USA > Massachusetts > Essex County > Ipswich > Town annual report of Ipswich 1954 > Part 6
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7. Directory of adult education opportu- nities in and around Boston.
S. The dictionary of occupational titles, giving job descriptions of all jobs classi- fied in the United States, and how to get these jobs.
9. Monthly reports on the employment outlook in all types of work for all the areas in Massachusetts.
10. Information on military obligations and opportunities in the service. and as a result of service.
11. A standardized evaluation of military schooling and experience which may be used for credits in public and private educational institutions.
We feel that in order to help a student successfully, it is very important to see the parents and talk with them. It is difficult and practically impossible to make adequate plans with a student unless the parents are brought into the picture. Therefore, last year, ninety percent of all the parents of high school students had conferences with its guidance director.
In this present year, 1954-1955 over eighty percent of the parents of seventh grade and eighth grade students have be- come acquainted with the guidance program through conferences, inasmuch as students in these grades were new to the high school. Also the majority of the parents of senior students have followed up last year's visit with another conference. In special cases, conferences with parents of elementary school students have been held. In the past year about seventy such conferences have been held.
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Some of the information given in these conferences is the result of testing done in the schools. An outline of our testing pro- gram is as follows:
1. Intelligence test for pre-school students.
2. Achievement tests for grades one through six.
3. Diagnostic tests in arithmetic funda- mentals and reasoning in grade three.
4. Reading capacity and reading achieve- ment test in grade four.
5. Intelligence tests in grades four, seven, ten and twelve.
6. Silent reading test for seventh grade students.
7. Interest test for ninth grade students.
8. Clerical test and mechanical ability test for eighth grade students.
9. Individual intelligence tests needed.
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The intelligence test given in the tenth grade is a test of abilities in several areas: mechanical, abstract reasoning, verbal rea- soning, space relations, language usage, cler- ical speed and accuracy, and numerical abili- ty. The test given to seniors by the United States Employment Service in Newbury- port, is in the following areas: verbal, nu- merical, spacial, clerical, finger dexterity, manual dexterity, hand and eye coordina- tion, interest test, and overall intelligence score.
These are all part of a program to help the guidance director, student, parents, and teachers know more about the student; to know his abilities, interests and limitations in all areas of intelligence, personality, health, character traits and so forth, plus learning about the requirements for a job and for life itself.
To augment this program we have speak- ers come in once a week to inform the stu- dents concerning various occupations, the opportunities, requirements, advantages and disadvantages found in these occupations. Beginning in September, up to the present time, we have had three or more speakers each month to speak only to interested stu- dents.
Again, with this over all objective in mind, we have taken many trips to colleges, trade schools, nursing schools, and some in- dustries to acquaint the students with what
is actually being done and how it is being done.
As we have accumulated all of this in- formation for the student to keep, the guid- ance department needs some sort of record system. To meet this problem a group of teachers, principals and the guidance direc- tor developed a cumulative guidance record designed especially for the needs of Ipswich. This record will follow each student from the first grade through the twelfth and will be on file after graduation for any future use. Certain phases of this record can be sent to another school if the student trans- fers in order that he may adjust more quickly to the new situation. By the time the student reaches high school there is a great deal of information available concern- ing him to help him to make any adjust- ments and plan for his own future.
In another attempt to help the student and those who have already graduated, a follow-up study was initiated. Those who have graduated in the past ten years were contacted and the results of their question- naire tabulated. This information will en- able us to help other students to plan more intelligently for their future, and possibly improve present school offerings based on the opinions of the graduates. This is a method of helping us to keep up with our ever-changing world and the follow-up of graduates will continue by contacting grad- uates at one, three and five year intervals.
An important phase of the guidance pro- gram is placing students in part-time jobs and placing graduates in full time employ- ment. With one exception, every graduate of the Class of 1954 who wanted perma- nent employment was placed in a permanent position. Ninety-five of those who wanted part-time summer work were also placed.
A long range high school program has been worked out with each student; an in- dividual program developed for him with his career in mind. The student takes the courses necessary for him to prepare for his career. The basis for the program is all the information known about the student plus the known requirements of the occupation. Once the program has been worked out with the student and his parents, they are checked by the homeroom teacher, again by the guidance director and the principal and in some cases where a difference of opinion may
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Ipswich Teachers Become Familiar With Local Industries
Industrialists and Business Men Get New Insight into School Programs
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exist, a conference is requested to clarify the situation.
A career night for parents has been held to acquaint parents with career opportuni- ties and training open to their children and the correct approach to these careers. A panel of experts in various career fields were present to give the information and to an- swer questions.
In May as part of our orientation pro- gram for the new students coming into the high school for the first time, the student council invited all seventh and sixth grade students to the high school. At this time they explained the high school program and what they might expect. They were taken on a tour of the building and student coun- cil representatives answered all their ques- tions and pointed cut things of interest. The incoming students met all their teach- ers-to-be who explained their subjects and told them what would be expected of them. Again in September I spoke to all of these students in groups and answered their ques- tions after their program was under way. They were given a diagram of the school in order that they could more easily become familiar with the building.
The guidance program as it is now de- veloping in Ipswich is not a high school pro- gram, not a school program alone, but it is a community guidance program. In the past twelve months an average of one grad- uate a week came into the guidance office in the high school to take advantage of its services.
A tour through businesses and industries in town was organized for the teachers to help them to become better acquainted with opportunities in Ipswich. This will be of tremendous value in helping them to help the students. In return the business men of Ipswich were invited through our schools to see what is being done and their sug- gestions were welcomed. Prosperity and suc- cess comes through cooperation and full co- operation can only come through an under- standing of the other fellow.
More than one hundred hours were spent in the guidance office this past summer help- ing to place students and graduates in part- time and full time employment, helping stu- dents to gain entrance to colleges and voca- tional schools, helping students and grad-
uates gain scholarships and financial aid, helping students and parents in personal problems, helping students with educational problems, orienting new students by plan- ning a program and by testing.
A LOOK AHEAD
A Youth-Adult Community Council is being formed for children, parents and offi- cials to cooperatively plan and work together in the best interests of Ipswich youth. It will be composed of ten young people and ten adults. Once established it will be completely autonomous. Some of the pos- sible activities of this council are:
1. To develop a code of conduct that would serve as a guide for teen agers and their parents. To publicize this code of conduct through publicity and public meetings so that all may know the generally recognized behavior pat- tern for teen agers.
2. To consider approval for certain youth activities and gatherings, and to make recommendations regarding the regula- tions for such affairs.
3. To give recognition through awards, scholarships, publicity and other means to outstanding youth of Ipswich who have provided positive leadership.
4. To plan public programs for discussion or explanation of the needs and prob- lems of teen agers.
5. To set up a group of occupational and educational advisors to whom reference could be made whenever a child wanted specific information or help.
6. To organize work-exploratory experi- ences for youth with the cooperation of business and industrial leaders.
7. To consider the cases of children need- ing special medical services, clothing, food, etc. and to make referrals in de- serving cases to the proper community agencies.
8. To consider and act on any other mat- ters affecting the youth of Ipswich.
An orientation program for the students about to enter high school will be very similar to the one employed last year with one exception. The day after the senior graduation, all students will join in a move-
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up day, i.e. all students will go through an abbreviated schedule coinciding with the program the first day when the school opens in the fall.
In the spring there will be a back to school night in which parents will be in- vited to follow their children's schedule, sitting at their desks and meeting their teachers. Also in the spring and again in the fall, one week will be set aside to help any adult in the community obtain more information about educational and training institutions and to avail themselves of the testing program. This does not limit adult visits to the guidance office to those specific times but is an encouraging welcome to others to avail themselves of the service. There is presently an average of one adult a week dropping into the guidance office for information.
Other than the things mentioned, the pro- gram will continue as before, always flexible enough to meet any changes or new de- mands.
Conferences with parents will continue as before and by June, I hope to have seen the parents of all seventh and eighth grade stu- dents. I shall always be available every school day from 8 A.M. to 5 P.M. and every evening from 7 P.M. to 9 P.M. Monday through Friday as in the past. The guid- ance office will be open for the major part of the summer to give help and informa- tion.
A guidance program can only be success- ful in proportion to the support given it by the students, teachers, parents, administra- tors, and community. Therefore we thank everyone for the tremendous support and co- operation given the program by the people of Ipswich.
Respectfully submitted, JAMES W. MCKENNA, Guidance Director
REPORT OF THE MUSIC SUPERVISOR
To the Superintendent of Schools, to the School Committee, and the Town of Ipswich:
A LOOK BACKWARD
In last year's report, it was stated that one of the main objectives of the Music De-
partment for the coming year would be the reorganization of the vocal program in the elementary schools in order to more thor- oughly standardize the curriculum as a "whole." Therefore, we are most pleased to report the progress which has been ac- complished along these lines to date.
The vocal program in Grades I through V was thoroughly evaluated and a standard- ized curriculum for these grades was estab- lished throughout the system. Each class- room teacher received a vocal outline espe- cially prepared for his particular grade level using the unit approach. At the end of each unit of study, a new outline was im- mediately available. It seems necessary, at this point, to mention the active respon- sibility which the classroom teacher must shoulder in the teaching of music in order to successfully carry out a program of this type. For, if music is to be absorbed by the child in the same way that he absorbs knowledge of other subjects, then we must make music a part of the daily classroom activity. To be more explicit, how much English would a child learn if it were taught as a special course by a visiting teacher, and then perhaps only twenty minutes a week? Music, in order to be effective, must be a part of school life, not a specialized, segre- gated subject We now feel that the vocal program in Grades I-V is well on its way to better serve the interests, needs and ca- pacities of these particular children; and for this reason, the Music Supervisor feels that a special vote of thanks should be extended to those classroom teachers whose sincere efforts and co-operation have made this en- deavor so successful.
The instrumental program, during the past year, has progressed slowly but steadily. This has been due largely to the change in the High School from a seven-period day to a five-period day allowing no time in the school schedule for musical activities; to insufficient space and facilities for rehearsals; and also to the fact that Grades VI and VII could ony be scheduled to meet once a week for a rehearsal period of thirty-minutes. whereas in previous years, they were sched- uled twice a week. The beginning instru- mental program had to be limited to Grade IV instead of the usual Grades IV through VII because of the crowded conditions and lack of teaching time. However, the re-
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More Than 125 Pupils Engaged in Instrumental Music Program
sponse in Grade IV was most encouraging, and we now have approximately forty-five active beginning instrumentalists in this group with the following instruments rep- resented: trumpets, clarinets, saxophones, flutes, trombones and baritone horns.
There has been an increase in the oppor- tunity for public performance by the var- ious instrumental and vocal groups during this past year, and these have proved to be stimulating experiences for the children. The Music Festival held in the Spring of 1954 again proved its educational and musical value as approximately four-hundred chil- dren from Grades I through XII combined their efforts to turn in a highly successful and enthusiastic performance. As in the past. the Band performed at the football games, rallies and they also were invited to play at the Football Victory Banquet. Dur- ing Education Week, your Music Supervisor was very proud of the choral performance rendered by the pupils of the Winthrop School, Grade VI, under the direction of Miss Amy Stanford, and also the splendid flutophone demonstration presented by the children of the Shatswell School, Grade III. under the direction of Mrs. Hilda Schofield. A small vocal group from the High School was invited to perform at one of the meet- ings of the D. A. R., and these students. al-
though impeded by lack of proper rehearsal time and space, rendered an excellent and poised performance. The Ipswich Women's Club twice requested music groups from the elementary schools to perform at their meet- ings. Both groups, a small instrumental en- semble consisting of second year participants. and a choral group of children from the Shatswell School. Grade V, were readily re- ceived on each occasion. The Variety Show presented by the High School students in the fall offered many and varied musical opportunities, such as: group singing. duets, solos. acappella-type singing and instrumen- tal groups. The musical numbers were chosen completely on the students own ini- tiative and then, they proceeded to rehearse and perform them with ease and ability. A small group of advanced instrumentalists were called on to play carols at a Rotary Meeting at Christmas time, and the entire Band played carols to accompany the sing- ing at the Christmas Assembly in the High School.
New music books and albums were pur- chased for Grade VI and they are proving very satisfactory. Grade VII, now on the afternoon session in the High School, is divided into three sections and they have a regular general music period once a week. New music books and albums were also
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purchased for these children. In order to alleviate the difficult task of handling one large choral group, Grade VIII was also divided into three sections, and they, too, are scheduled for one general music period a week.
Since September 1954, we regret to state that the opportunity for musical activities in the High School has been very limited due to lack of proper facilities. We have managed to keep the Band active by sched- uling their rehearsals twice a week after school hours. However, it is not possible to maintain enough regular participants in the Choir, Girls' or Boys' Glee Club to make worthwhile the scheduling of these activities after school hours, and the rehearsals, which have been held during part of the cafeteria period. have proved most unsatisfactory.
A LOOK AHEAD
During the coming year, we are planning to evaluate the vocal program in Grade VI and establish a standardized curriculum which will be similar in its objectives to the program already in effect in Grades I through V. We hope to reorganize the gen- eral music program for Grades VII and VIII and develop a program which will not only provide enjoyable musical experiences for the students at this particular level but foster their cultural growth as well. The general music class for junior high students should include six broad areas of music ac- tivity: singing, playing, listening, creative, rhythmic and music reading, and we hope to provide as many of the above activities as the conditions and facilities will permit. Of course, the degree of emphasis on each will vary with the individual class, but all are basic to a broad cultural program.
The need for re-scheduling of the instru- mental classes, especially at the advanced levels, is apparent. This should be given every consideration during the coming year. Instrumental instructors will be made avail- able one or two days a week, so that any student who so desires may receive addi- tional instruction for a small prearranged fee.
There should be more opportunities pro- vided for the Band to play at school assem- blies, because these performances serve a twofold purpose, namely: the instrumental-
ists gain in experience and incentive and the student body derives pleasure from this activity.
It seems probable that uniforms for the Band will be purchased in the coming year and then, we will be able to have a march- ing band.
There is a definite need for musical ac- tivities, other than instrumental, in the High School. We hope that it will be pos- sible to make some arrangements, so that we may maintain the vocal groups pre- viously offered even though it is impossible to expand any further at the present time.
In closing I wish to thank the School Committee and the Superintendent for their cooperation and understanding during the past year; also the Principals, the Teaching Staff and the Children of Ipswich for their sincere efforts in behalf of the music de- partment in 1954.
Respectfully submitted,
RAYMOND R. HILL, Music Supervisor.
REPORT OF THE ART SUPERVISOR
To the Superintendent of Schools, to the School Committee, and the Town of Ipswich:
A LOOK BACKWARD
The road leading to a high level art pro- gram has been one fraught with many dif- ficulties and challenges and more than one unforeseen roadblock had to be surmounted or by-passed.
Most difficult was that of inordinate in- creases in class sizes complicated in the high school by the shift two years ago of art classes from Room 206 to the old shop building basement. This shift was necessi- tated by increased enrollment in grades 8-12.
The former forced changes in methods of instruction at nearly all grade levels but with a patient staff of teachers cooperating the needed changes were made without set- backs in our program. As a matter of fact there was a decided forward movement in that special care was taken to provide for a a wider and better use of art media, a move- ment still continuing.
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19990
Art Program Provides for Individual Interests and Abilities
This last year also saw the completion of a shift to a full supervisory program in the lower and intermediate grades in all three elementary schools, whereby the classroom teacher becomes the actual art instructor and the supervisor assists as a consultant, resource person and demonstrator.
The installation of this system, stimulated by the unprecedented growth of the school population was a real challenge to all. Through the magnificent cooperation of the teaching staff the challenge was fully met and the transition accomplished not only smoothly, but with a continuous rise in the quality and quantity of work done.
It is but a matter of justice to state that such a complete change of method could not have been made without reliance on the whole-hearted cooperation of the teachers involved. Not only was this cooperation forth-coming but went beyond to the point that many new and valuable methods of ap- proach in art work were instituted through the initiative and enterprise of the teaching staff. It is easy to infer that the art edu- cation of our children is in safe and compe- tent hands.
In grades seven through twelve the art supervisor becomes the art teacher and in these grades the same difficulties of larger
classes compressed into small work areas arose to confront him. This condition was complicated by the coldness of the room in wintry weather. This problem was solved without difficulty and others are in the process of solution. In the meantime, the art work has gone on in a progressive spirit and there are signs that the art students will soon have a physical arrangement that will enable them to derive more and greater benefit from the course.
In addition consultations between the art teacher and teachers of the other high school classes are opening up new avenues of col- laboration which ultimately will be of great value to all pupils and courses.
A LOOK AHEAD
The problems ahead for the elementary grades are tied in mostly with over-large classes but it is pleasing to note that the teachers in these grades have so far found ways of overcoming the difficulties. How far ingenuity and enterprise can overcome increasing difficulties is hard to determine, but most certainly a real struggle will be made to continue the high level of instruc- tion now given.
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The teachers in these grades have been furnished with an Art Outline, prepared last summer and in use since last September. Your supervisor plans to analyze the results of its use, revise it during the summer of 1955 and re-issue it in a more complete and satisfactory form in September, 1955. The teaching staff is aiding by searching out many new ideas and methods of operation, proving their value in classroom work and passing the results on to the supervisor for incorporation into the Outline.
In the high school area there are great op- portunities for improvement. We have men- tioned the growing collaboration between the art teacher and others of the high school staff. Many valuable approaches to further collaboration are in the discussion stage and much has already been done through co- operation between the Art, Printing and Wood-Working Departments, and much common ground has been discovered for Art and Biology and other subjects.
Due to the limitation of six periods per week in which students could elect Art, many who have much ability and talent have not been able to continue or undertake the study. It is hoped that next year provi- sions can be made to broaden the oppor- tunity for these special students and in fact all who may wish to elect the subject.
With the improvements being made in the physical set-up of the art room there is every reason to believe that the art program will progress to higher levels and take its right- ful place as an integral and important aspect of high school education. Art is so closely interrelated to all aspects of modern living that no educative program may call itself complete in these days unless it includes a sound course of art education.
The fact that our art program is alive and growing is due to the deep interest and co- operation of many people the townspeople, the school board, the superintendent, the principals, the teachers and most of all to the pupils themselves, who by their enthusi- asm and clarity of vision, give us the real incentive to do our best for them.
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