Town annual reports of Wayland Massachusetts 1960-1962, Part 14

Author: Wayland (Mass.)
Publication date: 1960
Publisher: Printed at the Middlesex Freeman Office
Number of Pages: 698


USA > Massachusetts > Middlesex County > Waltham > Town annual reports of Wayland Massachusetts 1960-1962 > Part 14


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Normal School


Fifth Grade


1955


WRIGHT, MARIAN


Master


Second Grade


1957


Cochituate Elementary School


WALTER F. DOUCETTE


Master


Principal


1956


ADLER, LINDALEE


Bachelor


Second Grade


1959


BROWN, ELNORA H.


Bachelor


Third Grade


1959


CHAFE, WARREN


Master


Primary Grade


1957


DESROSIER, ROBERT


Master


Fifth Grade


1956


DONOHUE, BEVERLY


Bachelor


Fourth


1957


GUARINO, FRANK, JR.


Master


Fifth Grade


1955


JACOBS, FRANCES


Master


Third Grade


1958


KESSEL, JUNE C.


Bachelor


First Grade


1960


LEMEX, MARILYN M.


Bachelor


Second Grade


1959


MORRILL, ETHELYN


Normal School


First Grade


1920


NEAL, MARY E.


Bachelor


Fourth Grade


1951


RIDER, CHRISTINE L.


Bachelor


First Grade


1960


Happy Hollow Elementary School


M. EDWARD SULLIVAN


Master


Principal


1956


ABRAMSON, ANN C.


Master


Fourth Grade


1960


BARRON, KATHERINE


Bachelor


First Grade


1955


FREYHEIT, PATRICIA


Bachelor


First Grade


1959


GATELY, EVA M.


Normal School


Fifth Grade


1944


GLASS, ELAINE


Bachelor


Second Grade


1960


HALL, ALICE M.


Bachelor


First Grade 1953


HARTIG, ANN P.


Bachelor


Second Grade


1955


HEFFERNAN, PAUL M.


Bachelor


Fourth Grade


1958


INKER, JUDITH


Bachelor


Fifth Grade


1959


LANDRIGAN, ELEANOR


Bachelor


Third Grade


1959


NATALE, PAULINE V.


Master


Fourth Grade


1955


NERBER, SALLY V.


Master


Second Grade


1959


ROSENSTEIN,


BARBARA W.


Master


Second Grade


1960


Loker Elementary School


ROYAL S. GRAVES


Master


Principal


1957


CROWELL, SOPHIA A.


Bachelor


Fourth Grade


1960


DURBIN, JACQUELINE Bachelor


Special Class


1949


ERICKSON, J. EDWARD Master


Fourth Grade


1960


FIELDS, KADIMAH


Bachelor


Third Grade


1959


FLORENCOURT, FRANCES


Bachelor


First Grade 1960


HAYNES, NANCY


Bachelor


First Grade


1959


KLUBOCK, DOROTHY M.


Master


Second Grade


1960


208


MCNAMARA, ANNE E. Bachelor


Third Grade 1960


MOHNKERN, JUDITH C.


Bachelor


Second Grade 1960


Moss, CAROL ANN


Bachelor


Second 1960


TANENBAUM, CAROL B.


Bachelor


First Grade 1960


TERRIO, ANN


Master


Fifth Grade


1957


TURNER, JAMES A.


Bachelor


Fifth Grade 1960


WELLS, CAROLYN J.


Bachelor


Second Grade


1959


WHITNEY, CAROL


Bachelor


Fifth Grade


1959


Yos, ANN


Bachelor


First and Second Grades 1957


Specialists


BALL, MARJORIE A.


Bachelor


Physical Education


1954


BUCHAN, RETA V.


Bachelor


Reading


1958


GODDARD, JOHN R.


Bachelor


Art


1957


ROSDEITCHER, LINDA


Master


Music


1960


RADFORD, PAULINE


Bachelor


Music


1947


SEAWELL, THOMAS L.


Bachelor


Physical Education


1960


SINAIKO, SALLY N.


Master


Speech


1956


WRIGHT, EDMUND H., JR. Master


Music


1956


REPORT OF THE SUPERINTENDENT OF SCHOOLS


To the School Committee:


In this, the Sixth Annual Report of the present Superintendent of Schools and the Sixty-fourth Annual Report of the Superintendent of the Wayland Public Schools, the Superintendent takes this opportunity to attempt to define the concepts of education now being employed in the Wayland elementary, junior high, and high schools as it relates to the basic philosophy which has grown up in Wayland over a number of years. It would be to our advantage to examine this basic educational philosophy which places its emphasis on two things: 1 - the provision that each individual child be equipped to attain his maximum level of achievement in basic skills - these skills being reading, writing, arith- metic and spelling and, 2 - that each youngster be able to utilize basic skills to equip himself within the limits of his ability in basic knowledges; these being language, literature, sciences, mathematics, his- tory and the fine arts.


Vocational education is not part of the school program, as the school has developed a basic philosophy that those students oriented toward vocational education attend highly developed vocational schools in the towns of Framingham, Waltham, and Newton and, at the present time, 13 boys from Wayland are attending these Vocational Schools.


In the last several years Wayland has received a great deal of publicity in national publications and in the local and regional press. This publicity has been the result of an attempt on the part of the people in Wayland to define their schools in terms of objectives and goals and to do something definite toward putting those ideas into action. The concept of education has emphasized the development of each individual child and the technology of teaching has been designed to assure that each child has the opportunity of developing his intellectual powers to the fullest extent. Every effort has been made to stimulate the process of inquiry so that each child is challenged to work on his


209


own as much as possible and to read and study from many and various sources, and reach a decision of his own based upon his ability to analyze materials. This is a basic viewpoint of Democratic Government and every boy and girl must have the basic skills and knowledges necessary to discover truth for himself if Democratic principles are to survive.


Teaching concepts in Wayland have changed considerably as the faculty has pressed forward in the attempt to provide for the individual needs of each child. For many years elementary schools have revolved around the "mother hen" concept, an image which educators shy from using, yet which vividly describes the teaching methods and its teaching concepts. The emphasis is on the solidarity of class and grade structure with each classroom under the direction of one teacher with set levels of subject materials being taught to all students. In the day of the "little red schoolhouse" this approach was probably justified by the size of the class and the number of teachers involved and many people still argue that children require the feeling of security offered by the same teacher and same classmates. There are, however, real drawbacks in this system to both the teacher and the student alike. There is a serious sacrifice of teaching efficiency in the demands today that an increasing amount of subject matter be taught better to students. The burden placed on the teacher, who is expected to be all things to all students, is too much. For the teacher not only has to spread her talents over too wide a range of subject area content, but also has to attempt to meet the individual needs of each of the students within a class and regard- less of how carefully a group of 25 or 30 children are screened, the range of ability covers the span of several years. It is difficult to imagine any one teacher operating under the "mother hen" concept, being able to meet the demands of excellent educational requirements needed today.


The fact is that bright students simply have not received the kind of guidance necessary to keep them stimulated and moving ahead in their studies, and on the other hand, the slower students have not received the individual guidance and helped needed to progress satis- factorily. This was one of the reasons why Wayland attempted to design its faculty around the "team teaching" concept along with the fact that in the elementary schools we can expect a turnover of approximately 25% each year in the elementary school faculties, and that over a range of 3 years there will be, roughly, a turnover of 75% of the teachers. This is due to the fact that most of the people available as elementary teachers are young women who are preparing for marriage and motherhood and it is to be expected that this condition is going to continue indefinitely. The rapid turnover in teacher personnel makes it impossible to carry forward a well designed curriculum which benefits the children and assures their education in an orderly manner. It is therefore necessary that elementary education in the United States be designed to guarantee that each child receives his opportunity for the best education he can absorb.


"Team teaching," as it has been defined in the elementary schools, is a method of utilization of the abilities of the faculty. Teaching assignments are made according to the teacher's aptitude, interest and abilities. One teacher may instruct all classes in a given grade in social studies, another may be responsible for teaching science and mathe- matics. Some teachers have ability to work with slower students while others work more efficiently with faster learners. Some teachers may


210


have ability to teach relatively large groups whereas others have ability in handling situations which need careful attention for remedial work. Teaching teams are headed by team leaders who are the real professionals in education for they are the teachers who continue year after year. They are the teachers who have, over the years, continued to prepare themselves for the job of teaching and who themselves have become extremely well educated through continued studies of their own. These are the teachers capable of carrying on the exacting job of selection and organization of material for presentation to students. The team leaders help to plan the overall curriculum offered to the children and work with the teacher who is planning to be in education from one to three years to assure that they are efficient in the classroom. This type of teaching does have its problems of coordination and relation- ships but with its weaknesses it is far superior to the self-contained classroom where the inexperienced teacher moves into the classroom to do a demanding job that even the best trained and highly skilled experienced professional has difficulty doing.


There is evidence, as a result of testing programs, that the team teaching organization is doing an outstanding job in providing young- sters with a superior quality of education, and as the school more clearly defines the concept of team teaching and is able to correct its inefficiencies, it is to be expected that there will be a rather sharp improvement in quality of student learning over a period of years.


A teaching team in the elementary school exploits several devices for teaching, one of which is the grouping of children under given conditions. The home room may well be a homogeneous grouping but under the concept of individualized pupil programming, students move into reading, arithmetic and spelling groups which are more compatible to their own rate of development. Whereas in other fields such as art, and music, and certain social studies presentations, they are grouped homogeneously.


Some question has been raised concerning the emotional reaction of children in moving from group to group and in receiving instruction from several teachers. There are good reasons to believe that children adapt themselves very rapidly and readily to this type of teaching and with very few exceptions, find it challenging and exciting. There is even evidence that the percentage of emotionally involved children has decreased, which is understandable, as the school is now better able to meet the individual needs of each student and by so doing release his anxieties and emotional tensions to some degree. From the school's point of view, however, it is to be emphasized that the many problems the pupil brings to school with him, which are the result of an upset home, cannot be resolved in the context of a school program. However, the school makes every effort to work with the pupil and social agencies for the welfare of the child. There are, however, serious limitations as to what a school can do and how far it can go in this regard. Dis- ciplinary problems are found to have decreased because teacher-pupil conflicts are diminished and because children are working under much more challenging conditions.


This last year has been a most satisfactory one for Wayland not only in the development of its elementary school program but in the opening of the high school. Unusual developments have taken place utilizing funds granted to the School Committee by the Funds for the


211


Advancement of Education. Amounts being received by the Committee over a period of two years are as follows:


July 1, 1960 - December 31, 1960 $30,000


January 1, 1961 - June 30, 1961 30,000


July 1, 1961 - December 31, 1961 20,000


January 1, 1962 - June 30, 1962 20,000


These funds are being expended under the terms of the grant for improvement of education through the utilization of teaching teams, proper application of non-professional services and for reorganization of curriculum. The terms of the grant are that these funds are to be in addition to the School Committee's normal obligations and are to permit research and development in education so that education will be better equipped to meet the demands of - (1) an enormous increase in pupil population - (2) a decrease in competent teaching personnel, and - (3) improve the quality of education.


Wayland High School has been conceived around "instructional teams." It is difficult to describe a team and its operation. The team is designed, as in the elementary school, for the express purpose of improv- ing the quality of education by utilizing excellent teachers much more efficiently and by meeting individual student's needs. In the Wayland concept, a student's work is approached as a unit and in this unit of work the faculty determines that there are certain things which need to be presented to every student in well organized and well prepared lessons. Therefore, the most competent member of the team is given the assignment of preparing and presenting to a group of 150 students at one time, this part of the work. The large group is broken down into groups of approximately 30 where a teacher may follow up the presentation of the large group. The medium groups are broken down into groups of 12 to 15 where students are given the opportunity of exploring the unit of study in much greater depth and in line with their own abilities. Time is also set aside for the student to meet individually with teachers for advanced planning work and for remedial work as needed. Additional time is set aside for students to pursue work on their own. The ability of a student to work on his own deter- mines the amount of such work he receives.


The organization and structure of "team teaching" which can best carry out this concept of quality education at the lowest possible cost, is conceived of as follows:


Coordinator for Mathematics and Science


Science Leader


Mathematics Leader


Special Resource People


Science Teachers


Mathematics Teachers


Interns and Student Teachers


Clerks and Laboratory Assistants


212


The concept of the team is to exploit the ability of the human talents available to the teaching profession and to provide undergirding services in the form of interns, clerks and resource persons. It is evident that as the teaching team becomes more highly developed it will be possible to provide a much higher quality of education by utilizing various ability levels of people doing different kinds of jobs at different salary levels.


In summing up, it is well to note that the present Commission on National Goals, made up of 11 nationally known members such as, James B. Conant, James R. Killian, Jr., and Erwin D. Connor, sub- mitted a report dealing with the major purposes and aims which con- front the nation. The report began as follows: "The paramount goal of the United States was set long ago which is to guard the rights of the individual, to ensure his freedom, and to enlarge his opportunities" and the report states further "the status of the individual must remain our primary concern - socially and economically - and must further enhance the dignity of the citizen, promote the maximum development of his capabilities, stimulate his responsibilities, and widen the range and opportunities of individual choice."


The Wayland Public Schools have been designed around the para- mount goal, as outlined in this report, and even while recognizing the inefficiencies of Wayland's schools they are far along the road toward realizing the goal which recognizes and does something about the student as an individual.


Respectfully submitted, EDWARD J. ANDERSON, Superintendent.


REPORT OF WAYLAND PUBLIC SCHOOLS BUSINESS MANAGER


To the School Committee:


It is with pleasure that I herewith submit my first Annual Report as Business Manager of the Wayland Public Schools since entering the School's Administration in September 1959. Just as we are striving, always to improve our quality of education, it is a basic objective of this Business Administration to heed this move forward with better transportation, simplified procedures, unified methods, continuous maintenance and quality of purchasing. It is believed that all school buildings and school departments are now operating under a unified and central Administration. It has been a purpose of this Business Administration to alleviate all time spent in the fields of business at the respective schools so that educational development may continue its effective move forward. It has also been our primary aim in attaining this purpose to control costs, but ever mindful that "quality is a poor man's economy."


It is noted here, with appreciation, the cooperation of Town Depart- ments and Officials for their assistance in the operation of the School Department.


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In the calendar year of 1960 some of the following developments were made:


I. PURCHASING: A review was made of purchasing done by the School Department and a new purchase order system was set up to encompass all schools. This system was set up basically to have all purchasing done from the Business Office with the written authority of the various school principals. Included in the new purchase order system was a coding system which gave the Department close control of bud- getary funds expended by the Department. The coding system, together with the purchase order system has made for prompt payment of invoices from the many vendors who do business with the schools. In the year 1960, there were approximately 3,000 purchase orders typed by the office and sent out to the various vendors. Purchases of over $1,000. were put out for bid, in compliance with the State requirements, and it has also been the policy of the Department to put sizeable items beneath this amount out for quotation so as to keep competition active. Many savings have resulted from the above procedures.


II. TRANSPORTATION: There was a change in the transporta- tion policies in the year 1960 inasmuch as 3 rental buses were used by the system for the first time. This, in essence, means that 3 buses became directly under the control of the Business Office and the remain- ing 10 buses were continued under the contractual arrangement of past years. The rental system is still under review but has shown many new advantages in the transporting of children to and from school. Trans- portation involves approximately 80% of all children or close to 2,000 children to and from schools daily. The cost of the above transportation amounts to $68,000 of which we receive reimbursement of approximately $30,000.


III. FINANCIAL: Each year the school budget expenditure requests are prepared and submitted to the School Committee. Follow- ing many meetings with the School and Finance Committees, a 30 page budget of expenditures requested is prepared. In the 50 School Commit- tee meetings held in 1960, many of these meetings were devoted to the preparation of this budget. The actual budget meetings with the School Committee begin each year in September and continue in the ensuing five months. All budget categories are divided into the respective schools and defined in estimated expense next to a comparison of last year's cost. 1.4% of school budget appropriations made in 1960 are being returned to the Town and are not included in the school budget. Herein noted are the School Receipts for 1960 and estimated for 1961:


Estimated 1961


Chapter 70


School Transportation


1960 $104,814.96 31,039.00


$120,686.71 32,000.00


Tuition and Transportation for State Wards


2,990.63


3,000.00


Classes for Retarded Children


11,355.00


12,500.00


Vocational School Children


3,581.24


5,000.00


Miscellaneous Receipts


500.00


1,000.00


$154,280.93


$174,186.71


IV. BUILDING PROGRAM: In the year 1960, much of the equipment needed for the new Wayland High School was purchased


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through the business office. Necessary to these purchases was the writing of specifications, contracts, processing of invoices, and expediting of equipment. Financial reports were made to the School Building Com- mittee covering all costs throughout the 26 meetings held by the School Building Committee in 1960. Studies on enrollment trends together with school census data and building construction data are being analyzed for future building programs.


V. PERSONNEL: The School Department continues to grow as does the school enrollment of the Town and in the year 1960, payrolls and personnel records were handled for approximately 230 people, which includes both Professional and Non-Professional employees. With the opening of the new Administration Offices in 1960, adequate facilities were now provided for general administration of the schools, necessary interviews with job applicants, interviews with salesmen in connection with the $350,000 purchased annually, and space for the many con- ferences held both day and evening during the year. Other functions handled with the growing enrollments and personnel include such items as school surveys, applications for school buildings, which approaches 1,000 a year, and filing of all necessary State and Federal reports.


VI. MAINTENANCE OF PLANTS: School buildings which value upwards of $5,000,000 are constantly being maintained and kept in the best possible condition for operation. With the addition of the new high school, the school plants now number 12 buildings which are being maintained on a 12 month basis with the estimated need of 16 custodians. Maintenance is divided into, General Maintenance - which is done by the custodians, Emergency Maintenance - which is budgeted as unforeseeable damage to buildings, and Preventive Maintenance - which is planned for and usually takes place, for the most part, in the summer time. Maintenance presently approaches 3% of the school bud- get and is understandably low because of the new building program which has been in effect in Wayland. Maintenance programs are regu- larly reviewed with respect to methods, equipment, supplies and safety.


Respectfully submitted,


RICHARD J. LAVIN


CLASS OF 1960 Officers


President, Joseph Jerry Joyce


Secretary, Linda Bartol


Vice-President, Douglas Scott Bruce


Treasurer, Marion Elizabeth Bova


Graduates


Francis V. Alla Donna Irene Atkins Charles H. Ballard Linda Marshall Bartol Kenneth Victor Berger Judith Mae Bigwood Marion Elizabeth Bova


Douglas Scott Bruce Robert P. Bullock, Jr.


Bonnie Barbara Campbell


Sandra Jean Campbell


David Joseph Carr


Claire Marie Cavelius


Lynda Jane Clausen


215


Harriet Melinda Colby Linda Marie Conway Rodney James Cooke C. Jeffrey Connell Joseph Patrick DePaolo Paul Langdon Donahue Martha Rankin Drinkwater Stephani Jeanne Dudgeon Jean Claire Dunklee Judith Emmons


Kenneth P. Morrell, III


Richard Raymond Morris Linda Ann Moyer Janice Marie Murphy Patricia L. Myers Roberta Griffith Nordbeck


Ronald Harvey Paradis Rodney William Parker Eric Laurence Peterson Patricia Marguerite Phaup


Susan Katherine Ferguson


Alice Marie Ferreira


Valerie Mae Finley


David A. Furst


Joyce Ruth Rooney


Mildred E. Scally


Lawrence Seward Schnepel


Janice Elaine Goodhue


Martha Leigh Seley


Mary Elizabeth Graves


Ann Christine Somers


William Joseph Halley, Jr.


Priscilla Alice Harrington


Francis Joseph Hartin, Jr.


John L. Tanger


Donald Russell Tarbell


Dorothy Mae Jenkins Edward L. Johnsen


Marsha Tashjian


Sandra Lee Johnson


Richard Norman Thomas


Paul Francis Tierney


James Michael Vannelli


Marie Elizabeth Vannelli


Carlene Edith Kelton


Bruce Irving Waldman


Mildred Therese La Femina


Cynthia N. Warwick


Elaine Carol Lombardo


John Charles Wesley


Judith Anne Lyford


John Robert Mahoney


Edward Leon Marsh


Donaldson St. C. Moorhead, II


Marshals


Eldon David Goodhue


Mary Elizabeth Regan


AWARDS AND SCHOLARSHIPS


Good Citizenship Award to Lynda J. Clausen and David A. Furst. Charles H. Alward Social Studies Award to James Edward Sulli- van, Jr.


The Bausch and Lomb Award to Ann C. Somers.


Dictionary Awards to: Sandra J. Campbell, Paul L. Donahue, David A. Furst, Dorothy M. Jenkins, Edward L. Marsh, James M. Vannelli.


Cochituate Mothers' Club Scholarship to Peter D. Riggs. Wayland Woman's Club Scholarship to James E. Sullivan, Jr. Kiwanis Club Scholarship to Bruce I. Waldman.


216


Theresa A. Printsteiner Elizabeth Anne Revell Peter David Riggs


Richard David Galeucia


Beatriz Giminez


Sandra L. Spate


James Edward Sullivan, Jr.


Joseph Jerry Joyce


George A. C. Keller, III


Barbara Ann Kelley


Robert Gerald Whelchel


Joanne Barbara White


Nancy Loretta Zieler


Wayland Junior-Senior High School P. T. A. Scholarship to Linda A. Moyer, Peter D. Riggs, Judith M. Bigwood, Marion E. Bova, Susan K. Ferguson, Roberta G. Nordbeck, Lynda J. Clausen, Francis J. Hartin, Jr.


Art Scholarship to Donna I. Atkins, Beatriz Giminez, Ann C. Somers.


Veterans of Foreign Wars Scholarship to Bruce I. Waldman.


American Legion Scholarship to Martha R. Drinkwater.




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