Town of Lynnfield, Essex County, Commonwealth of Massachusetts, annual report 1961-1970, Part 106

Author: Lynnfield (Mass.)
Publication date: 1961-1970
Publisher: The Town
Number of Pages: 1002

USA > Massachusetts > Essex County > Lynnfield > Town of Lynnfield, Essex County, Commonwealth of Massachusetts, annual report 1961-1970 > Part 106

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In following through with the implementation of this plan, a Senior High School Addition Building Committee was authorized at the last annual Town Meeting, charged with assembling preliminary plans and cost estimates for subsequent consideration by the Town. This process is currently underway and a progress report is contained elsewhere in this publication. Our school department has been extensively involved during the past year in developing tentative educational specifications and attendant space needs to be considered in this planning. In furthering this effort we utilized the consultant services of Hill, Miller, Friedlaender, Hollander, Incorporated, Architects and Ed- ucational Planners, of Cambridge, Massachusetts, and the summary data resulting from this effort is contained in a special report "Planning for Change: Educational Specifica- tions and Design Criteria for a Proposed Addition to the Lynnfield High School," issued in November 1970, copies of which are also available from the Town Library. Through these extensive efforts we hope to provide a solid base of knowledge by which the citizens of Lynnfield will be able to make sound judgments in providing for our growing needs for additional school space.

School Personnel: One of the most important ways in which a superintendent may make a positive contribution to the quality of an educational program is through the selection of qualified and effective teachers. The major activity carried on by this office in the spring months stems from this effort, with from 20 to 30 teachers having to be selected for the coming September. Most of those chosen

replace teachers lost through normal attrition due to marriage, family reasons, husbands being transferred, teach- ers returning to school for a graduate degree, or through retirement. This year 31 new teachers were hired from a field of approximately 1,000 candidates. With such a large pool from which to choose one would expect those selected to be better qualified than the usual beginning teacher, and such is the case. One fourth of this group already possessed an advanced graduate degree upon coming to Lynnfield, and the average teaching experience factor was 21/2 years. Slightly over one-half of the new teachers were graduates of private institutions, with the rest graduating from state universities and teacher training colleges. (Of incidental interest: 40% are married, 60% are females, and the average age is 28). Beyond basic professional qualifications, we place a high degree of emphasis upon obtaining individuals who have an understanding and liking for young people and, also, who have demonstrated teaching ability. We have every reason to believe that Lynnfield is continuing to select an above-average teaching staff.

School Programs: Education, as in any endeavor, must strive to move forward always in the light of changing needs and new knowledge. This process must be on-going if we are not to stagnate, and your Lynnfield schools advanced on several important fronts during the past year, both in the improvement of the present instructional program and in the addition of needed new programs. While these are all described in greater detail in other sections of this report, particularly in the Curriculum Director's summary, I wish to cite a few important advances. Our developing health curriculum is important in this respect, for we have placed a great deal of emphasis on re-vitalizing our total health program, including a concern for sequential instruction in drug-abuse education. One substantial gain was the provis- ion of a full-time health teacher on the senior high school level and the establishment of a comprehensive required health course for all students entering the 10th grade.

This year also saw the addition of a reading teacher in the Senior High School, thus accomplishing the goal of full developmental and remedial reading services throughout all grade levels. As many parents know, some of our pupils continue to need instruction in reading beyond the elemen- tary level, and there is nothing which bears a closer relationship to success in other subject areas than the ability to read efficiently and with comprehension.

We were pleased to be able to offer a Title I pre-school program during the 1970 summer, thus helping many students get off to a better start in the first grade. This popular new program was entirely supported by a $12,000 grant from the Federal government, and we are in hopes of repeating it for the coming year.

Our membership in Project SEEM (Special Education of Education Mutual) continues to benefit those Lynnfield pupils in need of special education. In this project the special educational services of the seven member communi- ties (Lynnfield, Reading, North Reading, Wilmington, Woburn, Stoneham, and Winchester) are made jointly available, thus providing a significant expansion of special- ized services beyond what any one community might be able to establish.

In conclusion, may I again encourage the reader to review the comprehensive material contained in the subse- quent sections of this school report, for it does provide a broad overview of the present concerns and activities of your Lynnfield schools. While the education of a child is a total process involving all of his waking hours, his formal schooling plays an extremely important role in developing the knowledge, skills, and habits of behavior necessary to fulfill his role in future life. This charge is both awesome and demanding of the best we can provide. I pledge nothing less from all who work in furthering the education of our Lynnfield youth.

Dr. Bernard A. Huntley, Superintendent of Schools

CURRICULUM Gilbert F. Bulley, Director

Curriculum is on the move in Lynnfield with noticeable changes in various areas. This past year many significant changes have taken place both during the school year and the summer months.

In order to assure that genuine educational needs are identified for study and action, all staff members are asked to submit suggestions for improving the quality of instruc- tion provided to our pupils. The Curriculum Council (approximately thirty members of the staff) evaluates these suggestions and decides what are the critical needs concern- ing the improvement of curriculum, and then there is further review by the administration. Some thirty-three staff members spent from two to six weeks, depending on the scope of the task, working in the following subject areas:

1) Health Education - Grades 1-12 Special Emphasis: (a) Upper elementary grades (b) New Grade 10 Health Education Course

2) Media Center Modules (elementary grades) - Japan; Man's Basic Needs; Ecology

3) New Latin | Program - (IPI - Individually Prescribed Instruction) (Junior & Senior High Schools)

4) High School Biology - Team Teaching

5) Junior High School Metal Technology Projects

6) New Reading Program - Grades 10-12

7) Development of World Cultures I & II Programs (Junior and Senior High Schools)

8) Audio Visual - Development of materials for all workshops

9) Preparation of original materials for Junior High French Program

10) High School United States History - Team Teaching

11) Development of course on Environmental Science for the general students at the Junior High School

12) Two workshops for the High School Evaluation Pro- gram were completed: (a) Philosophy and Objectives (b) School and Community

In-service workshops have been very popular with the teachers during the past school year. Most of the workshops carry two (2) in-service credits and run for a period of ten sessions. The instructors or directors of the various pro- grams come from within our own school system. The programs listed below were given during 1970:

1) Audio Visual Course -Instructor, Mr. Robert Cox - 10 teachers

2) Differential Calculus Instructor,

Mr. Robert Chalmers - 12 teachers

3) Reading Workshop (grades 4-6) - Instructor, Mrs. Frances Carpenter - 12 teachers

4) Introduction to Film Making and Video Tape Record- ing - Director, Mr. George Caswell - 20 teachers (all grade levels)

Another area of high interest that has been developed with great enthusiasm these past few months is the Lynnfield High School Student Aides for elementary pupils. To date, twelve high school students have agreed to work a half hour each week at the end of the school day at one of the elementary schools. The Latin Club (Advisor, Mr. John O'Rourke) was the first group to show interest in this project and now the LFTA (Lynnfield Future Teachers of America - Advisor, Mr. Stanley Robinson) are also involved. Mrs. Evelyn Knowlson, Learning Disabilities Specialist, is in charge of the program and works closely with the principals and teachers. Beginning in January 1971, thirty high school students have signed up to work with elementary pupils in various ways in the classroom, media center, specialist rooms, gym, outdoors, or anywhere that is convenient within the building. The main idea of the program is to have students show interest in helping other students, and all of us who are concerned with this program are very pleased to see this inter-action and feel that this is a most positive step in humanizing the school.

At the present time a Report Card Committee is trying to put together final material that will change some of the reporting procedures in the elementary grades. The Com- mittee (12 teachers and 2 administrators) has talked to students, teachers, administrators, and a group of parents in order to get a complete picture of the present day understanding of reporting pupil progress. It is hoped that a one week summer workshop will pull together the complete results for a final report.

It was interesting to receive so many favorable and | complimentary remarks on the booklet, Recreational and Cultural Facilities Near Lynnfield, which was sent home to parents before school closed in June. The main purpose behind this thirty-five page booklet was to direct families to educational facilities within easy reach of the North Shore. It is my firm conviction that the family which travels to places together (by foot, car, boat, airplane, ski-mobile, trailer, horseback, train, or you-name-it) has a better chance of enjoying the rich rewards of life experiences which can never be achieved in any other way. Educational opportuni- ties are all around us and school experiences are only a small part of everyday living that students should enjoy. Please feel free to call my office (334-4305) to discuss any curriculum opportunities that you feel the students of Lynnfield would find useful in preparing for the exciting life that is ahead for them.

SENIOR HIGH SCHOOL Stanley I. Robinson, Principal

The year 1970 marks the tenth anniversary of the first class to graduate from Lynnfield High School. The Class of 1960 had 119 graduates and the Class of 1970 numbered 204. These two factors have been very influential in determining the character of Lynnfield High. In brief, we have an institution which has had to accommodate rapid growth while dealing with all those problems that accom- pany a new enterprise.

Coincidentally, 1970 also marks the initiation of Lynnfield High School's second evaluation, a process each member of the New England Association of Secondary Schools and Colleges must undergo every ten years. The evaluation determines whether or not an institution main- tains its accreditation.

This tenth anniversary and the impending evaluation have caused us to look at Lynnfield High for the purpose of identifying its unique characteristics, its present educational program, and its future role.

Being only ten years old, Lynnfield High has not yet generated an influential alumni. Its oldest graduates are not yet 30. Old grads who return to the Thanksgiving football game are cheering younger brothers or former teammates, not sons and grandsons.

Traditions are shallow rooted at best, subject to change with little justification, and any innovation may become the custom for generations of students.

In ten years, Lynnfield High has had six principals. Each brought inevitable changes to the school. To say the least, frequent changes of leadership have prevented estab- lishment of dull routine or static programs. On the other hand, the positive contributions of stability and organiza- tion have been lacking.

As the new high school wavered under diverse leader- ship, a double session, and a change of buildings, its enroll- ment was constantly on the increase as were its faculty, course offerings, and student activities.

Lynnfield's geography plus the planning of its town officials early set a pattern for the development of the community as an attractive residential suburb. The transi- tion from a rural town at the major crossroads of northeastern Massachusetts to a thoughtfully zoned com- munity of private homes continued to be significant during the past decade. The community, as the High School, gained maturity and that sense of security which passing years provide.

Lynnfield has attracted residents who for the most part have been successful in their endeavors. They appreciate

and expect quality services from their institutions. Few citizens of Lynnfield can claim to be old-timers and typically the new-comers have apprehensions about estab- lishing a home and raising a family in unfamiliar surround- ings.

When the school as well as the student are both "new to the town" anxiety about education is bound to characterize the parent.

Now, in 1970, there are many indications that Lynn- field High School students and their families are beginning to feel at home with their school. Traditions are developing. Many activities are becoming routine. Policies need less interpretation. Fewer concerns are expressed about the capability of our relatively young faculty, the quality of our program, and the success of our graduates.

This does not mean that complacency has replaced concern. In fact, time has contributed to more cooperation and better understanding between townspeople and the High School. Residents of Lynnfield continue to expect and support an educational program marked by excellence. The High School continues to review, revise and build its program.

In 1970, the curriculum was expanded by inclusion of new courses in Health, Education, Reading and Crafts. Several new features were incorporated in the program design as a computer was utilized for the first time for scheduling. Emphasis was placed on general improvement of communications among parents, students, faculty, and administration. Students became more involved in a contri- butory way in developing school programs. A major factor in bringing about a number of these changes was the opportunity for the High School to focus more attention on the instructional program and less on the operational problems.

Lynnfield High School does not recognize its first ten years as the culmination of development. In fact, 1970 marked the adoption of a new Statement of Philosophy which reads in part:

"Lynnfield High School recognizes the importance of a dynamic school environment. A static program cannot meet the needs of a changing society. Lynnfield High School places premium value on adaptability, experimentation, initiative, and innova- tion, acknowledging these characteristics to be essential to a developing educational program."

As we look forward to 1971, we anticipate the excitement of planning a building addition with a corre- sponding reorganization of grades. This eventuality involves consideration of such contemporary educational concepts as "open campus," performance contracts, flexible-modular scheduling, mini-courses, work-study programs, and all of those educational techniques being made possible through technical advances in computers and audio-visual equip- ment.

Lynnfield High School's next decade can only be promising if the experience of its first ten years is any indication of the dedication of its citizens and teachers to provide the best possible education for Lynnfield's young people.

JUNIOR HIGH SCHOOL Leonard Nihan, Principal

The Junior High School ended the year 1970 with its most successful football season. My yardstick for success doesn't measure wins and losses; it does measure the large number of boys who went out for the sport, stayed the entire season, and had a number of opportunities to perform with their peers and before their families and friends. This marked increase in student participation can be attributed to Head Coach Rudy Morin and Assistant Coach Garland Johnson who scheduled six additional "B" games for the second, third and fourth teams. If we add soccer to our offerings next year, as we hope to, I expect an even higher percentage of participation on the part of the

student body. The oft-leveled criticism of athletic programs as being a large expenditure of funds for a very few talented athletes is not the case at Lynnfield Junior High School.

One L.J.H.S. team that receives no publicity includes among its members Norma Brettell, David Dodwell, Toby Holmes, Barbara Bourque, Richard Jones, Laurie Knapp, Gardis Meergans, Tom Mees, Mary Ryan, Jay Sacks, Peter Santeusanio, Joyce Smith, and Alice Winn. All are members of the Math Team which competes with students from Marblehead, Swampscott, Wenham, Hamilton, and Danvers. These gladiators of the slide rule fight in the arenas of word problems, algebra, and geometry.

B. Another committee spent several weeks this summer preparing supplementary materials to reinforce and expand some of the concepts which include aural-oral, exploratory and visual methods. Among the materials developed are word puzzles for each chapter of a new book, Le Francais: Commencons, and pictures and words backed with felt to illustrate the vocabulary through use of felt boards. New film strips were reviewed and a complete set of tapes was studied for use in the language laboratory.

C. A final workshop was the development of an entirely new course, "Environmental Science," for the ninth grade students who are not planning to "go on" after graduation from high school. This course is designed to provide stimulation for these students and bring to them a knowledge that science is important and does touch their everyday life. Biology, chemistry, physical science, and physics are presented in a way that is easy to digest and fun to experience. The aim of the course is to provide the student with a certain amount of useful factual material and enjoyment and, equally important, a place where the general student will experience success.

We continue to have a very minor problem with "stealing" and a relatively major problem with a "credibili- ty gap." Both girls and boys have learned that Mother or Father can be quite critical when informed that a book, a gym suit, or a sweater has been lost or carelessly misplaced but are often sympathetic or at least understanding when told that someone has stolen the book or sweater. As a consequence, we have several hundred "stolen" books found about the building by custodians each year, and the gym teachers have so many "stolen" sneakers, towels, and gym suits that even after special "lost and found days" the storage closets are packed. A parental suggestion to progeny to visit "lost and found" could save a few dollars.

Summer work shops continue to be the principal vehicle for up-dating and improving curriculum at Lynnfield Junior High School. Among these:

A. A committee worked on a program that is present- ing Latin grammar through an analysis of the similarities and differences between English and Latin with the purpose of improving the student's knowledge of his native lang- uage.

...

SOUTH SCHOOL Richard C. Cogan, Principal

As in past years, there have been new programs and activities at South School which we believe have enabled us to improve our service to the children. Last summer, South School was the center for a federally funded Title | program for kindergarten and primary age children. The program included youngsters who had never attended school, children from private kindergartens, and boys and girls from the public and parochial schools.

One aim of the program was to provide a kindergarten experience for educationally deprived children, and others if room permitted. We did not have to turn down any applicants. We were able to provide a varied program which included instruction in the skills for readiness in reading and mathematics. At the primary level the Title I program helped children with histories of difficulties in school; they received individualized instruction in mathematics, and reading.

The primary and kindergarten children shared experi- ences in art, language arts, reading and wood working. Both groups took at least one field trip a week to places as varied as Crane's Beach and the Museum of Fine Arts. Both groups reported their activities in art and writing.

A final aspect of the program was to help all the youngsters become more confident and more self-reliant. All the boys and girls were given many choices as to how they would spend their time. Older children helped younger children with their work. Some of the primary children acted as teacher aides in the kindergarten. We found that both groups responded to the trust we placed in them and that after about one week of the program most of the children couldn't wait to come to school because they were so eager to get to work on tasks they had helped plan themselves. At the end of the summer the staff and the boys and girls all felt that the six weeks had been well spent and that both teachers and children had learned much.

An important change at South School this year was the introduction of the "Process Approach" science materials which were developed under a grant from the National Science Foundation. The program is an effort to teach youngsters to think and act as scientists rather than to learn subject matter. Each activity involves all the children in the class in a physical activity. Each activity forces the children to observe and discuss their observations. The teacher doesn't tell the children answers; instead she structures the activity so that they can decide answers for themselves. We

find that the children are learning to think scientifically and that all of them do become involved in the lesson.

One of the more interesting changes at South School has been the introduction of technology into primary education. On entering a classroom one might find the teacher working with one group of children on a reading lesson; another group might be listening through earphones to a taped phonics lesson and writing answers to questions asked by a taped voice. One or two children might be reading a story on a film strip. Still another child might be working with cards made by his teacher, putting them into a machine that shows a word written on the card and saying the word aloud as he looks at it. Finally, children in another group might be listening to a recorded story while they read the book to themselves. The rest of the class would be working on reading workbook pages or playing phonics or mathematics games which the teacher had designed. Later the class might watch a television program in the areas of music, language arts, or social studies. The above activities require real responsibility on the part of the children and careful planning by the teacher. While the new technology has enabled the teacher to individualize learning and eliminate wasted time, it also requires the teacher to know the content of many kinds of materials and to constantly evaluate the way the children use them.

The Parent Teachers Association has again made a valuable contribution to the education of the children of South School. With the guidance of Miss Bishop, our media specialist, the Parent Teachers Association mothers have opened the library for five mornings a week (last year it was open three mornings). The children may come to the library whenever they have finished a book, even in the afternoon when the mothers have left. A recent count showed that over five hundred books a week are circulating; this is more than two books per child.

The South School carnival was a great success last June in spite of the rain. The second graders presented original puppet shows with taped scripts. The Parent Teachers Association has used the profits to purchase a book cart for the library.

We feel that the changes made this year have signifi- cantly improved our service to the children and look forward to next year as one in which we will continuously re-evaluate and reform our programs to better meet the needs of the children.

SUMMER STREET SCHOOL George E. Caswell, Principal

The Summer Street School continued as an intermedi- ate grade school this past year, housing third, fourth, fifth, and sixth grade children from the Center, with the exception of children living in the Pillings Pond and King James Grants areas (children in grades four through six in these areas are transported to Huckleberry Hill School to help equalize classroom enrollments). Staff changes were minimal as we replaced but one third grade teacher and one sixth grade teacher. In addition to the individual classroom teachers, staff requirements include the principal, media specialist, secretary, two custodians, four kitchen workers, and two school aides. Shared with other schools are a nurse, guidance counselor, and specialists in reading, language disabilities, speech therapy, music, physical education, and art.

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Town of Lynnfield, Essex County, Commonwealth of Massachusetts, annual report 1961-1970, Part 106

Author: Lynnfield (Mass.) Publication date: 1961-1970 Publisher: The Town Number of Pages: 1002

Author: Lynnfield (Mass.)
Publication date: 1961-1970
Publisher: The Town
Number of Pages: 1002