2. After a plan has been in operation for a definite time-period the executive shall present the results of the working of such plan to the Board of Education. This report shall include: a. A statement of the objectives; b. A statement of the techniques employed; C. A statement of the participating agents; d. An objective statement of the results secured; e. Recommendations in respect to necessary changes in technique, agents, and agencies, and f. A statement of the projected means of attaining the objectives in future practice. 3. Upon the basis of the evidence presented the Board of Education may: (a) continue the policy and means in operation; (b) may accept recommended changes in the means of achieving the policy, or (c) may change both policy and means. II. RELATION TO POLICY In Chapters III and IV (Part I) the Board of Education set forth its conception of function. The three complementary functions of planning, executing, and appraising have been recognized and the Board of Education has reserved to itself the functions of planning and appraising. The Rules of Procedure developed in the foregoing chapter translate this policy into means of procedure through which the achievement of the policy is made possible. They provide for the organization and procedure of the Board of Education as a deliberative and appraisal body. III. EVIDENCE UPON WHICH SELECTION HAS BEEN MADE The evidence upon which the selection of this type of organization has been made is: (1) the philosophy of public education; (2) the acceptance of the theory of functional activity; (3) the recognition of the historical evolution towards such plan of organization; (4) evidence of the inadequacy of the dual and multiple types of organization as shown in school surveys; (5) concurrence with the opinion of authorities in the field of school administration; (6) the careful study of opinions of prominent school superintendents, and (7) study of the results of actual practice in cities with unit and dual types of organization. IV. TECHNIQUE FOR DETERMINING THE EFFECTIVENESS OF THE PLAN The efficiency of operation of the of the Board of Education organization shall be judged1 on Level D. The worth and value of the results of the activities in relation to the efficiency and value of instruction shall be judged on level D, where possible. 1Appraisal methods: Appraisal may be conducted by means of four methods. Appraisal by Method A is the crudest means of arriving at a judgment. scientific evidence judgment may be based upon presentiment, intuition, or "hunch." Appraisal by Method B proceeds through the collection of a series of readily available facts interpreted in terms of training and experience. In the absence of Appraisal by Method C is judgment based upon inconclusive trial of activity or practice. Appraisal by Method D is judgment based upon the results of conclusive evidence secured through the results of scientific experimentation. CHAPTER V Executive Organization A. Mandatory Laws. 1. The Executive a. The Duty of Board. Part 1, Chapter 6 Sec. 15-To employ a superintendent. b. Qualifications of executive. Part 1, Chapter 6. Sec. 15-Shall be a college graduate or have educational qualifications equivalent thereto. c. Duties of executive. Part 1, Chapter 6 Sec. 15-To put in practice the educational policies of the state and of the Board of Education. d. Penalties. -To recommend in writing all teachers. -To suspend any teacher for cause. -To classify and control promotion of pupils. -To recommend best methods of arranging course; to recommend textbooks. -To make written reports to Board and Superintendent of Public Instruction. -To supervise and direct the work of the teachers. -To assist the Board in all matters pertaining to the general welfare of the school, and to perform such other duties as the board may determine. Part 2, Chapter 36. Sec. 9-Illegal for superintendent to act as agent for school book publishing company. B. Permissive Laws. Part 1, Chapter 6 Sec. 15-And in general to do anything not inconsistent with this act which is necessary for the proper establishment, maintenance, management, and carrying on of the public schools of such district. C. Interpretation by Board of Education. The Board of Education has interpreted Part 1, Chapter 6, concerned with the enumeration of the duties of the Superintendent, to provide adequately for its conception of the Superintendent as the responsible executive of the Board of Education, with the D. Adjustments to Life Needs in advance of formal legislation. I. THE PLAN The Superintendent of Schools shall be the executive officer of the Board of Education and he shall be held fully responsible for the successful execution of the adopted policies in terms of the means provided by the Board of Education and the community. Function The general function of the Superintendent of Schools shall be to facilitate the instructional process by: 1. Placing the adopted educational policies of the State and of the Board of Education into practice; 2. Appraising this practice in accordance with executive needs; 3. Supplying the Board of Education with the means for keeping the agents and the people fully informed of conditions in the schools; 4. Furnishing creative leadership to the profession and to the Board of Education, and, 5. Acting as professional adviser to the Board of Education. Activities The executive function is divided, for organization purposes, into nine major activities: Administration, creative instruction, records, child accounting, personnel management, the school plant, finance, research, public relations and informational service. These are defined as follows: Administration. Administration is that group of activities that deal with: 1. The planning of a system which shall carry out the policies of the Board of Education that provide physical, financial, and educational conditions under which educational agents may work to best advantage; 1See page 30. |