DOCUMENT RESUME

ED 072 527 EA 004 842

TITLE Toward More Effective Involvement of the Community inthe School. An Occasional Paper.

INSTITUTION Institute for Development of Educational Activities,Dayton, Ohio.

PUB DATE 72NOTE 28p.; The report of a national seminarAVAILABLE FROM I/D/E/A, Suite 300, 5335 Far Hills Avenue, Dayton,

Ohio 45429 ($2.00)

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS Case Studies; *Community Involvement; *Cimunity

Role; Conference Reports; Parent Particl Lion;*Public Schools; Relevance (Education).; SchoolCommunity Cooperation; *School Community Programs;School Community Relationship; *School IndustryRelationship; Vocational Education; Volunteers

ABSTRACTThis report examines community attitudes about the

schools and the extent of community involvement in the schools today.It discusses the role most traditional parent organizations haveplayed and are playing in changing the schools. The report looks atthe talent potential in the community at the local level and thecrucial role the superintendent could play in helping to utilize thatpotential. The use of volunteers in schools is also considered. Thetechnical facilities of business and industry are considered forpotential use in vocational education. The report concludes with asummary and some recommendations on how the school and communitycould work together more effectively. (DN)

The United Nations defines Community

Development as "...the processes by which

the efforts of the people themselves are united

with those of governmental authorities to

improve the economic, social and cultural

conditions of communities, to integrate t

communities !nto the life of the nation

to enable them to contribute fully to

national progress."

PERMISSION TO REPRODUCE TAIS COPYRIGHTED MATERIAL HAS BEEN GRANTEDBY

IDATO ERIC AND ORGA

ENIZATIONSJPERATING

UNDER AGREEMENTS WITH THE US OFFICEOF EDUCATION FURTHER FILPRODUCTIONOUTSIDE THE ERIC SYSTEM NECUIRES PERMISSION OF THE COPYRIGH, JWNER

Copyrighte 1972 by Institute for Development of Educational Activities, Inc. All Rights Reserved.

U S DEPARTMENT OF HEALTHEDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OMIONS STATED DO NOT NECESSARILYPE:71E5E61r OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY

TOWARD MORE EFFECTIVE INVOLVEMENT

OF THE COMMUNITY IN THE SCHOOL

r)The report of a national seminar sponsored by the

Institute for Development of Educational Activities. Inc.,an affiliate of the Charles F. Kettering Foundation.

From Griping about to Grappling with Citizen Involvement 4Involvement of the Community in the Public Schools:

Where Is It Today?Thwarting Citizen Involvement 13Parent al Involvement? 14Talent Potential at the Local Level 15Nonthreatening Intervention via School Volunteers 17l3usinessmen and Industrialists in Education The

Friendly Giants 18Producing Better Bakers and Candlestick Makers 20Getting to Causes by Treating Symptoms 22Taking Lessons from an Underdeveloped Country

and a Few Government Programs 23Summary of Recommendations 24

TABLE OF

CONTENTS

Co-ChairmenGorge L. BrownSum. Senator andExecutie DirectorMott e. Denver Urban CoalitionDenver, ColoradoGerard Z. MurphySuperintsmdent of SchoolsBethel Board of EducationBethel. Connecticut

ParticipantsMaureen AndersonEducational Consultant to theJohns-Manville CorporationDenver, Colorado

Marguerite S. BenthallPrincipalAlexis I. &Wont High SchoolGreenville, DelawareSamuel M. BurtCollege of Continuing EducationThe American UniversityWashington, D.C.Wilfred C. BurtonDirector. Educational RelationsAmerican Gas Association, Inc.Arlington, Virginia

Bert is E. CapehartDirector, Education Department\merican Iron & Steel Institute

Washington, D.C.

Janet W. FreundLearning Center CoordinatorNorthwood Junior High SchoolHighland Park. IllinoisJess M. HightowerManager. Public RelationsMcDonnell Douglas CorporationTulsa. OklahomaRay JongewardResearch and DevelopmentSpecialistNorthwest Regional EducationalLaboratoryPortland, OregonOtis LawrenceDirector of CurriculumOklahoma City Public SchoolsOklahoma City. OklahomaIvy Lee, Jr.Executive Vice PresidentNorthern CaliforniaIndustry-Education C ouncilSan Francisco, California

Carl NordstromChairmanNlassachuset is Business TaskForce fur School ManagementBedford. NlassachusettsJoseph NI. ThomasDirectorEducational Relationships.RetiredBoy Scouts of AmericaNorth Brunswick. New JerseyHarry WalkerDirector .Community Service ProgramsUniversity of MarylandCollege Park, MarylandGerald E. WaltersParents Research Committeeon the Continuous School YearFalls Church. VirginiaFrank E. WilliamsRegional DirectorACTIONAtlanta. GeorgiaDoris WilsonDirectorSchool Volunteer ProgramPhiladelphia Public SchoolsPhiladelphia. PennsylvaniaC. S. WoodruffAssistant Vice PresidentPacific Telephone & Telegraph Co.San Francisco, California

Representing IIIDIEIAIB. Frank BrownDirectorInform at ion & Si e vice4 amMelbotu ne. Florida

Jon S. PadenStaff Specialie.Innovative ProgramsDayton. Ohio

Conference ReporterW. Arthur DarlingInformation & Services ProgramMelbourne. Florida

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INVOLVEMENT OF

THE COMMUNITY IN

THE PUBLIC SCHOOLS:

WHERE IS IT TODAY?

A Position Statement by Samuel M. Burt

Introduction For purposes of this positionstatement, community involvement, and citizen pal -ticipation in public schools are 63finer.1 as includingthose activities and services provided voluntarily ona part-time basis usually, but not nece6sarily. NS it 610reimbursement for expenses or an honorarium. Addi-tionally, these activities and services:

help maintain close working relations betweencitizens and school officials in the developmentof public education and school policies. goals.priorities, and programs

assure responsiveness of the educational sys-tem to the needs and wishes of those whom itserves including students, parents, indus-try, business, community, and nation

provide opportunities for lay people, commu-nity organizations, and institutions of thecommunity to help implement school policy soas to improve, enrich, expand, and equalizeedueationa' opportunities for all students

While :;chool board membership is among the mostimportant activities which could be discussed underthe above definition, there is sufficient literature onthis subject to permit its exclusion from this paper.Also, the reader's acceptance of the principle thatactive, sustained participation of citizens in publicschools is essential to the maintenance and growth ofour pluralistic, democratic saciety is taken for granted.

Hardly a textbook concerning public education ora school superintendent's speech to a civic organiza-tion neglects so pay homage to the past, present, andfuture role and need for citizen and community group

Where school systemshave made the effort toinvolve their communitypeople and other resources.marked improvement.enrichment and expansionof programs. and equalizationof educational opportunitiesare evident,

involement' in our public schools. If the practicewas as timing and pervasive as the rhetoric, theschools would be the most relevant. responsive, andrespected of the nation's public institutions.

That public schools do not enjoy such a reputation,and that community involvement in schools is not thenorm is well recognizcd. That a direct relationshipmight exist between these two facts is admitted byfee chool administrators Yet, where school systemshay, made the effort to involve their community peo-ple and other resource:, marked improvement, enrich-ment and expansion of programs. and equalization ofeducational opportunities are evident. Case studies tothis effect occasionally are made available from suchdiverse sources as the Saturday Review, The U. S.Chamber of Commerce. The National Association ofManufacturers, and The National Education Associ-ation.

Then why the glaring gap between the glowing ora-tory of educators concerning community involvementand the practice in most school systems? Part of theexplanation must certainly rest in the fact that asthe professionalizat ion of public education and publicschool administration has grown, school officials havefound it less and less convenient and more and moretime consuming to adhere to the principle that thepublic schools are public, belong to the public, andare to be conducted in the interest of the entire public.

Educators and school administrators are to blamefor the generally prevailing current lack of effectivecitizen participation and involvement in the schoolsbecause. as professionals. they have the responsibilityfor providing the necessary receptive climate as wellas leadership for community participation. Wheresuch climate and leadership exist in the schools, ahigh degree of involvement can be seen. Where schoolsuperintendents and principals are apathetic to, dis-inte; ested in, or critical of citizens' participation, in-volvement is nil in spite of how strongly the citizenrymay feel about conditions in the schools.

I cannot sympathize with the school superintendent

11 or the kinds of services pros ided schools by citizen and community groups which come under the rubric of "communityinvolvement." sm. Samuel NI. Burt and Leon NI Ix.ssinger.

6 Voluntary Industry Involvement in Public Education. Ali-pendixeg I. 2, .. and 6 II.eington, D C. I loath & Co.,19701 Also .:(`4.. Samuel \I Burt. StrenAithening Voll4nteerIndustry Seroccs to Public Education, Chap 1 (Kalamazoo,Nlieh , The E Upjohn Institute foi Er ployment Research.1971).

Appointment of an endlessnumber of ad hoc st udvgroup. vilification of thegroups' leaders. refusal tomeet with such groups. andsimply ignoring theirexistence are among theart ful to highly sophist icatedstrategies and tacticsavailable to administ rat ors.

who wrote to ine in ansv.er to an inquiry concerninghi, plans for establishing a citizens' adisor> commit-tee that, "I ha\ e maims self-appointed e it izens' com-mittees annoying me now that to appoint anotherone would be like hitting myself o cc the head witha hammer."

If this superintendent were exercising the propeldegree of leadership he would have appointed a com-mittee to resolve the problems which have sufficientlyaroused enough citi/ens to form their own committees.

taking no action he is hitting himself o' er the headwith a lot of hammers!

However, it is easy to understand the suspicionand antagonism that school administrator, exhibit.for example, when self-appointed citizens' committeeswant to:

discontinue the use of certain textbooks orintroduce new ones of questionable value

cut school costs by discontinuing what theyconsider "educational frills"

dismiss a teacher or principal WAWA lalL,C

segregate or desegregate the school systemunder some unworkable and 'or illegal plan

have a school built or not built in a particularneighborhood

have a voice in the daily operation and ad-ministration of a school or the entire schoolsystem

U4 initiate a new "progressive" program or dis-continue one previously started

decentralize the school system so they cantake over control of the schools in theirneighborhood

No wonder many a school administrator dislikes, onsight, any group of lay people insisting that he meetwith them. Nevertheless, this is part of the job, andthe administrator must cope with the problem.

I 'nforianzody. too any administrator, hat(' de-(lopd an arsenal of -trategie, to support and en-

foic. the phenomenon of "educator's xenophobia."the tear ot stranger, in the schools, Appointment ofan inuies-: number of ad hoc ,tudy groups. vilificationof the groups' leaders. refu,a1 to meet with ,uchgroups. and simply iiinoiing then existence a-e amongthe artful to highly shisticated strategic--; and tac-tic, available to administ.ators, Luern L. Cunning-ham. dean of the College ')f Education at Ohio StateUniversity. in reporting on a 13-city study for theUrban Coalition of emerging new forms of citizenpart icipi; t ion in -chools. stated. "The irrationality. thehostility, the aggre,siveness. and the violence winchaccompany some acts of 'participation' are usuallyhorn out of despair The twat icna! enterprise is fan-tastically ,ell-protective. 1 It has so .nano built-in pro-tective mechanisms that those who seek to penetrateor even dent its calloused exterior find it necessary toemploy harsh and violent means.-

What about citizens' groups sponsored and organ-ized by school administrators? When such events oc-cur, there is usually much public fanfare in the media.The deliherations and recommendations of the groupare duly noted and frequently published in full. Thoserecommendations with which the administrationagrees are, of course. put into effect in the schools.Those that do not meet with approval go into oblivion.More frequently than not, the public receives no indi-cation of action on any recommendations. Such ac-tions or inactions by school administrators take placenot because these are mean and miserable individualsunmindful of their responsibilities to the public. butrather because the lack the time and staff to devoteto working appropriately with citizens and communityorganizations interested in school matters. For ex-ample, in interviewing a school superintendent whosedoctoral dissertation had been written on communityinvolvement, I expected to find a high degree of citizenparticipation in his school district. Inead, he in-formed me that he was so busy with things which hadto be done daily. he did not have time to do the thingsthat should be done. Even where an a-lministrator hasan interest in involving citizens in the schools, herarely gets around to it.

The resulting public attitude does not distinguishbetween the xenophobic administrator and the admin-istrator who really wants community involvement.The citizens simply become frustrated and cynicalabout their ability to have an impact on their publicschools. The final effect is either adoption of anapathetic at t it tide toward any overtures by school ad-ministrators, or the use of confrontation tactics to

I. Cunningham. "Community I nvolvoment inChange. Educattonal Loadorz.hip, XXVII, (January 1970),pp. 363-66

decentralize local education:A ilgencies and providefor the ultimate anathema to school administratorscomi -nn t y cunt rol of schools.

Interested citizens cannot he blamed for either be-corain, apathetic or obstreperous. School administra-tors are charged with the responsibility for causingthese attitudes through their inability. for whateverreason. to provide meaningful and continuing channelsfor cooperath e effort of interested ci t izens' groups whowant to become involed in s,rving their publicschools. Frequently. even hoards of education com-plain about "lad' of working relationships" withschool administrators' As a further result of ineffec-tive leadeirliip on the part of school administratorsin promoting community involvement, current eventsare shaping the form of citizen participation in publiceducation with foreboding implications for the futureof voluntaryism in the schools.

Community Involvement Recgred byLaw Traditionally. community involveraent hasbeen in the form of volunteer participation and :er-vice. Because of the dissatisfaction of so itiany coin-munit y groups with the opportunities afforded *hemfor such service. Congress recently passed legi,lationmandating the utilization of volunteer citizens' groupsby local and state school officials in the administrationof federally-funded educational programs.' Such lawsare as meaningful as legislating happy marriages! Itis significant. however. that Congress considers com-munity involvement in schools important enough tolegislate its utilization.

The 1968 Amendments to the Vocational Educa-tion Act of 1963 were the first, federal educationallegislation requiring the establishment of a President-appointed National Advisory Council on VocationalEducation, and governor-appointed state advisorycouncils. In previous ears, all states had either legis-lated or issued reguh- lions requiring the appointmentof local advisory coirmit tees for vocational educationprograms. It is est , hat some 100.000 business,industry, pi Jessional. al, labor organization peopleserve on these local comml tees. While it is true thatmany of the comraittees ems' more in name than ac-tion, they were organized by the schools and the mem-bers did agree to serve. Since the members representthe business and iflustry interests of their communi-ties, one would expect a considerable outcry if andwhen they found themselves inappropriately utilizedor not used at all. Actually, this seldom happens. Moreoften thon not, they to so interest in the schools andbecome involved in other public service activities.

,:1:11nUel .N1 z)ttri. .-,Hengihening Vehinle4,,

Set 11, to PI:hli( ';du( a111,11, Kalamaloo, W I.Upjohn 1:1,ffiute for Employmiit lio,ealch. 1971)

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training mat erial.The National committee ter tit( Support oi

Schools with :lie assistance of era: "w,ir o-.-poverty and cied liberties' mot,as hading the U. 'Department of -Justi«.'s Division coAffairs has embarked on progi ,r.-; of condue:srattraining workshops tor Parent Ad\ i-ory CommitteeWith a limitel staff and no funds. it I- noubind th..;much can be done beyond an occasional work..11,1;10;a few Parent Advisory Committees in a re.styiettgeographical area. With 16.000 Patent Ad isory ont-nuttetes in urgent need of guidarne in dealing- withschool problems and school people. the National rom-mit tee's program of workshops, assuming it is part otthe answer. needs to be expaadcd at an exponentrate.

The Southern California Industry-EducationCouncil and its counterparts in Northern raluorma,Central Califoinia. Arizona, and -Northern Newsey have done much to bring businessmen and edu-cators together in meaningful dialogue. chest: groupshave organized a number of cooperative ac designed to improve public school n,,:nagement and pro-grants. Leaders of these organizations are flying toestablish a national program of regional industry-education councils. I lowever, without money or staff,they are meeting with no success. Tlw National Asso-ciation for Industry-Education Cooperation is presently a moribund organization held together bydedicated industry 'and business representat ives inter-ested in school improvement. It does have fine poten-tial if funds can be obtained lot stall and a programmodeled after the Califor in regional councils. Mostof the money that is available for the national andregional groups, little as it is. comes from businessand industry.

The only known major effort of a national organiza-tion to promote community involvement in pubicc .schools is the Ford Foundation-funded project of theOakland Unified School District. Ford ha- provided$127.000 in partial support of this piogram which in-cluded ISO adult and student representatives. 50 cep-resent ative: of city organizations and agencies, and,50 local specialists such as architect s and accountants.But it is too soon to assess the results 01 this pro iect.

At the state level. many states have issued guide-line material for local vocational education aciN isorcommittees. but-most of this material is more confus-ing than enlightening.=

What is depressing about this spotty record of lead-ership from federal agencies and national cit:zell or-ganizations is the conclusion reached by a 1970 U. S.

4Slinizel Al Burt Induktrx and Vocationni l',(hrutal Educa-tion, (N ( NleGrim 11111 1301)1, , 19671

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9

Community Control of Schools Decen-tralization of large school systems so as to provide forschool districts under the "cont, ol" of neighborhood orcommunity boards received its major impetus in NewYork City. Most educators remember the furor thismovement created with charges and countercharges b,neighborhood groups. tea.,,hers, principals. teacher col-lective bargaining units, and politicians. Looking backon those days, it is fair to say the decentralizationeffort initially was poorly conceived, planned, and im-plemented. Annie Stein, writing in the Harvard Edu-cational Review, even charges the New York CityBoard of Education and its top officials vb ith engagingin strategies and tactics to assure failure of the pro-gram.' A recent article in Commentary, in pointing outthat the children of the Ocean Hill-Brownsville districtcannot read as well today as they did five years ago,concludes that community control of schools has failedin New York City!.

Educators need a great deal more information aboutwhat has taken place as well as what the result hasbeen in New York City, Detroit, Los Aageles, andPhiladelphia before anyone can make a judgmentabout failure or success. Reading scores alone are nota sufficient critet ion one way or the other. Even if theOcean Hill-Brownsville effort is judged a failure,Louisville, Kentucky is a success story.

The superintendent of schools in Louisville startedneighborhood school boards in 1971. The boards arecomposed I teachers, parents, and administrators whohave the responsibility (as far as legally possible) forrunning their schools. Five workshops were held byschool administrators for the members of these boardsso as to prepare them for their responsibilities. One ofthe superintendent's top assistants was assigned tov irk with the boards. The director of research for theschool system provides each board with monthly dataon accomplishment of specific behavioral goals estab-lished by each board including academic achievement,vandalism, and dropouts.

Certainly one of the lessons that can be learned fromLouisville's experience is that with a commitment fromthe school superintendent and his staff, assignment ofstaff, and organization of appropriate training pro-grams, community involvement can be beneficial topublic schools. It also demonstrates a fact of modernAmerican society. To wit, those people who expectmore from life are willing I o engage in greater mean-ingful involvement in life. To most Americans, educa-

10 tion and schooling are part and parcel of life. GivencAnnic Stott), "Stiategios for Failure," Harvard Ed am, ion(Llnerzeil , May 19711)1.1zit.Ravtty."Coninninit Control 13misttotl. Commentary,Folnuary 1972

the opportunity for meaningful involvement :n theschools, they will do so in large numbers.

Some Community Involvement Trainingry -tn Growing recognition that citizens

pared for involvement in public education. ding to the development of training programs forcommunity involvement. Durii g the past yea' theCenter for Urban Education in New York City, one ofthe regional research centers funded almost entirelyby the U. S. Office of Education, has developed multi-media material for experimental use in workshops con-ducted by the Center for parents and communitygroups involved in governance of the New York Citydecentralized school district. The Center also conductsa workshop in community leadership development forselected individuals. It is expected that this materialwill be made available in the near future for use byU. S. Office of Education research centers and educa-tional laboratories in other areas of the nation.

The Rurban Educational Development Laboratoryof the University of Illinois (IT-...bana) has developed adetailed course of study designed to assist in the im-provement of the quality of citizen participation inlocal advisory councils and committees. The course in-cludes such topics as the nature of citizen advisorycouncils; organizational structure and authority; for-mation procedures; and internal operations, activities,and practices. The course of study is presented in theform of lesson plans for the use of an instructor.

Under an Administration of Aging grant in 1967,a team of educators and volunteers from Winnetka,Illinois began assisting a number of surrounding com-munities and schools of varying socio-economic pat-terns to develop school volunteer programs using largenumbers of older adults. The methods employed toshare the Winnetka school volunteer pattern werebasically demonstration, training, and visitations, uti-lizing visual aids, and seminar techniques. Thecoordinator for this program, Janet W. Freund, pro-duced a "Guide for Coordinators of Volunteers andVolunteer Services in the Schools" (ERIC Document031447, 1968) which is, in effect, a training manualfor coordinators of volunteer programs in the publicschools.

The Northwest Regional Educational htboratory,Portland, Oregon, is another U. S. Office of education-funded regional research and educational laboratoryorganization. Among the activities in which its staffis engaged is a project titled Communit, OrientedChange Process for rural communities. The objectiveis to increase school-community cooperation in cre-ating self-renewing institutions, with the improvementof local educational systems.

If the public schools arenot going to utilize volunteerservices at all, it is quitelikely they will need far moretax monies than are beingcollected at the present time.

;ization of Volunteers in SchoolsHite :4- is perfectly understandable and reasonable

that a combination of volunteer and paid aides beused by a school system, many administrators feelthey cannot depend on volunteers to maintain aschedule. If the public schools are not going to utilizevolunteer services at all, it is quite likely they will needfar more tax monies than are being collected at thepresent time.

In terms of dollar value of such services, one schoolsystem planning to use paid teacher assistants, esti-mated the cost at $800,000 for the 1969-70 schoolyear.' Many of the duties of these paid teacher assist-ants are being performed in other school systems byvolunteer library, lunchroom, teacher, and other edu-cational program aides. For example, another schoolsystem reported that more than 3,000 volunteers con-tributed 95,732 hours assisting in the schools during1968-69. This contributed time is roughly equivalentto 70 full-time staff members who would have cost theschool system a minimum of $500,000 for the year.'

/Chows for our Children. A Budget Discussion Guide, NIont-goiner County Public Schools. Rockville, Nld September1968 (p 30)eDnection. .1 nnual Report of the Superintendent of PublicSchools, Cleveland, Ohio, 1969.

Considerable debate has ensued bet%een school of-ficials and "poor people's organizations" as to whetheror not parents should be paid as aides. The organiza-tions claim that many poor people need the income.small as it might be, for their work in schools as aides.Many educators do not relish the assumption of re-sponsibility for or welcome the thought of having non-professionals in the schools. A combination of theseattitudes may militate against the utilization of vol-unteer services by many schools regardless of howmuch concerned citizens want to serve their educa-tional systems as volunteers. Certainly, where poorpeople will insist on being paid for their services,school administrators unwilling to utilize volunteerservices will find such insistence an admirable ration-alization for not utilizing volunteers at all.

Conclusion Community involvement in the pub-lic schools today is still more a matter of high-flownoratory than actual practice in a great majority ofthis nation's school systems. If we are to move fromrhetoric to practices that will assure effective andmeaningful citizen participation leading to improve-ment and enrichment of school programs, funds mustbe made available from government, foundations, andsocially concerned b ors leaders to put promisingprograms into er use.

THWARTING

CITIZEN

INVOLVEMENT"The superintendent and the

board of education really do notwant involvement and this is partof the problem. Who are thesepeople to say that the parents ofthe community cannot getinvolved in their own schools!"a participant demanded.Basically, communicationsbetween the schools and parentsare ineffective. The group feltthat generally, parents do notreally know about the needs of theeducational system and that alack of confidence exists betweenpan fits and most schools. Someof t iese same barriers existbetween businessinen andschoolmen for many of thesame reasons.

A crucial observation advancedby this group was that a lack ofknowledge exists on the pal t ofpeople inside the educationalestablishment regarding thepotential of the community as acontributor to schools' programs.Often. what is known is seen asa threat instead of something ofpositive value. The influence of.external forces in the schools isseen as upsetting the accustomedroutine and as requiring theteacher tc do something quitedifferent to accommodate thatinfluence.

'Through adminiitrative

Through administrativemanipulation by people int he schools, n lost traditionalparent organizations havelost the effectiveness theymight have had as agenciesthat can help in changingthe schools.

manipulation by people in theschools. most traditional parentorganizations have lost theeffectiveness they might have hadas agencies that can help inchanging the schools. In the wordsof one seminar member. "Thesegroups have been used in somecommunities as a means ofdiscouraging involement ofanybody other than the whomthe principal or superintendentcontrols through suchassociations." Unfortunately. thisis the image these parentorganizations are getting aroundthe country.

Due to their assumption of asupportive rather than directiverole vithin the educationalframework, the effectiveness ofthe traditional parent groups hasbeen challenged by the moreactive citizenry. This is onereason why such organizationshave not been acceptable toghetto residents where schooladministrative policies rarelymeet the needs as perceivedby the local citizenry.

However, this pas-,i e role maybe on 'he wane. FolloNing theseminiai. the Parent-TeacherAssociation passed a resolution atits na..ional convention favoringbust! to reduce racial isolationand dropped its policy ofnoninterference in schooladministration and control ofpolicy. The impact of this PTAaggressiveness will depend on thelocal chapters and how theyrespond to the new policy.

Educational vernacular andsemantics were seen a, a barrieito effective communications withoutside groups. Jealousy ofprerogatives was mentioned. Agreat deal of concein kva, voicedabout role contusion the

institution. the Inct easingspecialization of tqiut at ion. andthe organizational 'tllte titleitself N's )11(1 vs as des( ribed as"poorly defined:*

Solutions to the iibok (-statedpi ()Hems should hi' the product ofinteraction between all group-concerned. You do not try to dosomething from tht top downbut from the bottom up.- 'aiehulk ideal quipped. It wasqdvanced that often extort ofgroups get inured in the in oec s

ithout ha ing the facts. Thedo nut really understand whetprocesses are available throughwhich they can attack thepi oblem. A great deal of in -houseconfusion is evident about all thepopular prow ams and jai gonthat now permeate theeducational scene.

Somehow locators areexpected to commodaiC suchinnovation, as individualin,t ruction, (Mei entiatedteam tea,hing, humanizing

tat ion, student in ok (Allem ,int erdist ijdinary ins.truct ion.and leaining centers . Teachertraining really doe., not exist insufficient depth today to acquaintpeople ;n education w it h whatall these thing, involve.

In order to overcome theroadblocks to involvement.opportonities mint be Inadeavailable for dialogue in order tolearn about mutual goals. tolearn to li-ten. to identity whatcan be attempted. and to acceptan attitude of willingness to try.Only then can mistrust beoverciam.. prop} feelingrVery

, to be encroachedgroup has thai it does notroached upon is

another thing that can prohohibe bandied best through dialogue.1Iii-z can d(velop ( ieddniity ith

14

Even if one could completelywipe out racism and poverty

ithin education, someserious disorders would stillremain in the Nhoieeducational structureregardless of whatever levelone examined.

the recognition that no attemptis being made to encroach andthat work is available forevery body to do. In the field ofeducation there is more thanenough work for everyone to do,so encroachment should not bea concern. The call should be

We need all the help we canget!" In the educational pvicess,if pee pie can understand thateverybody is needed in thisproces,-, it may reduce theproprietary attitude.

What is needed is therecognition of a broadei definitionof education with theidentification of roles of thevarious segments of thecommunity and an understandingof the interaction of these roles.The opposition to changecan be dealt with through aninformational program startingwith the head of state and

including the delim at ion ofproblems with pos-al)le stdotions(not panaceas) and alternative

ams. Change is a ta('torof toe: therefore, it is a factorof education.

"What is needed is for thehighest office in this land to putsome true spotlight on the crisiswithin education that a lot of ustalk about hilt are not willing toface up to.- a pat ticipant stated.-Even if one could completelywipe out racism and povertywithin education, some seriousdisorders would -,till remain in thewhole educational structureregardless of whatever level oneexamined. Remaining would bethose bright youngster, on theoutside 'coking in with no desireto corm, inside. A spotlight onthese crises is needed as a firststep. leading then to an honestsearch for solut ions. with attemptsto involve everybody in thatsolution seeking and application.It should be recognized that allof the answers arc not within theeducational profession. However,educator:, must be a part of thesolution-seeking effort. All of theanswers are not within the

erty and minority groups,but they too must be a partand have a meaningful role in

solution seeking.-nereasiagly. many of the

di& ult ies utt ('ducat ion arebeing seen as symptoms ofsot ial and economic changes thatchallenge the entire fabric ofsociety and require gloaterattention than tilt educationalprofession alone cau .t rovide.

can see in television it horriblekind of impact on society inthat it has made' us immune tothe things at which we oughtto be horrified.- one individualastutely observ:d. "For eN:rple,you can enjoy war any weekdaye% ening on the six o'clock WA% s.You can watch political figuresassassinated caul buried on thisscreen in the comfort of yourliving room complete w ith beerand popcorn. The point is thatthis type of activity no longerbothers the majority of theAmerican public. This kind ofinfluence has tended to make useve a less likely to want to becomeinvolved. In most big cities, if aprison decides that he wants tobecame involved and attends acomunity meeting, it is likelythat his car will be stripped whilehe is inside or he will be muggedwhen he conies out ! This. ofcourse. is another barrier towanting to :)e involved."

PARENTAL INVOLVEMENT?Below is a letter that a member of the seminar shared with the group. This letter

was sent homy with elementary children on the' op'ning day of school to a middle-closssuburb of a major eastern city.

Dear Parents,Welcome! We are glad to have your child on Team W.Please ,,end for supplies such as crayons, paper pencils. notebooks, etc. with

your child tomorrow.Also, because supply funds ha' e been cut from the county, we would appreciate

your child bringing at sometime during the year a roll of toilet tissues, a roll of papertowels, a bar of soap, and a box of facial tissues.

Thank you. We are looking forward to a productive school year.

TALENT

POTENTIAL

AT THE

LOCAL LEVEL"We need to start the process

of school-community coalition foreducation," a discussant declared.A study of the costs of such socialfailures as juvenile delinquents,alcoholics, and criminals is oneway of bringing this need to theattention, of the nation."Quantified estimates of where wewill be on such costs in 1980 and1985 would provide an 'attentiongetter' which is now lacking forthe 'have' elements of our society."Self-interest continues to beperhaps the most powerfulmotivator of human behavior.Such self-;nterest would comeinto much clearer focus if policyleaders could hv,e qoalified dataof comparative costs for suchpublic expenditures in the futureas welfare, law enforcement.crime, drugs, and education.

In spite of these neededactions, the group still placedthe primary responsibility forcommunity involvement withschool administrators. They weretermed the primary catalysts toany collaborative action. In spiteof all the laments about needs ineducation and insufficient funds,the group contended that staffmoney is available in anyeducational system with over5,000 udents to fund a job thisimportant even if it isnecesary to eliminate a directorof something.

"It does seem to me thateducation has a tremendous

The school superintendent,if he is responsive to the localcommunity or has anattitude of openness, can getall the help he wants.

amount of influential poweravailable that it can wield in thisarea," a businessman stated. Aneducator flatly agreed. "Theschool superintendent, if he isresponsive to the local communityor has an attitude of openness.can get all the help he wants.People just do not turn down theschool superintendent when he isasking for help for children.''

One participant reportedon a study conducted by theAmerican Association of SchoolAdministrators as to "Whysuperintendents fail." They cameup :%ith the fact that some 60r;of the superintendents fail becausethey are not involved in thecommunity and its affairs.Involvement. in tiw past, hasusually meant that thesuperintendent was a member ofthe local civic club and a deaconin the church. But the conceptbeing discussed now is really quitedifferent because it meansinvolving the whole schoolsystem and extending it outinto the community.

If the school superintendentin a large school district willidentify the concerns and ask thepower structure in hi; districtto do the planning, he will get thehelp he needs. The climate hasnever been better for this kind ofinvolvement. The societalchemistry is right for someoneto take the lead in citizen andcommunity involvement. "Oneof tho answers is to use everymean at our commandin theeducational fraternity to makethe educational establishmentthe change agent before industry,government. or some at hoccommittee taker the initiativein forming a coalition. Manytimes in the past, a coalition has

"From my experience, Iwould say that if :ou do nothave the commitment of thelocal superintendent for theinvolvement of people on hisstaff, you will not getanywhere. Thesuperintendent is the key tocitizen involvement,"

failed because its goals wereso grandiose that it tried to beall things to all people."

There is the problem of how theentire educational establishmentcan be made ay.are of thepotential of positive citizeninvolvement. One participantdeclared, "I honestly think thatmany school administrators arenonreaders. A lot of good andvaluable information is availablein the professional literature,but one is Lard put to find a.greatdeal of evident impact fromthis wealth of information."

How does one get organizationalcommitment to something calledcitizen irvolvement? Whileresource,: of individuals areextremely important, it is theinstitutional agreement for acollaborative effort between

The problem is that, ingeneral, neither educationaladministrators, businessmen,nor community leaders haveresponded in the depthneeded to make a meaningful 15difference in the lives ofenough students.

educator, and h i,ines-men thatwill afire t the lives of manyyoung4ters. "From my experience.f would say that if you do nothave the commitment of thelocal L.uperintendent for theinvolvement of people on his staff.you will not get anywhere. Thesuperintendent is the key tocitizen involvement."

The group unanimously agreedthat when peaking of citizenin-oRement. "You are talkingabout nothing unless you aretalking about specifics!" Byspecifics, they were talking ofresults. Every time someoneset VC,4 on a committee. and hedoe, _ 1 know what happens tothe iecommendations or he doesnot see any change as a resultof his efforts. then he becomes

very tiustrated whether he isa ,iarent. bw.inessman, or college

ssor. If that frustration isencountered on more than oneocc.ision, how can educators

pect the public to support themci her spiritually or financially?

Committees seem to be anexcellent method for neutralizingcriticism that the public officialsare not listening to theirconsituents. "A superintendentcanrrIt bring an advisory groupof local businessmen together forthe sole purpose of putting arubber :tamp of approval onnext yea..'s school budget !" abusinessman emphasized.

Many times the communityproper already possesses thesolutions to its problems. "It ishigh time that we get down to

eiuth and start doing somethingabout what we already knowhow to do... a businessmanmaintained. "We haveopportunities for youngsters toexplore careers and open up theworld. but we do not d0 muchabout it. OppOrtlIllit les aboundfor work experience. They merelyneed school dist ri-t sanctioningand coordination. Tutoringprograms an available or caneasily be established through oureducational auxiliaries andvolunteer organizations. Theproblem is that. in general. neithereducational administrators.'businessmen, nor communityleaders have responded in thedepth needed to make ameaningful difference in thelives of enough students."

NONTHREATENING

INTERVENTION

VIA SCHOOLVOLUNTEERS

Statist ically speaking. theaverage volunteer in the UnitedStates is a well-educated.middle-aged, white woman whodoes volunteer work a few times ayear. This was the finding of aU. S. Department of Labor surveyconducted in 1965. It found alittle over 10'': of the populationengaged in volunteer activities.Unfortunately, this says nothingabout the potential or currentchange in attitude about the roleof volunteers in the classroom.

School volunteers bring a newdimension to institutionalizededucation through theirenthusiasm, warm understanding,generosity. and willingness tohelp wherever they are needed.However, without a positiveattitude encouragement, andpermission of school officialsand ter oilers, these volunteersevaporate like water.

"What I have noticed is thatvolunteers are often viewed as`non-people people.' " anexperienced volunteer workerobserved. "They are not seen byteachers as educated people or aspeople with certain personalitieswho possess certain kinds ofskills." Responding to thisaccusation, another discussantdeclared. "Volunteers purposelybecome non-people becausethey know that the only waythey are going to get into theschools is through nonthreateningintervention!"

An all too consistent misuseof volunteers has been to ;;crethe school's purposes and to doonly what it says needs to be(lone. Generally. this shortsightedapproach is demeaning and isseen readily in the pr.ogram.s lowlevel of impact within the schoolsystem. "I think there aredifferent types of volunteers.- adiscussant observed. "When aschool board has the authority to

scicen out and to bring in aninnocuous group of people w ho arefund raisers for the school. it isa travesty and an insult topeople's intelligence.- Wnencitizens are involved. they mustfeel useful, as %yell as be usefulto the administrator.

An experienced volunteerworker took the position that .theway to overcome the schools'self-serving ntt itu(le is to set up avolunteer talent pool. A list ofthe skills available from the poolis prepared and made availableto the schools as well as tobusines-: and civic organizations.Program chairmen: schoolprincipals. 01' compam officers inthe surrounding vicinity can callthe pool headquarters requestingwhatever talent they require on ashort-term basis. The talent Poolacts as a butler insulating theschools and their organizationsfrom the possibility of unwantedintervention.

One problem with volunteergroups is that if someone comesinto the fold who has a skill,he will usually terminate hisaffiliation when his child graduatesout of that school. If a group isdeveloped that involves a broaderrange of the community, thenthese skills and talents can betapped continuously by all theschools in the area `.Iany peopleand groups have collections,talents, experiences, hobbies, andcontacts with cultural, business,and industrial organizationswhich they are willing to sharewith students.

When recruiting is done bycentral community pools, merevolunteers are accessible andrequests can be filled moreeffectively. Usually, the boardof the volunteer pool hasrepresentatives from allcommunity organizationsincluding the school boards and::agent- teacher groups. Thesepart i ipants in turn have accessto their parent groups andmut mnicate recruiting needs

and pool accomplishments tothem Some of the pool- operateon a completely oltinteei basis.Other-, have.,mall operating costsmet by private groups. publicfund raising. local communitchests. the school board or somecombination of these resources.

Basically. t hei e are t v.requirements of schools wishingto utilire the services ofvolunteer pools. First. the schooladministrator must be con\ incedof the alidity of the ser% ice andbe supportive of it. Second. inorder to have effect i% c utilizationof olunteers. all indo,idual whomay be a paid staff member ora trained community volunteermust be responsible to theprim ipal and coordinate theoluuteer program for the school.

'I try to identify the humanresources that are mailable inevery community for theimplementation and implovementof our schools' educationalprogram." a volunteer coordinatorFold the group. Some 20companies in the Philadelphiaarea are ghing release time to over400 employees to come into that

schools to work with theyoungsters in a variety ofcapAcities but mainly as tutorsin a one-tc-one situation.

Not all olunteers need topossess artistic skills oroutstanding knowledge. InElmont, New York,"teacher-moms- are helpingrehabilitate emot 'disturbedchildren in the school settingunder the supervision of apsychiatrist-and-teacher team.In a Chicago school. a p1assigns children from fathei lesshomes \k e re the mother work:,to "aunties" ho come to schoolseveral times a week to showloving interest in the childrenassigned to them and overseetheir learning.

Citizens who are happy andsuccessful in their work or huhldie-should have an oppoi t unit y toshare their expel use w it h students

17

in the clas-room. The reason forsuch citiien involvement ist wotold. re st , including cit izensin the school's (urticulunlincreases considerably theeducational alternatives availableto the voting learner. Second,involving these adult axpayersin an everyday fashion in theschool helps open communicationbetween the home and the school.

The group consen-us appearedto be that educational programsLett totally in the hands ofeducator, (an isolate childrenfrom the richness and reality of

13th( vorld out side of the clan -, oom.low eet parents are not likely

to be involved in pr (grams whenthen' life conditions demandthat time and energy be

primaril focused On meetingnoneducat ion needs such asadequate housing. clothing, andfood. In ordei for fully employedparents to become imoh-ed.incentives must he built into theprograms that allow them toparticipate. if they so desire,

it hout excessive loss of timeand energy.

A difficult and arduous processis dn. recruitment and continuedinvolvement of citizens. Staffpersistence and commitment arethe crucial qualities for success.It appeals that hen parentsfeel genuinely imoked and havea self - determined part in ongoingactivities. they are likely tocontinue to participate and toinitiate activities.

SMEN

DUSTRIALISTS

IN

EDUCATION -THEFRIENDLY GIANTS

Too often; the graduatinghigh-school student has receivedan education that neitherprovided him with proper careerpreparation nor with the desireto obtain it. In an effort to takeup the, slack. industry has beenobliged to offer supplementaleducation at a substantial costto itself which has to he passedon to consumers in the formof higher prices for the goodsproduced.

Business executives in chargeof eniiloyment find them.selvesincreasingly invoked in remedialtraining of incoming employees.As a result, many have decidedthat if they stay on this path.they will be chasing- their tailsforever. This has led to their

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thr tinam :al -..rpport causeit you nut -.0mt thing Into a

ora',Ini %am w gt 11) OW ofit. The real till,.:]( ird stipportho been 1110' ol,1 to, tit Ito-Messtramnimity. We le\ elopeu thenrogr an: on the pren-lise tlit't wedid not \yarn go% eminent grants.tVe felt that ,yen it we receiveda go\ ernr-nent gin., it rin...dit begone m year. NVe \\ anted the _

ograrn 1,,0111 ,4)111111V"1",01111 rt had contmliit.

The Nan t h.lt one brg-t ityinvhhernr nt o_rninbrim!, men into Elie

to learn w hat -orne of theproblem, are that fate thepink---ehool ;aim ipal .111(1 theIca, het \', hat I am ph titling

cor .n of mak tinc ludins; ," ;in.! 1,eo1 itum-ler:stand the !'a -it' problemswith w hich edut atm, e faceddrrilv un turgrirlmg it 'titimand upgradlinz ofyoungster-i a voltmteer progi am

orker x;!.lairrerl. -Then coltan prig ;., all otht 1' re--orio t of

the ornmunity to bearon the -o the businessmenund1 h\ we on, a -1,mgfor ni(»c money to run ourshook, nerd this orthat -1,i r 1.111- -1 .ind weneed n r.ir 1 t her,-,;it ntc(-1that id', Ill hello\ t0`.4'1, 111:1-1if';.;:itItlli/t IL ',A it ;ilk la, I,ont of the Ther- that -ran dr, 1- to ill . Inge alto udes

!ping 0 mule -orne ofth'' 0 eti r ..t 111,01 lit obit l amth Hirt or t \\o smipte

For c\ V. hot mighthap:It n it I Iir h }Awn( or 1),,\kr

imcanie- irr, heir d some

Ill )i matron about the school-y-tern in the monthly statementto :heir customers? For' one thing,such an action to thatcompany's employees that thisorganivation is interested inedwat ion. That is a little differentfrom having an office dow n thehall with a guy in it who issuPporting tliocat ion through a

kdoor apploach. Anotherinstance might be where thefactory in the town would put outto its employees in their payen\ elopes the correct informationabout the local schooldesegregation plans. It justma be that these are %raysto effect change.-

When one talks about thein\ oh cment of business andindustry. it is not just the«nnpany president , but all thepeople who make up the companya, well as the company's facilitiesthat young people ought to seeand understand.

One businessman cited a studyhe re0,1 1 _cently that reported onthe pm e i-i' shifts taking place insock ty. "It is an imposing list int hat it show s these shifts takingplace from the ha\es to theladitional hues-not. While it is

not an absolute s.hift, it is adirection. increasingly inbusme, the working force iscomposed of younger and °lingepeople. These young people arelooking at their companies and

ondering w hat the company isdoing about today's problems.

hr. se linger \vorhers want to do-( about the problemsidid to assist in the soe ial process.The, ant to w of k for somebodywho is trying to find solutions."SO when we talk about get tingbusiness involved, what we aresaying is that the biggest resourceis the people who work in thecompany. If the corporationewcut i es v ill say that this is theirpola v and will hack it up wub aprogram to sostain it, thesepeople can do con.-truct ive things01 terms Of society'S problems...

PRODUCING

BETTER

BAKERS AND

CANDLESTICK

MAKERSApproximately 89'; of the over

80 million people gainfullyemployed in the United Stateswork in occupations that do notrequire a college degree. Vet publiceducation seems bent on preparingthe majority of its students forcollege. Education and businessare interrelated and any isolationof the schools can lead only tomisunderstanding, conflicts, anddelays in making the educationalcommunity the p-ogressive forceit must be. A discussion ofvocational education evokedstrong opinions from the group onthe role of business in trainingstudents.

"If we are ever going to havecareer lucation, industry is goingto havi., to play a bigger role."This individual declaredvocational education to be lessthan adequate and he heldindustry responsible for thecondition. "The schools have beer,fooling around with performancecontract tng in winch they contractreading out of the schools. Theyhave no business doing thisbecause reading belongs to theschools, but they ought to becontracting all of their vocationalwork out of the schools. Theschools should not have a singlevocational shop on the premises.

"A school system will spend5100,000 to put up an automechanics shop to train students

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22

he %\ to :no\ e. ill one programdi:sussed at t he seminar.businessmen have assumed that

by trying to open upthe %Owl( notion of matchingneed- against resources. "Thecomponents of this programpurposely ha e been kepi fewbecause f we put too muchmerchandise on the shelf,(, body gets it confused.

All young people in the processof going through the educationalsystem really should have anopportunitt to find out what isout there in those fact ones wheretheir parents work. Businessmenhave done a magnificent job ofsin oun. I ing themsek es with brickand mai Isle facade:, chain linkfences. and armed guards.National defense has complicatedthu Mat e\ en mm e. You do notjust drop in at the ba..1. to see%im is going on there. Fo we aretrying. to use an existing program

ik experience educationthat a phase in it forevloratory work experience. nutfar too few st talents are takingadvantage of this opportunity.and those who are in the programare in their senior year of school.This is too late.

An annual career conference forhigh-school freshmen is held inMinneapolis. Minnesota. toexplore job opport unit Ws as aguide toward career planning. Theprogram was designed tosupplement the present careerinformat ion activities a ..ailable tojunior 1110 sch 101 stuoonts. Over8.000 ,t tick its are bused to a cityauditorium whore area firms andorganizations demonstrate andexplain to students the skills theyneed to acquire to preparethemselves for various positions.This !it ogram gi IS students anoppoi tunit to talk to persons ina variety of occupation:.: show sstudent- the lob 01,poi tunitiesthat exist and the trainingrequired: and achieves a highdegree of cooperation among thecommunity's organivat ions.

industries, and schools with legal dto occupational data andguidance.

The q ue,:t ion was raised as tolabor-union ha; riers t hat prohibita student from working ill aparticular industry. "We mustdevelop some kind of arrangementwhereby these young people payonly a percentage of normal cities.The student who is paid $20 aweek to do something should nothave to pay the same clues to theunion as the man getting $150 aweek." This participant wasopt imistic that ways could befound for overcoming some ofthese traditional harriers. "Weare talking with some of the unionpeople on a statewide basis. Idetect that the unions arebeginning to feel just as muchthreatened as the educator; thebusinessman. and the people ingovernment."

The basic arguments of businessand education are quite simple.Industry is saying that the youngpeople hire;I fionl the publicschools are inadequate forimmediate use and requiresupplemental education to trainthem before placement in aprofitable position in industry.On the other hand. the school issaying t hat it is doing the best itcan with what it has and lilamesindustry for Only throwing stones.Both are going down the sameroad for the benefit of the child.but seem incapable of coining intoa closer parallel tow ard what aresimilar goals.

Industry is saying that theyoung people hired from thepublic schools are inadequatefor immediate use and requiresupplemental education totrain them before placementin a profitable positionin industry.

GETTING

TO CAUSES

BY TREATING

SYMPTOMSThe trend in citizen involvement

prop ams is a moving from passi\roles. NN here parents are recipientsof aid and information. to moreact ive participative roles. Thistrend probably is a function of theincreasing awareness andexperience of social workers thatinformational dissemination andat t it ude-change orientedprograms have dubious impacton the populace unless theyinclude the active and directinvolvement of citizens served bythe programs.

An educator experienced inthe subject contended thatparticipative democracy doeswork. but people have to beconvinced of this fact to get theminvolved or it will not work. Hehas been engineering anddeveloping a set of procedures forhelping communitN leaders gainskills in identifying their priorityeducational problems. searchingfor alternative solutions. buildinga long-range plan of schoolimprovements. implementing theplan. and evaluating it themselvesas it progresses. "It is a grassrootstesting of the basic tenets ofdemocracy. It is involving peoplein the decisions about theirschools that affect them 1westablishing a communicationmechanism to deal with theirfeelings. ideas. and interests inschool improvements. It

TAKING

LESSONS\ FROM AN

!-

emphasizes learning new skillsof decision making. problemsolving and communication."

One of his program's tenetsis treating the school-communit yas a learning system. -One ofthe basic doctnnes of educationis that you start where the childis and take him from that point.The same thing is flue of thecommunity as a learning system.If you will start where thecommunity and deal with itsproblems as perceived by itsleaders. you can move forwardfrom that point."

In order to start where peopleare in using the community as ale:lining system, the problems asperceived by the communitymint be identified, according tothe speaker. The wa, to (10 this isto interview the people and

Recognition surely will comein the United States thatexpenditures for citizeninvolvement programspurchase what moneyusually cannot buy citizenawareness, citizen concern,neighborly know-how, andthe personal caring that sorarely occurs inprofessionalism.

disco% er what they do or do notlike about their schools and w hatsteps they would like to take toimprove the schools. With theanswer's to these questions. aprogram can he developed.

This technique is based on theuse of an outside "change agent"who facilitates the communityleaders' learning of new processito deal with their problems. Agood salesman knows that hemakes a friend first. and then hemakes a sale. The same thing istrue of the change agent. -Wehave to work on what educatorscall symptoms before we canever get to causes.-

UNDERDEVELOPED

COUNTRYAND A FEWGOVERNMENTPROGRAMS

One of the finest e\amplc.-: ofcitizen in% oh emeni iii ethic:monoccurred in Iran when thatcountry's Impel ial Ma lestyShahanshah con«9% he idea ofusing t he young. educated menl'om the cit ies who had beendrafted for military duty to servetheir f flow count men asteachers. Ry proclamation heformed the Literacy Carps, TheseYoung people de\ eloped such adedication toward their work thatmany asked to stay on theirjobs after t he e piration of t heirmilitary obligation.

Recognit ion surely willcome in the United States thatTenditures for citizens'olvement programs puicha:e

what money usually cannotbuy citizen awareness. ( it izenconcern. neighborly know-how,and the personal caring that sorat ely occurs in professionalismOne need only look at PeaceCorps. VISTA. Teacher 'orps,and other HEW programs tosee that money. even federalgovernment money andbureaucracy, does not di gradethe nature of the serviceperformed or distort the ethicof involvement. However, it isimpend t hat money not he usedto seduce or to melee people todo such work. Rather, it ine,z1 beused to facilitate progiams ofcitizen II-wok-mom in the schools.

23

SUMMARY OF RECOMMENDATIONS

1. Every school central office should appoint a communitylivolveinent coordinator to work with business and citizen

groups in areas of mutual concern.

2. Eery school should initiate a program for utilizingcommunity volunteers in the school.

3. Local public opinion polls such as tilie one developed byGallup International for CFI" Ltd.. a Denver:basedFoundation. should he utilized in a continuing program to aidthe school board in policy making and communication.

4. Vocational plop anis should explore the use ofperformance contracting with local businesses to teachstudents useful skill:, bet ore graduation.

Invoh.ement with the community by local educationalauthorities must be conscientio:Is. constructive. andcontinuing if it is to have more than news article impact.

6. Every effort should be made to convince the localparent-school group to reassess its responsibilities to schooland community. Parent participation must be solicitedand encouraged in all faces of school activities includingfinance, curriculum, innovation, and standardizationof terminology.

7. School administrators at all levels are the gatekeepers tomeaningful community involvement. They should roll out the"welcome mat" and seek business and citizen participationin the school.

8. Quick. positive response to citizen recommendations andrequests should be standard ierating procedure for schooladminist t ors. Dejection anti ,'onfront at ion are bet ter thanside-stepping the issue.

9. Educators should refrain from using unfamiliar terms andjargon of the profession in talking with parents andcommunity citizens.

10. Any citizen involvoment program must deal initially witheducational prol,L.qns as perceived by the local community.Later it can be expanded to more basic subjects as mutualtrust develops between educators and citizen groups.

11. In order to respond fully to the community's needs. schooladministrators need more than a cursory acquaintanceNVi h the local social and political climate. It goes far beyondparticipation in prominent civic clubs.

5.

At its 1972 national convention. the Parent-Teacher Association passed a reso-lution to drop a long-standing policy that the PTA ". . . will not interfere withadministration of the schools and shall not ask to control their policies." mile newPTA statement says the group .. shall seek to participate in the decision-maltingprocesses establishing school policy."

Samuel G. SavaExecutive Director

John I. Good ladDirector, Research Program; ani.Dean, Graduate School of EducationUCLAJohn M. BahnerDirer orInno ative ProgramsB. Frank BrownDirectorInformation and Services Program

Charles L. WillisProgram OfficerGeorge T. WilliamsAdministrative Officer

Executive OfficesSuite 300, 5335 Far Hills AvenuDayton, Ohio 45429(513) 434-7300

Research ProgramSuite 950, 1100 Glendon AvenueLos Angeles, California 90024(213) 477-6033

Innovative ProgramsSuite 300, 5335 Far Hills AvenueDayton, Ohio 45429(513) 434-7300

Information and Services ProgramP. 0. Box 446Melbourne, Florida 32901(305) 723-0211

Thi is a publication of he itute for Developmentof ducational Activities, I affiliate of the Charles F.Ke egg Foundation hio.

11110I, 1E IA! is nonpro rporation engaged in educational

ovement. Throug ograms of res':arch, development, andis ,the Institute is committed to advancing the latestaffonal k ow-h into educational practice. Detailed

information a out current operations is available by writing11,D , E',A1, Suite 300,5335 Far Hills Ave., Dayton, Ohio 45429.

"not connected in any way with IDEA, the publication of The PTC Research Institute ofThe George Washington University."