating with all grades on a three section basis for the first time. It is antici- pated that by September, 1958, we will have reached the point where several of the grades will be so large as to necessitate division into four sections. It is recommended that the study of the School Building needs be continued in order to be prepared to meet the space needs when this happens.
Program
In September, 1955, the program for the upper three grades was changed to provide more effective instruction in Manual Arts for boys and Home Arts for girls. Each seventh and eighth grade pupil has a double period per week (about 90 minutes) in these subjects and each sixth grade pupil has a single period. The Home Arts room has been equipped with two unit kitchens and six sewing machines so that the girls can learn the rudiments of both cooking and sewing. While storage space is almost entirely lack- ing in the shop, equipment has been provided to give the boys an opportunity to create small projects with hand tools and the basic power woodworking tools.
In line with our long range plan there has been budgeted money to employ another teacher in September, 1956. This teacher will
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EDUCATION AND RECREATION
probably be in the field of Physical Education, although a joint study is being conducted with the Regional High School District and Sudbury Superintendent to explore the possibilities of joint employment of personnel in Art and Music as well as Physical Education.
1955 is the second year in which one teacher has been assigned to a class for Language Arts, Social Studies, and Guidance. During this past year the importance of the guidance functions of these teachers has been apparent. The teachers involved have met to examine the effectiveness of the present program and to plan for its improvement. This plan of grouping these three subjects under one teacher has been one of the most important results of our staff meetings. Already the work being done under guidance has shown results.
Assembly programs are on a more frequent schedule and have improved in quality. In September, two of the staff volunteered to serve as a faculty assembly committee. A variety of programs have been presented with some of them growing out of the regular class work and some coming from homeroom activities.
Pupils in the upper grades have shown an increased desire to work for the improvement of the school. Both the Student Council and the Safety Patrol, under the guidance of faculty sponsors, have taken a more active part in school affairs than in past years.
1955 has also seen an increase in the use of educational trips as a teaching device. These trips have grown out of the regular classroom work. Pupils involved have planned the trip with the teacher and have evaluated the trip when they returned to the class- room. Among the places visited have been the Iron Works in Saugus, Science Park, Sturbridge Village, and the Aeolian-Skinner Organ Factory.
Again this year, a program of clubs has developed to complement several areas of instruction in grades 6-7-8. During one period a week groups of pupils with common interests meet in such clubs as Sports, History, Science, Art, Newspaper, Dramatics, Hobby, Band, and Shop. In several cases parents have given their time and talents to help youngsters in these club activities.
Special Areas
Reading
Just under sixty students from grade two through eight are meet- ing in small groups of no more than eight - some four times a
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SUPERINTENDENT OF SCHOOLS
week - others twice - in the effort to improve their reading.
Although there will always be a few students who will need assistance in this area, our program should lean more and more toward the developmental rather than the remedial angle. This would include all students, not stopping at the fifth grade, but con- tinuing through the eighth. For those teachers at the junior high level who have not had any definite training in teaching reading it is proposed that a file of reading references be developed through the next few years and that in-service training be expanded to provide them with the necessary skills.
Testing
To date this year, twenty-five new students from neighboring cities and states have been given aptitude and achievement tests before being assigned to their classrooms - ten of them during the two weeks previous to the commencement of the fall session.
Individual intelligence tests (Stanford-Binet) are being adminis- tered to the eighth grade since this is the only group who were not so tested at the time of their school entrance. The results of these tests together with those of the annual achievement tests will provide the high school guidance personnel with as much data as can be obtained by testing.
A committee of six teachers has been meeting to study our testing program. As a result of their study it is recommended:
(a) that in addition to the general achievement tests given in the Spring a series of diagnostic tests be given in the Fall to be used by the teachers in planning their work for the year,
(b) that the Binet be postponed until the end of the first grade since the reliability of this test is greater at this age than at younger ages, and
(c) since no test can be found that adequately measures first grade achievement, that the first grade be tested with one in arithmetic and reading con- structed by our own personnel. (Our first graders consistently score so high on standardized tests that there is little predictive value).
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Shop
The Shop has been expanded materially with the addition of six new pieces of machinery; a circular saw, band saw, jig saw, drill press, lathe, and jointer. Each of the machines, with the excep- tion of the circular saw, is being operated by the upper class students. Every machine used by the students is one that can be purchased for the home workshop in later life. The boys are not
learning to be machine operators but are learning about the machines, their cost, what they will do and what can be accomplished with them at home as beneficial future hobbies. The younger students in the shop are learning about hand tools and how to use them ad- vantageously as well as about costs, quality, and capacities.
A new course, on an experimental basis, is being instituted in the way of a shop club. Ten students have been selected to study basic electronics for a period of six months. During the course, they will assemble complete five-tube superheterodyne radios as powerful as the average home receiver. The object of the course is to give the boys a basic knowledge of various electronics parts, equipment, and terminology.
Home Arts
The Home Arts Department's objective is to develop a sense of responsibility in the girls. Its chief aims are to teach the basic workings of a kitchen, to enable the girls to prepare simple meals and to learn the value and necessity of nutrition. In the field of clothing, the aim is to have the girls learn simple clothing con- struction - to learn to use the machines and attachments and to follow a pattern. The choice of colors and styles is also stressed.
Physical Education
The Physical Education Program is based on the individual needs of the children. Its aim is to give them a chance to dis- cover their own physical abilities and to develop confidence in the functioning of their bodies. Each child has the need to play and compete with others in wholesome activities that develop coordina - tion, skill and daring. Varying rates of growth and development . necessitate a broad field of activities that will meet the interests of all. Many of the activities are co-educational or co-recreation- al to further the social development of the child.
All children from Kindergarten through grade five have from twenty to forty-five minutes per week instruction by the Physical Education Supervisor, supplemented by frequent opportunities pro-
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SUPERINTENDENT OF SCHOOLS
vided by their classroom teachers to develop the skills and atti- tudes taught. Activities such as rhythm games, folk dances, calis- thenics, gymnastics and games of throwing, running, catching, jump- ing, etc. are engaged in to develop balance, coordination, muscular development, and friendly competition.
Grades 6-8 are divided so that both boys and girls have two 45 minute periods per week with the Physical Education Supervisor.
Skills are taught as a unit program that is divided into seasons. The Fall program for girls consists of Field Hockey, Goal Line Soccer and dancing rhythms. For boys: Touch Football, Soccer Speedball and Flickerball. In the Winter season: basketball, volleyball, badminton, gymnastics, tumbling, indoor hockey, ping pong, shuffleboard, bowling, and square dancing. In the Spring: baseball, softball, track and tennis. Field Hockey was played for the first time this year and it was a big success with girls from 6, 7 and 8 competing in class and also in an intra-mural tournament.
The intra-mural program gives all children a chance to exer- cise their skills at recess time and after school. Inter-class and individual competition is held in the following sports: soccer, field hockey, kick ball, tug-o-war, basketball, volley ball, newcomb, touch football, softball, track, speedball, tennis, badminton and ping pong.
Sportsmanship and good health habits are stressed in all parts of the physical education program.
Inter-scholastic sports give the more advanced students a chance to compete in gymnastics, basketball and baseball.
Art
The objectives in the Art Program are basically the same for all grades. Through different methods the following is being en- couraged:
(1) Expression - opportunities for self-expression to develop imagination and observation essential in enlarging and enriching educational horizons - desire to look further into art materials.
(2) Proper use and care of tools.
(3) Sound critical judgment as common meeting ground in individual and group work. £ Ability to enjoy, understand, and appreciate materials, organization
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EDUCATION AND RECREATION
and meaning of his work and work of others.
(4) Understanding of art in relation to individual and society.
The problem of expression is not great in the primary grades, for the children are usually imaginative and free in their actions and find great delight in manipulating materials. But in the fourth and fifth grades, as the children become more conscious and critical of their own efforts, expression becomes more import- ant and individual help is necessary. Keeping drawings large, filling the paper, are extremely important; for the free handling of art materials helps the child to forget detail and concentrate on what he has to say.
Motivation is introduced by using advanced materials such as pastel, fresco, charcoal, and watercolor. Third dimensional paper work has also provided a new outlet and increased desire for ex- pression.
The sixth, seventh, and eighth graders had more advanced work with the above mentioned media and other media not introduced in the lower grades. Such materials as paper mache; melted crayon, water color, crayon, pencil, pastel, string, crepe paper, cotton, buttons, rolls have proved invaluable in arousing ideas from some of the less imaginative students.
Music
The Music Department is endeavoring to keep "in line" with the broad school program while moving ahead as a vital subject itself. The primary approach to giving the children specific musical knowledge, appreciation, and a medium for creative ex- pression has been through singing. A second approach to the same objectives has been through instrumental work - rhythm bands, recorder ensembles, band, and orchestra as time and abilities per- mitted.
In the short time since September an encouraging change has been noticeable in the children's attitude toward music, in the level of their skills and techniques, in their interest in creation, and in their desire to do the necessary drudgery and repetitive work to produce a finished project of which they can be proud. All our equipment - books, records, phonographs, instruments, etc. - is in constant demand. The children have been encouraged to listen to music at home on radio, television, and recordings and to share their experiences with their. classmates. Likewise, they have been
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encouraged to take their musical experiences home as a medium for creation and enjoyment.
The "program" has been invaluable in stimulating the accom- plishments of the young people, particularly in the upper grades. So, too, has been the orchestra, which has made a rapid develop- ment both in size and production. The Christmas singing by the eighth grade and the special program by the seventh grade attest to the interest, willingness, and accomplishment of these pupils. The sixth grade is particularly anxious to produce something of its own and all are looking forward to the Spring Operetta as a group project.
Mental Health
A two year study of interested citizens and staff has resulted in the first experimental step in providing mental health as well as physical health services. A psychiatrist has been added to our staff to assist the teachers in their work with some of the more difficult behavior problems that are encountered. He comes to Lincoln two afternoons a month, at which time teachers voluntarily make appointments to discuss with him problems on which they feel the need of help. The emphasis is on prevention and in- creasing the teacher's ability to meet such situations adequately. The psychiatrist will not engage in therapeutic activities with individ ual children, nor is this service available to parents.
Personnel Policy
A major change has been made in our personnel policies and is a change from an "automatic" salary policy to a "flexible" salary policy with each teacher's compensation being determined by his value to Lincoln because of his competence, his training, his experience, and market conditions. Since this far reaching decision has been made in order to provide better teachers in a rapidly stiffening market at a price that will buy quality without over rewarding mediocrity, a description of the new policy and the reasons for its being is presented.
The policy includes three innovations. The first is a classi- fication of teachers into five groups, each of which has a separate salary range. Secondly, within each classification there is an evaluation at the end of each three years. The results of the accumulated judgments at this point will determine whether or not a particular teacher advances in salary. Thirdly, the teach- er's contract is extended to cover the full year so that time for and control of the necessary planning and evaluating activities is provided.
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Finding teachers in the next few years will be increasingly difficult. We believe that raising standards rather than lowering them will make this the kind of school that will attract the ones we want to fill our needs. The best teachers look first for an opportunity to do a job. This includes small classes, adequate supplies, attractive rooms, constructive community cooperation, freedom from administrative dictatorship, and time to do the many things necessary in addition to classroom teaching. In a salary they look for a competitive beginning pay, a chance to advance through personal contributions, and eventually a career salary which will let them live like the people of the community in which they are working.
On our part we are looking for teachers who are intelligent, creative, and not "security minded ". Knowledge of subject matter and skill in teaching methods and techniques are only part of the equipment of the best teachers. Skill in human relations, mental health, and good personal habits are also essential in a top-notch teacher.
We believe that the policy as developed will accomplish several objectives. We believe that it will
a) secure for us the best candidates in adequate numbers to fill our needs in the highly competitive market,
b) increase the pool of better teachers by attracting choice quality young people into the profession,
c) encourage personal initiative of teachers,
d) develop morale and "esprit de corps", and
e) create the machinery for the town to pay adequately for good teaching without rewarding mediocrity.
These policies have been developed cooperatively by the staff, administration, and School Committee. Currently the staff is engaged in developing criteria for teacher evaluation and a plan for this summer's work which, it is anticipated, will be carried out by ten teachers - the first group to be included in the full year employment.
Respectfully submitted,
Douglass B. Roberts
Superintendent of Schools
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SCHOOL NURSE
SCHOOL NURSE'S REPORT
To the School Committee:
A report of school nursing for the year ending December 31, 1955, is hereby submitted.
Schools have been visited daily. There have been 384 office calls for treatment or advice; 46 pupils were taken home; 231 home calls to check on absentees.
Pupils have been weighed and measured at least twice and scalps examined.
Audiometer tests were given with three pupils showing defec- tive hearing in one or both ears; all visited their family physician and are under treatment or observation.
Vision testing showed six pupils had defective sight, four are now wearing glasses, one under treatment.
Children entering kindergarten and others, new to the first grade, were requested to have a physical examination. Examina - tions were done by their family physician or by Dr. Davies at the Well Child Conference. All but three pupils had their physicals, and with the three religious objection was the reason. Sixteen children were vaccinated, 22 received Triple Antigen, and 18 a "Booster". This made the kindergarten 98% protected.
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