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U. S. OF---r-m- m- EDUCATION John W. Stzdz-bqkor. Commissioner
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FOREWORDTile work of the visiting teacher in our school systems israpidly becoming a professional servrce of significance in therealization of the objectives of education, namely, completgdevelopment of the whole child: Like many new services, this'phase of pupil persoiinel work 'has had a Topsy-like growthwithout adequate safeguards as to placement in the school struc-ture, as to qualifications of the ófficials performing the assignedfunctions anIkas to legal certificatioil based on acceptable quali-fications for 'designated functions in school sYstems.Recently renewed interest in this area of school, service hasbrought these shortcomings to the attention of school officialsinterested. The U. S. Office of Education, realizing the needand in answer to requests o school people in general, includ-ing officials of the American Association of School SocialWorkers (nolithe-National Association of School Social Work-ers), initiated a questionnaire awry'of visiting teacher servicesin cities 10,000 and above in population to iicure preliminary,information on the status of visiting teachers in the systemsindicated. The iesults of .the study are summarized and dis-.$ cussed in this bulletin.
BESS GOODYKOONTZAssistant U. S. Commissioner of Education
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CHAPTER
The Growing Importance of Pupil PersonnelServices in the Schools
THE PREVAILING conception of the school's responsibility foradequate prepàration of children and youth for full participation in
social and eoonornic life according to the "American way" has broadenedwidely in recent years. No longer are the school's functions confined with-in the four walls of the classroom and to development of the child' intel-
lectual capacity. k.ducatián is conçerned with the development of th*'%tote child, in the home, in the school, in the community, as a citizen ofthe world. As our hiwizons broaden, as we lain, more about and under-stand better the potentialities of the more than 25Y2 million children who
k day by day fill our clasirooms, the significance of com'plete developmentbecomes more and mere apparCnt. The extent to ,which the community
. and the school'appreciate the responsibilities implied and provide for meet-4
ing them, at least throughout the-normally accepted school period, is ofthe utmost importance not alone to thy .children concerned but to tbecommunity, the State, and the country ..of which they are a part.
The,recently disclosechtumber of young rren disqualified for *war serv-
ice because of ill -health, illiteracy, or emoti4nal disturbance is sufficientevidence of neglect in providing preventive aild remedial measures atAan
age when they'would have been most, if not fully effective. Recent studiesindicate that many of the iame physical defects discovered but 'not rem-edied during the elementary school years were those for which the men
concerned were rejected by the Selective Service.' Emotional disturbance,another prolific cause of rejection% may prove to have a similar historywhen studies °are available.
.While not all school systems are meeting the increased responsibilitiesimplied for various reasons, aiming which those concerned with adequatesupport are the most cominon, they are by no means oblivious to them.
Varied and enriched curriculum programs designed to appeal to theunusual or exceptional as well as to the ayerage child, adjustments toindividual conditions sanctneeds, flexibility in school organization and pro.-grams, are eicamples of common, almost universal practices in school sys-
. tems which evidence this fact. In addition, and of special importance tothe discussions in this bullitin, an increasing number of school systems --A
are providing professional services of higt!ly specialiitd types designed
Thild Health aid bye Selective &Tyke Physical Standards. By Antonio Mac% Henry Klein:aid Carroll E. Palm& /a Public Heald Report**, Vol 56, No. SO, Dec, 12, 1941, 7. & pub&Health Service, Federal Security Agency.
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2 VISITING TEACHER SERVICES
to facilitate Adjustment of individual pupils to enable them to participatefully in school programs and commtfinity living. .-
Such services are vari6us1y known as pupil personnel servicesTes4ildguidance programs, as child welfare buieaus or cliNcs, and by othertitles ustav similar in their connotations. (The first named is the termused in iiiis bulletin.) They are organized it; a number of differint ways... and are in varied stages of completeness as to furktions and practices. Acomplete pupil personnel seivice usually includes four somewhat differen-
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tiated,thoggh in practice fréquently overlapping services, namely attend-,ange services, guidance services, clinical organization for child grsuidancéin schools, and pbysical, medical, and health serviCes. .,i Organized services of this kind began with the 'more difficult behaviorproblem Qhildrin. As schools bgan better to understand their grespousi-bilkiei and to expand their functions, the desirability of extending suchservices to all rather than a few children becime apparent. Extensionmay be made through a coordination of established services or, as ii moregenera) and effective, through new departments or services integratedhad the regular pfograrns of pschool systems. Responsibility for adrilinis-tration, supervision, and support is usually shared by -State, intermediate,°and local school agencies and officials, tliough other public agencies, healthand social welfare particularly,"sometimes assume certain responsibilitiesconsonant with their specialized fields. The important Consideration is--that The services are available to all children where and at the time theyneed them.
Attendpnce service.---Obviously enrolling and keeping all the childrenin school during the full school year and for the complete school period
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is the first requisite in assisting them to avail themselves of the oppor-tunities the ichool offers. Experience has shown that compulsory educa-tionv laws which now vist in all. States, do not solve the problem of non-attendance, nor does the compulsory age period generally coter either thewhole school term or the total 12 years' sch6oling which school systemsmake available. The school's program and the individual child's welfare.
binh suffer when thert is lack of efficient and economical attndance serv-'ices. As one consequence, dependence on canpulsory education laws israpidly being *uppIemented by administrative provi;tons. desjgned to studyand discover thivderlying causes of nonattendance and to supply so faras possible effective renxdies.Increasingly the State; as such, is charted ifith a large share of respon-,sibility idi atteittianseces, not only through attaxiance laws inid*Or .enforcement, but *pre, significantly, especially in States with well;ck..?.4iganized departments of education, through a professimilly- prepared;:' staff wiped to the piomotioni and stimulation of regtilar and full- [!IL: attendance. *Kb an organi provides fork partimiar'attention to
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.01Pay.'supervision of at69ndance officials in local systemi, to the- causes of non-attendance, and to the Consideration of remedial and pteventivePennsylvania offers a good example in its specially, certifiated E ff ofhome visitors located in the State department of education. In -Louisiana,under fecent legislation, the State supervisei and certificates locally em-ployed ,(the parish being the local unit) professionally prepared visitingteachers whose duties include attendance services. A recent handbookfor attendance Niorkers issued by the Connecticut State D'epartment ofEducation expresses tile changed 'point of view as follows:
In a nxxit-brn school system, the official obligation goes beyond the mere legalrequirement that, educable children be kept in school. It is` becoming generallyrecognized that if the child is physically and mentally welt and feds that theeducation be is receiving is worth while, he will wish to attend school. Such aviewPoint requires that the attendime worker approach his task as one of educa-tional adjustment and social welfare rather than one of force.
This interpretation makes it essential that an analysis of the !muse ofnonattendance be made in each case, the results of which Oitentilin whatremedial measures are necessary to proper adjustment, whether ip thehome, the school, or the community. Increasingly State as well as localschool systems /implement this point of -view through the services ofvisiting, teachers.
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Guidance progranu.--With child- ell in regular attendance at school,the wrposes of guidance programs are t.o assist them t9 choose wiselyamonVthe possibilities the school offers and to 'take full advantage of suh sowortunities; to insure that each !mini more about himself and hiscipacities and abilities, and how increasingly to adjust satisfactorily to thecompticated provisions and nseds of educatkin and of life aftei school.White guidance is associated chiefly in smile school systems with high-school ppvrams, it is not Nand should not be confined to them. The trendis toward more liberal interpretation. Mockrn guidance programs aim todiscover individual abilities, interests, aptitudes, as well as availableoppprtunities for their development in school, including their use as ameals of guiding youth into a life career or occupatioq and satisfactory.placement when training is completed. Such discovery and the undez-'standings involved require early acquaintance with the child as an indi
ances, obvious in lfter childhood and youth, Qften thebegin long before
vidual, the earlier die better. Physical, menial, and emoional disturb- )child comes to school. Often Stich disturbatxes, alvve,1 as perscsalitylimitatiorgs, can be ovettcm eir remedied if discovised in their incipientstikés., rtheli,! adjustments !ui,e, lent Fvffm eirt4104 functims. of the
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home or community conditions, visiting teacher. services may again havean important contribution to make.
Clinical organization for child guidance m schdols.---Complete servicesto individual children, neceswy to enable them to profit' fully by thechoot facilities available, indiiae certain essential adjustment measure'
designed to overconie conditions or problems sometimes due to "'emotionalconflicts, unfavorable 'home or school conditions, inadequate or unwhok-some environment, or to mental maladjustments." The causes of suchdifficulties should be identifiea, treatment prescribed, and the respectivecases-followed up through appropriáte agencies of correction.
Servicps of the kind referred to are provided in a growing number ofschool sstems, sometimes as a phase of guidance programs or pupil per-sonnel services, sometimes through cfinical organizations fm'child guid-ance. They may be administered directly by the school system or in
(cooperation with other public or private agencies. They may be State-wide, county-wide, or school and community-wide in extension of service.The staff "may include the school psychdogist an attemiance worker, aschool counselor, a- visiting teacher, a psychiatrist for full- or part4imeservice. Staff size and composition vary according to conditions and needs:Guidance, heakh, and attendance services are sometiMes within or coordi-nated with clinical child guidance servic,es. Matters which involve contactswith the home or which concern problems t)f the environment are usuallyentrusted to visiting teachers, school or psychiatric social workers. dam-
? room teachers are strategic persons in the 'early lwation of difficulties andin follow-up measures with children who need any type of special atten-
L tion onlhe part of the school or thi adjustment agencies.Health, physical education, and nsidkal services.Health is so impor-
tant an_ objective of education that increasingly provisions are ,being madefor its preservation and promotion and for health instruction in all schcaolsystems reaching all children. Adequate programs for health and physicaledhcation services include prOvisions for (a) Kriodic medical examina-tions; discovery of physical defects and their recommendation to familyattention immunization and dental, miming, ahd nutrition services ;(b) a health instruction program that carrs over from school into.dailyfife and includes tilutrition and other desirable aspects of a stimulatingprogram in this area, and (c) maintrance of a healthful environmentIncreasingly provisiolis for desirable mental health of both chibirdri andteaches ari being considered responsibilities of the school system. Physincal education and recreation are included in the instructional program inan increasing number of school systems. vni`iy Amid he integrated into
program and contribute to PhYsical emotional, and social
These four services are discussed briefly 4re because they represent,
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the ,, t.,--.----t,ir-_... in which visiting teachers usually operaie in school systems.nacement of visiting teacher mrvict.&s in ilx administrative.
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ent's office. Vatatever the type of Crganization, visiting teacher servicesare important in the realization 'of the 4)j-el.-fives .of the tc4a1 _pupil per-sontiel program of the school si,stem.
The place and function of visiting teacher work in school systems isdescribed briefly by Ruth Smalley of the 'School of Social Work of th'e
University of Pennsylvania, as follows :I I.
The service offered is a specialized form of social caw work tden..fiéd withn integral part ci the program of the biic±oL It is a method of
indiVittud children to use what the school offers and of increasing thevalue of the wtwk of the classroom tftcher. It involves interviews (1) *with theiixtividtat child navt_ Ality in using schoW , (2) with tedadwr swir=-4=-1
psychlIogist, sctwO-- uurie cr other schNA ronneI who can both contribute to
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Public education involv teaching children in grou.groups---inade up of individuals differing widely in endowm_intellectually, and emotionally, as well as in individual exp-1.---nct,pc-.
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child, teacher, parent, and sometimes with the community, the /factors- tcterfering with the child's use of the school. She helps the child to take
responsibility for hiniseit in school ; helps the parent tp share responsibilityfor the child with the school makes necessary contacts with appropriatecommunity igencies riand assists with whatever family, financial, health,or other Problem may be interfering with thc best use of the child's oppor-tunities. She represents the school in communit» social welfare activities.
Pupil pouondel services, including some or all of the-types indicateti,are increasingly rTcognized as essential phases of educational prograzitsdesigned to meet the needs of all the children who are or should be'enrolledin sZhool. Thephonav be State-wide, wunty-wide, or school sand ctwn-munity-wide in .extension of services. In the practal Implementation of
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personnel programs tiv whateVer term designated or however organizedor placed in the administrative structure of the school system, the visitingteacher isl4a strategic person.
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DevItiopment of Visiting Teacher (School SocialWorkr) Services'
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T1-4E CONCERN of educators for the individual child is not new:From the beginning of education in America there have been some
teachers eager to help each childtdo get from his school experience what-ever will be most useful to him. However, until recently thesC educatorswere the exception and not the rule. Many factors have contributed to achanged vievpoint in education iti the la.st three or four decade's. The far-reaching changes in soial and economic conditions affecting the wholegamut of our American fife, and.the devdopment of the "mental hygiene"movement profoundly modifying the thiphing of educator, social work-ers, and ()awl professional gisoups arr, perhaps, iwo ot tte most sig-
nificant. However, it w,as with the passing of compulsory education lawson a Nation-wide scale and the unpreedentell school enrollments reach-ing into increasingly higher percentages of the 'total school agr gr-44,that educators really began to thitnk of fitting the school and the schoolcuriiculum to the child's needs. Their. job then became not that of settingup a "goor school for the educationally "elite," hut of providing an etju-cation varied enough and flexible enoNigh to fit the growth and educationalneeds and the wide range of interests and abilities of all chihiren.
The visiting tvacher movement has been a. natural and inivitahle out-growth of this change. It has iis roots both in education and in social.work, and in ordir to see clearly what its possibilities are today, and to
understand what part it hAssin the expansion and growth of present-dayeducation, it is well to look -at some of its earliest beginnings, as well asits more recent developments. In 1906 and I907, Boston, New York. City,and Hartford, Conn., "developed simultaneously hut independently a
similar type of work to !flied a common need." Its development in thesecities reveals smile important facts about the- e6cts that public-spiritedcitizens concerned for the good of children may have on educationalpractices. .
In New York City, the work originated in two settlentent houses,Hartley litfte and Greenwkh House, where settlement workers felt theneed of knowing the teachers of the children who came to the settlemer4s.
They assigned two visitors to visit schools and homes in three schkl dis-tricts, and worked do7ly with school and community groups tobring
'Chapter II contributed Inv Mrs. Margaret Rustler, Acting Director. Department of ChadGuidance, Public Schools, Greenwich, Conn.
Me Visiting Teiscber in the United States. The Nations! babes of Visiting Teachers andNotes sad &Ma Visitors. New York, The Public Education Association of New 'tort City, 1111.
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about a closer unaerstanding between home and school in the iniaoests of.- the children. One of the moving spirits in this 'new work wao Marx
Marot, a. teacher who had for many years been- interes671 in diveldpii4a "social óutlook'''' for the, school, and in thi of the social as wellas the academic aspects of education. In j uary 1907, a committee toextend and develop this work was formed b the Public Education Assom Ation. This association maintained the workiiniil the New York Cityrd of Education officially took it over in 1913. .
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Boston, the work had rilore -#"o-f a social 'service motive than in NewYork, and less effori was made to have it taken over by the public-school rsystem. In 1907, the Woman's Education Associatiort established a homeand school visitor in The Winthrop School in thg city for the following
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reasonsLack of understanding between home and school often results in loss, some-times serious injustice to the child. . . . To meet this difficulty a subcommitteeof the Woman's Education Association has employed a socia) worker in theWinthrop School District, and she has atttmsed by working in both home andáihool to bring about yeater harmony between the two and so make moreeffective the education of the child.'
Other public-spirited organizations in Boston followed suit and providedvisiting teachers for seviral school districts. In 1923, there were seven'such teachers ii blemektary schools and two in high schools. In contrastto many other places, the work in Boston never an integral partof the school system.In Hartford, Conn., the work was undertaken in connection with theBarnard School in 1907 upon the suggestion of the Director of the
Psychological Clinic, who realized the need for visiting teachei servicein connection with his work with' sChool children with serious problems.The visiting teacher assisted the psychologist in securing the history ofchildren, and in carrying out the recommendations of th*dinic in regardto social service, physical treatment, or schodl adjustment.Visiting teacher services were begun in Philadelphia in 1909; Worcesftter, Mass., in 1910; Rochester, in-1913 ; Kansas City, rin 1915; Chicago,in 1919; Minneapolis, in 1916 ; and during the period 19134921 Newton,Mass. ; /Mt. Vernon, N. Y.; Utica, Ñ. Y.; Mason City, Iowa; Fargo,N. Dak., and many others, made .soTe appointments of visiting teachers ingrade and high schools. The influenct 4f 'the New York City group, .andthe experiments carried on bY -the Public Education' Association in thatand other systems, played an important part in the devebvment of thework -throughout the country. An excellent report published by tile
to
"Oppenheimer, J J. The Visiting Tucker Mo'vement. iftw York, joint Cossmitise ain Method*of Preventing Delinquency, 1923..0. 3. Quotation from Report of the Rome and Sakai Visitor,Winthrop School Magic*, Boston,1914
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Association in 19164 included a stateritent of the functions and an analysisof the work of the visiting teacher during the period 1913 to 1915 inNew York City. The, report pointed out the significance pf an inter-change.of 'ideas between dAucators and the community', änd óf the recog-nitkin by the majority of educators that it was the duty of a democraticcomtinmity to concern itself with the education of futufe citizens.
Thi New .York experiment influenced and stimulated similar 'serviceselsewhere, perhaps especially in Rochester, N. Y., where. a visiting teacherservice was established in 1913. Rochester was the first city in thecountry in which the Visiting teacher service from its inception wasentirely supported and controlled by the board of education. This is at)
extrenlely important point in the history of the work u the timid hassteadily been, since that time until the present, for the most 'effectivevisiting teacher service to be organized as an integral part of the schoolsystem. Along with an increasing re:ognition that visiting teacher workshould be done by social workers with a special orientatio:q to education.there was a definite trend towani placing these' worker in a specialdepartment within the school system, under the administrative directionof the superintendent of schools or his assistant or associates, with tech-nical supervision by a pfofessional Rers-on trained and experienced inschool social work. The development in Rochester, therefgre, is particu-lady significant in our cotisidqation of the whole field, as the work
- visiting teachers in that city was never separated from that of the wholeschool system and the community. It is only in a situation of this kindthat die relationship. of the visiting teacher to other agencies for socialservice, both within and without the .schciol, can be correctly understood;This situation in Rochester is of outs P.. ing significatice, and we willcimsider for a 'moment how the under r: se, . ind aims of the visitingteachers' work came gradually to Nebrnif_ate the entire ichool system.
For 7 years after the work bçgan in Rochester in 1913, it wa carriedon by one visitihg teacher who laid the ;groundwork for the organizationof a visiting teacher departnieht which was established in 1920. At thattime the i»aret of .e.ducation determined to me what could be done for alarge group of "problem children" in certain schwls through incr--..s.nothe mnnber of visiting teachers, and through unifying and clarifying theirservicti by organizátion cif a visiting teacher depirtment It wasthat because of the increase in the number. of Asking teaFhers thi amountof preventive work would Ittlsó be inaestogi. The vrk of the newdepartment kgan with a study of the cauies of truancy and nonattaid-sing*, ,and as in io many other places, spread from this 'early emphaos to
him, Harriet M. The Visiting Teacher in New York Oty, New York, The PubSetioa Aiiwkikn of the. City of New York, 1916.
a
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. .
.
.
.
. .
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Ifibsolis.
10 VISITING TEACIIER SERVICES1
giveninclude many 'other kinds of, difficulties, special 4ttenbon being to5preventive wprk.
The board of education in Rochester early .recognized the need foreducational experience and additional experience and training for socialwork as basic requirements for success as a visiting teacher. With theinitiation of the work, an elementary school principal was released for ayear to attend the School of Social Work of the University of Chicagoto prepare lo become a vhiting teacher. The department, established in1920, required that all applicants for positions as visiting teacher begraduates of a normal school of approved standing or have educationequivalent thereto, a license to teach in the State of New York, a healthcertificate, and in addition to these qualifications, social service trainingor experience with a recognized agency.' The board also provided thatcandidates for a position as visiting teacher without training in educationmight establish eligibility to certification through examination,
In 1925, a report of developments in Rochester urts published as oneof several in this'field by the Joint Cominission on Methods of PreventingDelinquency under the Commonwealth Fund.
No history of the development of visiting teacher work can Ix completewithout at least a reference to the way the work developed in Philadel-phia. The White-Williams Foundation, formerly the Magdalen Society,was orgariized in 1800 for the purpf.ose of caring for delinquent.and way-ward girls. However, in 1916, the Society had outgrown its originalpurpose, and its work was taken over by other city agencies. Influencedby visiting teacher and child welfare work in New York, Bosion, andChicago, the Soddy decided with the approval of the superintendent ofsdiools to take tip the study of delinquency in the public schools. Thework was begun in 1917 in the Bureau of Compulsory Education wheregirls came to get working certificates, and soon a service in vocationalcounseling was developed. Later, through the aid of the White-WilliamsFoundation, the Junior Employment Service which had been establishedby the United States Government during the war, was taken over by theboard of education. Soon it became evident to the Foundation that therewas need for educational guidance in a child's life before vocationalguidance could be effective, and, consequently,,school counseling, includingcertain visiting teacher functions, was established in schools and gradesof various types.
The aim of the White-Williams Foundation as ¡ported in its annualreport for 1921 was as follows:We act as a laboratory for the public schools in determining thrmigh socialtn work the kind of children who need social, educational, and vaginae guid-
10111mmomimimmormol
Mills, Mabel Brew*. The Visiting' Teacher in Itoebeeter. New York, Joint Committee onMethods of Preventing Delinquency, 1923.
e$.4 .
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.
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s
DEVELOPMENT: 1'1
*nee ; how and when it should be given to' these children in their progress fromkindergarten through grade or high sthool, industry, business, or profession;and how this work shouldpe fitted into the public school so that ultimately itmay be adopted by the board of educatiem for all the schools.
The level of work was so high that the influence of the White-WilliamsFoundation was felt throughout the country wherever thire was an inter-est in visiting teacher work. It continued to o'perfte as a private founda-tion until recently _when the, work was taken over by the PhiladelphiaPublic Schools.°
Influenced by all thise _varied experiments, the National Committee onVisiting Teachers, affiliated with the Public Education Association, wasgiven financial backing by the Commonwealth Fund of New York in 1921for a country-wide demonstration and for experimentation in the field ofvisiting teacher serviCe. The committee stated at that time that the Fund'sobject in subsidizing visiting teacher work was to help the "child whowas tending toward delinquency, who fails to 'get along' in his school,home, or neighborhood environment, who is troublesome, or 'difficult,'or maladjusted." The committee held that the -school is in a strategieposition in regard to child welfare work, and that "sound social case workis valuable in making the work of the school more effective." This com-mittee placed 30 visiting teachers in 30 different communities for ademonstration period. Cities, towns, and rural counties were chosen inas wide a varietiof social, industrial, and educational situations as pos-sible. The aim of the program was to provide a body of concrete dataof practical experience so that the communities could adapt the work totheir local netds, and also to stimulate a thorough consideration of allproblems ipvolved in conducting a visiting teacher program in variouskinds of commutilties. These placements were made through the boaidsof education under the general supervision of the superintendent ofschools, although the technical supervision remained a responsibility ofthe National Committee on Visitipg Teachers. That committee assumedtwo-thirds of the salary, and the local boards one-third. In a vast majorityof these cases, the boards later took over the salary and supervisionentirely.
It was from this experiment that some of our best material on visitingteacher work was collided. The Joint Conimittee of the CommonwealthFund on Méthods of Preventing Delinquency published much of thematerial. Notable among these publications are, The Visiting TeacherMovement, with special reference to administrative relationships, byJulius John Oppenheimer, published ip 1925; Visiting Teacher in Roc1,14-
1111,
gar I meat desethrtien et the hiledelphk programs see Inveatios Vaisya% ra. se
13, jaw 3, 1943.
Vppsebehmer, The v.isi. Teacher Novesuest. Ne yet* joint Committee as Mayas01 Preventing Detimpleeey, 192S.
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12 VISITING TE. -&CHER mamaesttr, report of a stuA by kaki Brown Ellis in 1925Child in School, nar'rated from case records of visitingB. Sayles in 1929; and The Visiting Teacher at Work by a_ Culbertin 1930. These four books constitute a very compile descriptive andnalytical picture of developmeats until 1930.A professiónal organization of visiting teachers to define and promote
high standards of training and performance was established in 1919.°
4
.Theteadiers 0_4 I'4ary
This organization encourages interchange of experiences among mew: nias well as the study of methods of work and common problems ; it con-ducts surveys of the field, and seeks to develop t*th within edumtion andaxial work not only a rce-evition of what the content of sound traininzand services must but an increased understanding and recegniticun ofniutiml problems ammo- members their work witn children. The
0FNAN-4CILIVn is supported by annual -dues front f 2 0 and theits meincrqnr.0-.e Lf1,
and standin¡worh carnea on Dy the officers committees male un ofrcifIne octively employed visitima teacher work AmI
are ccx-pwrni,Lces on publicity training, editor-__,anct an°riff oiners,
Cfni- rtthere
Lill v.. Lo qw.
pre case rmords and other materLal for publication, ana a ccmmivice otregional UnitedrepresenMtiv coverinff the whole
*
tort * .flows two colint. -mole IlieetiMIS a yrar snowing -it. dual M
,7i4Les. ine Associa.
:aucation 0
social6 4 ann : one in twne winter with the AmericanAssociation of Administrator's T. 44 I oSchool COI the National ,psuucationcit-ion and one m the spring ith the National Conference of Sodaltkr.-wir The Asscozia ion has helped wherever possible Li the upof adeauate cerriflcation requirements Mr visiting teachers, and hasrequired for membership and recommerLea for ail certification a year. .of gradwate swial work training in an anprov. .with a year's experience oris kpervised field work in is area. The Assom.&Vim prefers a year of tramming
0 expen ce, inand any case macientacmes in 'education and educational exptrience to amble a *kingteacher to meet local or SOle requirements, and to work effectively waina schwa system. With the increased interest in the visiting teacher in theschools, an effort is being made to put this national organ ..tion on a more.... _
SWUM financial basis so that its service to cmninunitks, boards of educa-.4: a''
tw-a e
unprovinp-tion, and others in establishing oi thi service may.be more effective.
schwa of Social work
Education, particularly special educational services, suffered during then mriod of the thirties along with so many Mier activities Aa
IorC---av was um& by the Americ.an Assocktion of Visiti Teachers1W ii1939.which showed that while there had been no gitat epanskn dunng
deprenion period, tastily11111111111121Moimmie
anti well estAblishedWere IC-41`.6. tO
01116 *as lirg c_=-17LW Natbnef Aislididon û Ind** trewhers; t..rhast-c! Wartime Asterism Aszixittit, of &bii avoid Worketa.
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is
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prograths
( Wen Amakitisasaw,
A,L
DEVIELOPMENT
serious&~ . e *
retrencimeatbe wt----ellei.f ...N. programs.n -_-.-,-,----
-at that time to secure the exact number of visitine-,
6_States
the nawere
_aNa. allA=7%.e Wp of L.nt"-;:
report II 1In a L----,-.i-UW
tP-a--= -.in
13
was not pássibiethe United
at work in school systems 'wene arnLca with.7",tion. An estimate, however, was -made that there0 centers where this type of work was being done."T' Visitiqg Teacher Service Today, a Study of its
w -T151z E
r-7
Ere Ln Lie United Stat Today," published in 1940,it was pointcd out that
o tilt§ tim welt tuts grown the visiting teacher, in addition to her work withhuljekital children, hag beconx a means hereby the school maintains contactwuri agcncies, and develops ce---%-.__Krative activity for the wcit.ze ofchildren.has
sly has devekiped a consultant service to teachers and parents, andshared in group activities that are concerned with numml
rtygiene it Her cumulativv krp--- -ledge of muses of maladjustmenthas biome useful as a starting point for administrative changes resulting in a
hasnxwe eff----tive proviso for all children, The task itself, as it ISr&-z-t-iaAl as one requiring adeottate premration in social work, mental hygiew.,
^ relationships !PS* ,and nrch3legns of communsty L.
developments and modifications in visiting teacher work duringthe last decade have naturally followed somewhat the changes that haveoccurred within the fields of education and of social work. As we lookover the recent developments within the service itself, we can see at leastthree significant trends, The first is a change in the essential 'visitingteacher service, or what the visiting teacher does for the individUal child.Interest in the individual child has not lessened, but it has become moreand more dear that the visiting teacher cati handle only a snail percentaeeof the individual problems that are usually refert-ed to her. In manysdiod systems there is a tren0 thetoward visiting te c- r becpming moreof a diagnostician awl a liaism worker between the school and othercommunity /gawks than formerly.- If the community is well equipr-e-iiwith case work avcies and child welfare Oinks, a fargreater numix-rof children can benefit from admix nrricei. than would Nr.,- reached without
directionsometecian oiteinst"...ce
L ISCUMteicherthe last
trornar.-1 VEI
.s ool womere Since to elw. a sound (nag-nos..f *11
elII greater a . 4.4.n
will alwayst rnerseli aleP
g v̀Qv
es-mi1e-Ian --eamert,
amie rases that are best mina'4
-*her spezanzatiort me trainingi=11 U
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Teachers,their
a2n general,
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with herM,E=-
the 4 61rhig#a4e.1 .is tisl,tatty
FA& vvigtr, Tattier Servke Winnespak, Kl., (CAN Study DeputasetMmeidion), Americas Association of &Awl Workers, MO.
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yearsability deal the many in \means that frequently a )problem regarding
saw" Today.of the loud pt Social
rim:TING TEACHER SERVICES
takes less time for the visiting teacher, and so frees her fór more inten-sive work on the more serious problems.
The second trend is for school systems to coordinate more cice-3-e:yvisiting teacher service with cAher special services, notably, .
L and attendance work. Certain health services, guidance, visaing teacher,and other services of a child welfare nature, are sometimes coordinatk-e-dinto a department or bureau in the administrative structure of the schoolsystem. This coordination, if consistent and efficient, may result ineconoiny of mpney and effort and save overlapping and duplication ofservice. It is also sound organizationally, as in this coordinated effort the
fi interest of the school remains focused on the child and his I eeds insteadof on the development of many spetialized services. Example. of thistrend can lie found in Rochester, N. Y.; San Diego, Calif. Green-wich, Conn., to mention only a few. Descriptions of these departmentscan be- secuied in more detail from other sources, but it is significant thatin San Diego a former visiting teacher is the director of the bureau ofchild guidance, in which are located the visiting teachers, attendancesupervisors (trained in social work), psychologistss home tutors, andspeech-correction teachers. This bureau of child guidance with t.ieee,evarious. workers serves as "a unifying, coordinating agency betweenvarious ichools and community activities as they affect the individualchild."1 In Greenwich, a much smaller system, all the above services(with the exception of a speech-correction teacher) are carried on in anoffice under the director of child guidance. The school svch&;ogist andvisiting teachers confer constantly regarding the children with whomthey are working, thu-s making the services of both of mach 'greater c.-
a-I sjxciai services are organizedtiveness to the child. In Rochesterunder a coordinator of child services into seven dpartments: Visitingteacher; attendance; parent education and child development ; health andphysical education, coordination and research educational and vcx:ationalguidance; and child study and s e.....;.. education.1
The third nxidern trend toward an increasing amount of group andcx-nmunity work really consists of two parts. Mere is, first, the educa-
/
(
tional work done with groups of parents, or even sometimes with groupsof children, and, second,.the increase in understanding and cooixration1Rtween the school and community agencies set up to help children andtheir families through .wcial Work services. Parent education, or theencouragement of more interest and understanding of the wiii.e life ofthe child including his school exreriences, has rlfways been n-let,...---_,...... &_1-Ane
P
.. visiting teacher job. This has increased grt----ztiy withfossarmismwwil
nifewer Developments in Viting Teatime Work, by GlAys X Visit*, Teachers' Bm1--__:-He.tin, w-A. 16, wo, 3, Jane 1941. (PeriAcaI of the American Ass=x--__, of Sciki Sixial Wor&fa,
, Child Welfare Department, Board of Education, M(leseillyKs, Mign.)i
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interested in education,.a.
school's p 0/
15
and with the development of the'.e greats immirtance of the hoine, and of the
new Tor home and school. Jilt how visitirigteac'hers have helped in this v!rc4e pictute is another report in itself.Social agencies and social work services have undergone many changesin the last decade, as well as considerable expansion in the direction ofboth case work and group or diaracter building. Ma9y examples of thecloser working together of schools and visiting teachers with theseagencies can be found, although better understanding of modern educa-tion on the part of social workers,, and of social work by teachers andother educators is still needed.
There are widespread indications, some of which are set forth in thisbulledn, that visiting teacher work is fa-zing a period of expansion. Itis possible that the war situation has given impetus-to a movement already
inp-oieti for its fuller participation our educatioral program. As welook over the history covering a period of three or four decades we seethe visiting teacher moymc------nt refieding changes in thinking and in prac-tice that have affected all our American life. We see deeper incorporationand integration of individual services to children within our educationa.system. The professional training and qualifications for effedive. visitingteacher service have !---Iefegne more and more clarified as essentially includ-.¡rig preparation in work in contrast to some of the earlier beliefsthat a good teacher ith friendly interest in children was adequatelyqualified. As sdicOs have advanced in their understanding of, and facili-,ties to meet individual needs, the work of the visifing teacher has, u wehave indicated, inevitably changed correspondingly. Visiting teachersnow, kside the basic skill of individual therapy, must take their placesin the schwi and in the community as persons aware of possibilitiesinherent in. good group work or the group approach, as well as theindividual appreich. They must be able to interpret social and economicchanges and, as relationships among community tigencies are better rec-ognised, they must play an effective rt not only in facilitating theinterchange between schools and other agencies interested in children,hut participate also in creative social planning for the continued develop-ment of all agencies designed to improve the level of &American citizenship.
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THE CONTRIBUTION which the visiting teacher makes to pupilI per:soma services, as developed in modern school programs, and its
importance in the Miami* of the objectives of die school has beenindicated in the preceding chapter& 'Unfortunately at present these serv-ices are, with some few notable exceptions, maintained only in urban sys-tems, usually those with large or at least above-average populations and ina minority even of them. There is, however, a growing uof their need and value, and increasing intemt in their development onthe part of school adminisfrators and boards of eduCatiOn reSPOngiblefor the efficiency of school programs.
As ifidicated in the preceding chawei .nd as increasingly followed inpractice, visiting teachers are added to school staffs for the naI var.-
w. of assisting in securing for children a sadsfacory basis of health%and well-balanced lives and the fullest use of rail opportunities w!ichool and the community offer in accord with their L.t_mstsaepted objectives of the whole educaficiral program They arewarily members of the school staffs in the systems in which u_ilq7=10responsibk for certain duties in both the education and social work _and for liaison relationships and functions with organizwhen such are available They are, therefore exctedhave adequate prtkaration for, ci- inso= f experience\ °fields in whiCh they work, i.e., education and smial work
At the present time visiting teacher services in school systems are or-xs to staff and functions in quite different ways andvariety of units in the Administrative structurechild welfare
dqatitirwmts, attendance divistms, and guidance nrograms, arrwrg\I-4(xnetimes immediately under the tahlent, even in a few citi
lm-a-tcA, in and financed by aher than school agencies. As in many otherdeveloping services, practims followed as to ales, functions assumed,qualifimiigms, sahrics, staff size, and other matters concerned with theprofessional swus of visiting teachers are not uniform nora situation resulting in a general lack of information concerning thisfield of service. As in other phases of Nincational work, dare is immi-nent need for such information. For this reason a study wasin the U. S. Office of Education designed to secure the mast essentialfacts concerned with staffs and services representative of practicthe United States. It was planned as a questicmnaire study and involvedortain 'factors relating to the status of viiting teacher staffs in scElx.-1
to aixf should
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CHAPTER III
Prima.
the
social agencies
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pnizeda
standardized,
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officials oas others,groups in
THE PRESENT STATUS
%es of io, i=0 or -population. It is in these school sys.existingof servim of this type are located
C-1-% Appendix, Inge 41) included quesbons .by
bulk
American drussociation of, School Worke-and v=----as sent to school administrators of 6dicated, of which there are appr
Inp well
on Lt
_4=7 gtg a .-=.= a_ a
lists of the U. S. Office of Education. The forms v.-ere -c-P-7-4 out al1944, and returns were received from 748 of the canvassed
on
April
in 45 States and the District of Carla most of thffn during theinformation, therefore, refers to conditions as of
the school year 1 The high mrcaltage of superintendents;r rcturning rv_-korft, and the many
tridellib-1' 01 1944.-"-a-
vaKA who replied, their prcrïïicciu'nents th,t,,, made, indp,_.
7thoughmade it is not unusual
,TA Cart-
th=
in quitstk inairetwo or even three before more than 50 mrcent repii
service. Only one can-
this udyr LI
IA _ g r
cy
ti ire t.7 -7A'4
V-
iwitS
inuwate4a a.a
.'.W --A %U1.1 I 0 SU'
n- +run different
e
ludies to mak-are reczwela. In
6t-F69 or approximately 70 ix-rc-mit, returneaulied for followitg
erprettions in this s_t_loti are based on the returnsag_e ala7 r are* of course, the usual w...maire data, somewhat aggravated in this case inSet-VIM are relatively. rftww and lermi4_ not
pqablwifd. ity2
aau :=q 1.,e
misunderstanding,were nanwrci
E
for exam*, vary widely among. systems;11s-r-d to designate officials ixrforming the
cónered _diose of vise 'fin ers were reported. Tot4erwrally acrepted visiting teacher functions
in form with the request that persons autmung the dutiesindic-atai be reported by whatever tide identified in the respective sysrfLt
precaution' while lAck always successful in achievingof was reasonably effective, at least to 4'E
4...._,..____ a..,."-jitil......a
dant
extent oi securing the full number of visiting teachers employed.a
wn to tium familiar includingpupil mmnnel worn..73
t of dx visiting teacixr, tint sr ts are often employed for_11 nphases at the -service al a part-turx. tasts enft_aa I-nP onn was
A -addressed were, therefore, rec =-1- to
Wa7 rifral
reply- to inn0 eicg
on number oi visiting teacters tn terms of the full-i4moall persmis EA) employed. A !e1-1A manyA- I-- t 4. 1,411.4%,
A
AI I W-73
w I.
or nri,41aif as were -t_nzd twere -
-F=1 Ilt11111)er or'teacherdutiesthe reguki stiff ana byfor example, enmasiortatie
4
'44-11 t4:V *,1 I
reported1"
.X E.w* a .a
o
&
school
at
A
ile no5
regular visitingof IMW=
certain 11H
physicians2 a*1.F services.
** 24 at
it was
syS a
.
Ilkann3 it-Lr
f t Stria
17
1,100
SEIM
lreli
interestms was
6,
the 100 41th
.1.:t and-r=
op
the first request. J.
_ E
tii.OgY tstra.
SO
a
the
CliS
74-0- returns
d h jL with
.4111
returns.
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SO
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p
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used
uthe
located
in
form wit!) in
characterisingthe
6
terns.
the
in coaii-piling
superintendents*as maintained many
.
of visitittteadiert on the were made available throughvoluntary ; local or
18E.
VISITING TEACHER SERVICES
necessary, therefore, adopt imne means of distinguishingE between the
systems maintaining established services of visiting tcaciier rafTs andthosé offering some service of the visiting teacher, type by vo4untft-rs orby school staff wembers with other full-time jobs. For this 1--à:which reported the maintenance of visiting teacher servi.c- with a full-or part-time visiting :ratchet staff are referred to here as systems kavi."organized services" of which, as table 1 shows, there are 2)6, all butof which report at least owe full-time, presumably professionally pre-pared, visiting teacher. Cities reporting one or more visiting tmcherservices offered by regular staff memix-ss such as principals, tethers,attene,,ance workers, school nurses, and others not regular visiting teachers,are designated as those offering 'some service" usually by other thanvisiting teachers, but not having organ' services as defined for pur-poses of this discussion. One hundred antrfwo cities are classified inthis group.
On the whok the data reported ar.-5 believed adequate in number ofcities reporting, and sufficiently live as to area, size, financialability, etc., of citieslap provide a means of judging prevailing cormlitionsin the United Scout in visiting teacher work.
N timber of visiting teat hers A summary of the returns miwith the number of visiting teachers, accords to number of cities em-ploying them, is shown in table 1.
Table I. Smeary of t.14-1-tzi %weber sonless N tItI.Seniors re---1-- cd
Organited servicesClassified by full-time equivalent c:4 persnas employed:
I full- cw part-time '1591Y4 to 3
"653% to 6
1 S7 to 10
10Above 10
°I 7Sane service by staff other than visiting twittersNo wvioes .
Taal
102
748The largest number of cities, 159, as indicated in the table, reportemployment of one mson---full-time in 131responsible for the serv-ices. In this group are a large number of relatively small cities may)to 30,fflin population. In such cities one visiting teacher, with thecooperatice of a school psychologist, an official now employed in manycitiie8 .of the size referred to, or that of the' school administrative andamsernionsompommirms
na 2i of these, cab' vase apployed.Mae cities eavioyed 20 to 30 KrEms; 1 cty mortal i92,
4A--,,Kz
28
74-
111
.
..
.. ...... . . . . . . .
380
.
Nonalervitas.
266
.
1,11)
part-time
NP
', t_
'4
raportiog
f
petered
THE PRESENT STATUS 19
health staffs, the principal and classroom teachers, with part-time servicefrom nonschcftal can render effective ir not always adequateservice to the wnole system Much depends on the cooperativr spirit ofthe other agepcies and The organization of the schools and tive school-system served. The systems employing additional visiting teacher aalts,as shown in the table, are usually those larger in size arid 'with more
equate financial resources. Expansion of staff often begins with part-time services in the field of special local 'need. However, of the 266cities reporting, fewer than half, 107, report a staff of more than one,though many of them have a population much above 30,000. Neitherthe summary table rK)r the completed questionnaire forms show any con-sistent relationship between 'size of city and size of visiting teacher staff,except the very general one that the cities with the large staffs are, ofMUM; large cities, though often a medium-sized city maintains a largerNrjÇjfl :ET teacher staff than many much larger ones.
Philadeiphia moiled the largest staff of any single city, 292, including90 attendanc,e officers who are also professionally prepared workers.New ork is another city Awith a large staff, reporting 48 in this area.Nine cities other than The 2 mentioned report 20 to 30 visiting teacherson their respective staffs.
Among the cities not isakcluded as maintaining organized services in thevisiting teacher arta are wine which are known to have efficient provisionfor many of the services associated with this field. For example, a cityof xi. el, LOX population recently reported to the U. S. Officeof _ft_ a thiki ruidance department directed by the city superin-
and i -111d*Og a director of child guidance. There is a centralx:&making ittee 6onTp-se-1.1 of the administrative staff and aguidance committee in each school carrying out its policies. The schoolcommittee is led by tile principi-al and cor;ipose4 of the teachers, the schoolnurse and physician, and the school counseior. Each committee, withthe director, develops a program in ccg-3---zratim with welfare anu rrxTe-ation agencies, "slid and health 4.:yaci-m, and placement officials of theunununity, to meet the needs of the children. Reports indicate th
effective services are avAable titr(nwh hig -grade/ teamwork with Imktship fro& the central administrative office.
It is of ihterest that of the 380 citis which rep6rted no service avail-able at the pr---.eint time, 17 were expecting or had planned to empio"
ti--- rmr. From the 266 cities report-or more visiting teating ito anPro ely 1 CO) fuU oi part-time vimteachers (not always w-= th that title) were reported.
Ten cities repote1 that sane visiting teacher services **ere avvialn.,to the hxls frmn noil-schooi agend. Among such ageAks reportedare th Ped Cross, the Parent Teacher Asscxia'tion, State and city wel-
- 1
_
.
;Ai
.._
:V.
% .
,
,-
- t * ;
- _ E
% wit A
r- - 4...........tarabag."-1
apncies,
oci
tendeth
1
services,
20 MITI NG TEACHER S ER VI CES
far rivate and family welfare services and health cenrrs. ltwas mill_ always possible to ascertain from the 'ilia which of the dif-fertnt types of services were provided by these agralci4, nor how utis-factory this kind of wolwrative arrangennt pro
anety reforted.A surprising number of titles wasdwell in the replies by which persons working in the fieldknown._ "V siting teacher" is the title most *commonlysystems reporting "organized" services, 122 used tile title visitingteacher.7 Eight reported the use j the title "school social worker."
the titic- frequently used a r "Iltxrw. and school visitor";- director"; "hme visitor." A. kast So ditTerm
266
#
were recrlyell from the 2(4) noes rqx)rtingIntercstirigiy crtotTh each of the two Lrgrs cities TT-porting visiting
teachers on the questionnaire form rtr't. everaJ titles. IThiLadee.g. uses at least three----consultant counselor, anti ctxn1jng teadIer.New York reports ps -ciltatrIc _ worker, social case worker, andvisiting teacher. Ot_ulificationi and salaries differ for each group.
,,Provision is includeAl also for ch efs and assiittants in title staff faripAin-,-which numbers C_
CA-Allusion in rriaticrn to titles characterizes State visitin her serv-ices as well as those of citie-s. Examples as nQted e arr Penn-sylvania, whkh emplovs a large number of State attmdance officialsprof prepared ard certificated (as are locally employed attend.&lace cdkiais) aqd known as "home and -school visitors." Michigan andLouisiana use the title "visiting teacher" and A
in the area.
ft.Efa---;
Pf
ticglrairey working
that of "attenearyce
¡oad..---An effort was made in theget ne estimate of the workink toad of visiting teachers intrn-is of ex rdaticaship of the number of visiting V-hers to tix total
4.---i-n-y-ii enroZinent. It was believed that it might be possible and _1-:Ais to compare the prevailing visiting teaciKbr load, as judged,re-Darts, with certain standards or criteria,.
su-ch as those..
z:at.4 _ _--=-- A--- -_t_
by ri_ t-ihite House Conference, or set up in the Michiganc---Irithovint-_--mt of visiting teachers, or stxh as have been& 0'
*
W - =- j = VA for classroom teachers, elementary and secondary.,is pr&%---ily no uniformity in practice in this respectintik---Ata by the reports which are* summarized in table 2.cities on this item, 6 reportd LOW or frs-s-cr
.
e e *
per vi_rittn.. teacher ; 29 rq)orted between 1,000 and *: -'1-11.a--ur-rt number of cities, 86, reported 2,000 to 4,0tV
-s s Mt.a a
enrolled
"stied amid w
I
t3t,4 t-11
MW!tk. °Addisowed LI, W.UoiCa.'See Affir tale
IX,
in :ilk¡Es-
studied tire' Of
"
Aiin'"guidance
ffiviiietz9-t
irminzetg,. ,
ti:--p_.;--krimes.
,
**go
ta,nn
ques-
frionl
forcommonly
fis:i
Of
ratiL
per visiting-
afraid tim*wititk
:J
I.
dims
services,
the
"coun-
visitingto
the
planestab-
thereamong as is
reporting
Gis noses anti te sad As Mr Iftelise tad*isL
Mnit""4'"'"717
TH
E
PRE
SEN
T
ST
AT
US
'S
-
Thi
r1yn
ine
repo
rted
5,(X
l_
9,00
0,
whi
le
16
repo
rted
10,0
00
and
over
.
F-
ISM
or
uvul
a
a-
2,C
UO
R
ialo
1Nol
oo-
Mor
e
than
4A
repo
rtuv
papa
s
soor
e
for
ez
4&H
*whi
rr
Mie
s
revp
iwiti
n
ra,-
*
t-A
ug
r
Tm
d
J.
1
It
is
appa
rent
that
ther
e is
no
wid
ely
obse
rved
stan
dard
as
to
the
num
-
ber
of
child
ren
me
visi
ting
teac
her
shou
ld
serv
e.
The
Mic
higa
n
plan
whi
ch
prov
ides
Stat
e
aid
to
!loc
al
dist
rict
s
for
esta
Nis
hing
the
serv
ice,
adop
ted
the
'agr
nera
l
estim
ate
that
one
visi
ting
teac
her
shou
ld
be
able
to
serv
e a v._h
ool
pixi
latio
n
of
2,50
0.1
In
som
e
citie
s
the
area
to
be
cove
red
or
num
ber
of
scho
ols
rath
er
than
num
ber
of
child
ren,
is
the
crite
ria
mn-
side
red
in
visi
t*
teac
her
assi
gnm
ents
.
In
othe
rs,
one
visi
ting
teac
her
is
empl
oyed
for
each
scho
ol ; an
d in
still
othe
rs
visi
ting
teac
hers
are
6cat
rii
in
cent
ral
area
offi
ces
whi
ch
are
calle
d
upon
for
serv
Ice
to
scho
ols
in
the
desi
gnat
ed
area
ai
'nee
ds
aris
e.
The
data
quot
ed
abov
e
are,
of
cour
se,
only
roug
1
indc
atjc
ins
of
the
actu
al
wor
king
livid
of
the
visi
ting
teac
hers
in
the
citie
s
rwor
ted
sinc
e
the
dutie
s
assu
med
and
the
Lss
istiu
xe
avai
labl
e
diff
er
wid
ely
amon
g
dtie
s.
In
som
e
citie
s
advi
sory
and
cons
ulta
tive
serv
ices
of
seve
ral
sper
ialis
ts,
psyc
holo
gist
s.
and
the
like,
are
avai
labl
e,
who
pres
umab
ly
soci
al
assu
me
or
8-a-
art
man
agen
,
wel
fare
kilts
a e-
-6
whi
ch
in
othe
rs
are
sole
ly
thos
e
of
the
-bili
ty
and
serv
icits
of
putit
ic
and
priv
ate
soci
al
clin
ics,
ac.,
also
the
amou
nt-
kind
of
wor
k
of
teac
hers
,
'' -,
_,
does
! scho
ol
or
syst
em
orga
nim
tion
itsel
f.
The
conf
ined
Lar
gely
to
seri
ous
beha
vior
prob
-
._._
___
and
__x_
_,--
----
---f
.._ .-
,_
.__ rela
tivel
y
few
child
ren,
or
she
may
wor
k
clos
ely
==
=--
--er
a
cm
min
or
adju
tzns
in
whi
ch
case
she is
C4-
auC
eMO
witi
l
a high
Perc
tn
apam
arau
raul
~$11
111.
atro
ilmen
t.
'her
e
Cvi
aU
Parm
a
fm°
Vi
Tw
ain.
D--
-#_r
tr
1,44
.
11
»
Num
ber
.
r
.000
4,
000
tOD
Iu
Sipi
tE
6d1:
5!
r. I-
7,11
o
7 to"-
4 i ' =
5-4'
fl
5,
:1
:1
ff
3
7
.
I.
-
9,00
0
H
"130
.1,_
.... .
.
......
...
. ......
21'
Ct
..
......
......
.. 6 21
v
I II 49
..
, . 29
19
11
. 11
10
We 4
8
.
60114
0
.
...
....
411.
i i 1 11.
.. j
...
. .
.
1 teac
her.
T6e
.
with
I i oil.f
f
wor
k .
___
.
,it'l '
L_-
_-__
¡$7-
-4-:
.-.1
-,I_
-:1 f ' 1.
..,.:_
_ _
. . _
0-' ._
, .¡,-
--
10i-
a,'
tota
l
..=.2
-'
.
f
.
'
Tab
is
L.
of
14
imar
ber
'
1414
1
for
isad
ier
.
1,41
WO
MM
. -
2,00
1-
3,00
1-
5,,C
O3
. .
,
.
......
......
-
4,00
0
,
T
1111
1 26
6
wor
kers
,
visi
ting
The
visi
ting
Sta
te
at
is
brer
ao
Ur%
A
.11.4. 1.
22 VISITING TEACHER SERVICES
social agencies are well staffed and offer considerable help to the schoolcertain social problems, the visiting teacher need act chiefly as liaison
10fficial between such agencies and the schools. In other cities little helpfrom social agencies or specialists of any type in cir %it of the schoolsystem is available. In them the visiting teacher must carry a far heavierburden.
The effects of such differentiations require more intensive study thanthe scope of this investigation permitted, if definite conclusions are tobe drawn. The figures should be considered rather as some indicationof prevailing conditions, and of the extent io which the public recognizesand undérstands the significane of this type of, work than as a measureof the Npric load of the visiting teacher. They point very definitely ,tothe n for studies in this and other phases of this work.
Visiting teachers' salaries.Salary range, i.e., minimum and maxi-mum, rather than actual salaries paid visiting teachers employed, wererequested and generally reported on the questionnaire' form. It is com-mon practice in cities of 10,000 or more in population to have an estab-lished salary scale. Presumably, therefore, superintendents could morereadily answer the question in that than in some other form. Superin-tendents yere asked also to which other group in the school systemsalaries of viisitingt teachers were most nearly comparable, i.e., whetherteachers, principals, or othe4
Table 3 sumnaiizes the replies from the city systems reporting salaryranges establishea for visiting teachers. Some additional cities, pre-sufnatly those not having established salary scales, reported on actualsalaries Odd. fThese are tiot included in the table, but are included incalculations of(tninimum and Taximum salaries for the total of 253 cities.which gave information of any kind on this question.
Table 3. Mahe= sad magma moieties pola Wafts %Won,W ember of OW reporting ranges
Salaries '(by intervals) in cities repottingsalary range*
111111MammisliiirmwtilmnowomurmloProwarmmrw
or less
,001 ,000001 4,000tn $406
Number of cities reportingvmmworrnalmadslipme
Minimums azknumeP.IIMMmwllMINMIIIMspIPMINIMIIIIMIONIMMMP..m..b..,
134.
327426a
1344.........L..444444444.404.1744rwommorsioloommosorob,
iimpummollimuarommon44444044....mmooloromoseilmosessivomosemoimollinammodmismoimikor
*SS gave soma information on salarite; 134 cities reporteg Tango a warks: In the 253 .sahrirange, prevailing minimum was 111 .. i ; the maximum, $2,400.
eider repo en ularies, the lowest paid was $730; M2:1500.. In the 134 Alegi rePortieliMead table thus: Of tbo 134 cities! 1. range 414 saleenes, 6 reparW a minim"' of leio.than $1,000, 0 reported a maximum of $101. co. less; 99 reported minimum Walks between$1.000 and $2.000; 33 reported maximum salaries is pal rasp; etc..
i
,4
O
An.
4
in
. ,
.
.
,
limulPmelomorommorwP
1 4:.0I1,aol ............... ......;......
@ I
-
69928
o
:
Nair,
o
s
I.
a
.
. f
1'4
24 VISITING TRACE= r2r..fr-ravim
silt. However, while recognizing this diTezulty, it waswhile to include a question concerning costs ; total pupil enrollment wasthe basis selected. This sAextion was made in the Inlief that the visitingteacher serves or should serve the total enrollment and not just spec*caws of behavior problems and that the service provided involves pre-ventive as well as remedial aspects of school and pupil problems.As one would e-XV-C{:t from the information already given concernedwith the salary of visiting teachers and the number of children served byeach in the systems reported, the range in annual per pupil toots is wide,varying from 10 cents or less in 10 cities reporting to $3 or more in 8cities. mealy of the 266 cities reported a per capita
e go
cost Lw.tween 40 cents and $ srerityigh.t cities, or 103 pervnt.repined costs from 1 to $3. (See table 4.) Data co eats of the servicewould probably be more valuable if reported in terms of ;:_pzr-e-mig-e ofthe per capita cost of the total school prkrgrw. While it was not fewibiein this particular study to request such data, in a recent study of 4.1.-:,trsonneiservices, including visiting teacher, child welfare, and health -ervices,made in the U. S. Office of alum it was found that the cost of per-sound services varied from 122 to $6.01. in 12 representafive cifia andconstituteA from I percent 'to 3 percent of al.. total per capita Kiwi.costs. If the cost of visiting teacher E---ervims was similarlywwithin the orkaniration unit iti which they are r_,_, , seems 1
tf.to cdnciude from data colleded in these studies that A g
would ori ...et ieyaverage tx resKynsible Lor only a small percentageprogram ol iy school system.
Ptotal tost of the
48 Awnsl ego f er_;Wm PA 411W4004
CM"rigergiseV.I0 or kota
O.-$0. 1 1 tO $040 00000000000 * 4,
V.41 to 00000.... I .Vs7i tO $1 000000 000000000 OOOOO OOOOO OOO 49$1.01 to $3 .. OOOOO OOOOOOOOO . . zathenMore $3 OOOOOO..reporeav. 11Total.. OOOOO OOOOO ...... 266
The functions of visiting teachers.--The rssmisibilities annmmOypaned by profmakmili prejared vkitiw teadxn include the fdlowmjug: (a) Attoodwe duties mo. as atimiamm drxv_rs: wcaildfwEMI 1woMenis causing n (c)d h--e4ping with hnechx m!a6oWti (e) refer
havior problems;nil a appropriatealbino's difficulties.
4 A of_ juilbpist _
problems eS ta
b.
--)
per
beh
-171k--w.
v
T7)(.?-4.,6,53
Cdr4 Per bceig",
' r
"
4
S$Q ..1.-,7.;"-r.h
è s '- .
-s .
J 4
WOO
_XVIM
1,1b
,
.t_t
. P4. %
'X'.4.
. . .A.._ . I 4r .* C ,1 fr. :
V .-1.--.:' ''. .(-' ,.,
-,,-, e., ......-.1,-; -. .-,._ I- ,'"to .-.'.- :.:.
.. Pt :,..:_..4. ''':44tk 4.'- " '......-t-»,, ,.,.. it..1.4 ., -1 1 -,-4, f 4,4--..." --- L',"-....
. 'lb lb
;
'
1,W I _
; !N.
,t
424
3
r, .
e4e
.)r
1,_
t'
_ _ 7"01'7 7
--- I *
m
T
4,
worth
segregated
the
A
sendees perby repertbeamnia . ,
..
awe52
0 . g0
*ding4.40134/
outside (f)
.
.4°
1111
1011
1111
1111
0M11
0111
mon
omom
mom
mum
mom
mom
mm
oho
1
4.
ions PRISM' STATUS 25
Because of the variety of titles by which sch6o1 staff members per-forming., thew functions are identified in different city systems and theconsequent mssAbility o& now-
4
th functions were stated onthe questionnaire form, as given above. Superintendents were asked tounderline thme mformed by the staff members reported as visitingteachers' from their respective seams. &main' tendents from 250 dte
4 4
underlining ofe
systems complied witi the rattiest, one or more the ta
tims named. The results are stliiinMrizd ni sections A and B of table 5e
wntentOe
LOVIS:
riaktflem of viOtiai feathersA. NUMBER OF CITIES, BY TYPE OF FUNCTIONS PERFORMED
e
Ty" el bodies- Nu---.1---ri.
.
ci sfùActing as attendance o.rxer (a)1 .... .... '10Working out problems causing rh%-m-tiermiam (b) .40, . 233Adjustment of behavior problems (c) ... ..... ... OOOOOOOOOOOOOO ........ a*Home-selmI relationships (d) ..................... OOO OO .............. 225R _mat blems to outside agewy (e) .... M
,
Direct trea of children's difficulties (i) .... ........ OOO ....... 127L.
& Minn OF CITIES, BY 'NUMBER -OF FUNCTIONS PERFORMED
Number of f stostOoss
(Functions (a)-(f) anunerated above)1 11660041000.00.10000010110 OO OO *0C:eJtX
Five'FourIrave .011000.00000416
Two osseile0i0O'se00.11
One . OOOOO
Total
of
' OOOOO OOOOO
OOOOO
%
********************** OOOOO OOOOOOOO
Set-6m A of ft---ble 5 gives thefunction's named a6-1tre considered separately. It appears that functions(b),, (c), (d), and (e), ecn idered wrarately, appear most commonlyamong the vishing teacher services reported by the Theseconstitute the heart* visiting teacher programs, especiallyon causes ofnonattendance, and (d), helping wij.tr----hotne relation-ships. These are crucial problems in the gram of which regularss-roo-m teachers need professional assistance. This section of the tabliindicates aim the itnportance of attendance in visiting teacher services.
174
775926122
11611
-0 trailers work cooperatively onGeneral Aivitlaince, officials andfgA.E.
-7Aed 7--m--11o7 rwAed NIAIWptrierl; 74 akift roam* an Mx fmaibes %god'Whir that mama yawns, etc. o totaltQ "romehme
*sop 0.0 nt, Appmax, Orr Oats es surbiasdass, , .
16:ers as cot of twiW furbtitt,oodomesire f.tm im performed by
350 cities mooed on the kea Mated
fvestima
Is
1
_ .
OOOOOOOOOOOOOOOO
OOO . OOOOO
-a
i= ..
******* OOOOOOOO OOOOOO
OOOOO OOOO OOOOOOOOOOO OOOOOOOO .. . OOOO O OOOOO
. e ISO
Poet= of Teporting LI of the
t ; ; .
,t - ;
A
8
.
.1
250 ci
k.
s,
a
41-
b
.
t_
:t.' . -4 , ..--, f :: ..a.1.1 ..: .; 0 1 . 4. -' t ti.1,.'1, 1"7' '1: it't*; 4-' It- i :j .4..tf.`,t.i. 4r,.. ,,_. -ovirkkz-*16 -,...,,,,,zt
. . . :
I.
i
:.X. 8- ' -4I:rAttil
.
P ..- i't .- ;!.... ": ' r.. S
Eal..ii4%41a at
;I" ....- 4- 4. 4.. f' 4 , 4 ,.,* oq, 1 .--.!
.. ,I
.., _. 0- 1 ;',,,\ _V a 4,:,, ki ,4,41... -,...t - L, , 4, ....-3. ' z..-fl 1.1745_%.7.*I'leil' AtIA44.'-f faTt'. `1.:1! -V 'I
0O
,
, Tells I.
I
. .
Number 4class
e
le .4. 4 theb
d
.) I
1111
1111
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1911
1111
1111
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1111
i111
111m
iuN
imio
lisom
mos
omen
omm
omoo
mm
omm
omm
olom
mou
1111
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1111
1111
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1111
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ININ
NIN
tmom
mem
26 VISITING TEACHER sumacs
attendance problems, the former primarily but not solely concerned withattendance laws, the latter with causes of nonattendanct and its eliininafttion, tracing them to school or home or community situations:
The data in table 5, section B, especially those concerned with the twolarge groups, namely 74 cities reporting all the functions named as in-cluded in the visiting teacher services, and 77 reporting 5 (all but 1),if studied in connection with table III in Appendix (showing the com-binations of functions assumed by visiting teachers), have some 'impar-tant implications. The variety of combinations of serviceet shown intable III indicates the lack of uniformity of practices in this field pre-viously referred to. However, and of equal importance, the tables showalso that the functions not reported by cities in the'second group, table 5,numbering 77 (see also columns I and 2 of table HI in Appendix) areeither a acting as attendance officers, or (b) direct treatment of -a.
,dren's difficulties, in all but one city. In view of the fact that where Da»fessionally prepared attendance officials are employed by _=-4te or localschool systems, thus obviating the nmessitv of visiting. .
teachers ssumire-i. .
attendance duties, the service represented by function (a) may well ixtaken care of in the 36 cities (table III, line 2, column 1) in which it isrnitted. It is also true that in many cities organiied social work agenciesfunction in cooperation with the schools, thus possibly eliminating theI
¡need for visiting teachers assuming function (0, namely, directment of children's difficulties. Forty cities fail to report (f) as a fume-bon of their visiting teacher staff (see table ITT) :le -,...hr.a, a .&e=3---= S Z=-3,therefore, that the semces represented by (a) and (f) are availablefrom other than visiting teacher services in the 76 cities cLiverigservices, as they are through the schema-is in the 74 reporting six services
ft.
a total of 150 city systems. if this assumption is a valid one, it followsthat at least these 150 city systems, 60 rw.;rmnt of those reporting on z newtions, provide through the school ,or cooperating agencies the full ..=v.,....
gram represented by the six functions. indicated.For simfia"r reasons the 59 cities reporting four functions, Initnle ( ),,(c), (d), and (e), may be considered as having efficient, possiMA-e coal-plete (according to the functions named on the questionnaire) visitinff.
. ,teacher service&
.Of the remaining 40 cities of
o
.ing orgearn7et servicese e s.consisting*
of one to three of the funetEces, it can at least ix said that.a begi... nb has been made toward dev-elopmat of an efficient service,ern 0.
and probably urgent "nads are being m-et.Professiond qualifications of visiting teachey----0 viously the year.. . ,
. .
1 144 is a particularly unsatisfactory one so far as conclusiveness of.oi .eL _ es teacher qualifications
, concerned. With visiting teachers aswith all tmchers, copoitions are far from MtliVai and standards of guar,'__.
a
fications lower than those prevailing iki other years. The questionnaire
k
!
,
k.
-
/
tffl NT STATUS7
form sought information concerning the qualifications required of visitingteachers in the school systems reporting. It was intended to apply tostandard requirements tmder normal conditions. However, many replieswere based on the actual qualifications of the persons serving. Becaof this', as well as of the general situation, it is probable that qualificationsreported do not always meet the standards normally required. For exam-ple, one city reports, "hormally we require a State teacher's certificate,3 ¡ears' experience, an A.B. degree, 1 year of profeuional training insocial work, or 12 weeks' summer school in social work. This year nonehas a degree, two of the tivee have teaching experience, and the thirdhas no experience." Anothei city reports thaf,"a married woman givesone-third of her time to this work. She has nedegree, but conside'rableexperience in social work." Other comments with similar connotationwere not uncommon.
Despite the abnormal situation indicated, it was believed desirable tomake an effort to secure and summarize inforntafion concerning the prowfessional preparation and experience required of visiting teachers in thecities which maintain organized seevices in the two fields, i.e., educationand social work. To secure information on education, the form carriedan inquiry concerning degrees _required, training on the college level lead-ing to degrees, and on teaching expe'rience in years ; in the social workField, the amount of professional training in an accredited school of socialwork by years Was asked for and the years or fractions of years of experi-ence required in that field.
Reports on _,cae or more of the items indicated were received from 250cities. Whildincomplett and overlapping in some cases, due in part tothe fact that there are not generally established stindards met by allmembers of \the visiting teacher staff and in part because actual qualifica-tims of visiting teachers employed as well as establishe4 requirements
Tails PrOssdead prorretimi and *leper's.** visitleg teeshers,number ef dike
Praesekmal preparadon Number ofcities
cdmitt-:Came degr.Sci caftee traIningCribei trainingNosei
In social writ:c-mne, 1 year or less2 yimrs . . . . . . . ..... ..Major or grad's**Nose #...
Number ofcities
n educatka :171 Same, 1 year or less 37
7 9-5 years . 4410 5 or more years 5365 I ......-.....m 119
1 In social it:7612
71LS........~-.1,0--fmk.
10f the as cities reporting organised visiting teacher services, 253 pve some inform-aim onmofessigiii prepantitm am! experiome. In gamut, tk., reps seemed to indkate these were
Esonesod by incumbents at time cf reprig, rather than ruinirements of scimia4710=1 7-Mt
1 year or kiss215 y,zAri5 W* =re yam . ....N.rxm
.. ..
.....
472619
161
. .
6.br
a...
11D
a
"As -:?7-
.
. .
it
. ._...
t.. .' , 1
.,.
1. e ." Nt ' ' .'all*. 4., . a . . ,
I .. .. 1.ee
.$. $ ' N .
OV*;.4:::.;k;*-0..-...0
Sl u m,41$ . .
f-e
:
e
I.
s
11111=1.11,
In
.....
. . ......
111)
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Itil
l
2=8 VISITING TACi SERVIcEs
(if any) were reporLthe results are n as cxmclusive as woulddesirable. They are presented for what . arethey worth in table 6 on
¡7 The is retina indicative of the sititioi,but ShOeLiki not e interpretea too literally nor as typicl ot normalwar conditions.
in educathxial preparation a high percentage of the thies reportingon this item report college degrees as a rëauireñient or as held by thevisiting teachers employed. Nearly oncfourth, -vewr, report ii3
lege training required. In atia1 work, 158 cities rcrt no trainhij r&quired of visiting teachers; *5 report oiler training varying in amcn
.
as shown in the table.
The table also shows a surprising number of citid & employ irex-perienced visiting heerj in each, ssib1y both edution and socia1'work. When onc considers the rxsbjIjtje usiaIiyaccepted by visiting teachcrs. thc flfo 1ìuint, ¡o the need ofnui !or greatly 7'pv=, conditions now as well as for the postwarperiod.
CirHficaíion; S0 flTl ¡S th recluirement that school officials; notonly teachers, ut !-.tors atituinlstratürs, ana even custodial etnnIoyees in some systems, 1oId legal certificates, State or kiiJ t) it Is anatural ej;ctation thai. isn tacrs would be expected to hold sometype of Certificate in order to be eligîbk to receive salaries from publicfunds. It is, therefore, somewhat stqsirz that of the 2&1 cities reporting, only 182, or 68 percent, reported that certificates were required ofthe vifin tciers employed. (( ec IV in Appendix. ) it is possibie that in some systems x'ssession of we A.B. or B.S. aegre may ierecognized in lieu ot a C-fl'tcate or taliure to report On this qiiestionmay be due to oversight or o the nergency situation. In 103 of tie 182cities in which certificate, are required, State tAhing certificates arethose rep:rtei Special4 welfare certificates, special aiiIi,"special" crñeates are among others reported. Eight cities report apethI visiting teacher's certiflcate a type now issued and reiauired in
several States. Such certificates are issued by State or local certificafingauthorities. including local b&ards of education which employ visitingteacners, in much tne same way as regur teaching cnmnCate; ISSUedand required Forty' cities report "Special" certificates, incIucling sprrialattendance and "child welfare jyj attendance credential" }ifte citiesreport teaching certificatéiother than State certificates.
The oseuio or requiiemeut of a teachin ctj b c=mIidtesfor J«J3bJfl5 as visiting teachers døe n obviate thechooI of&iais require ad4itiOnII preparation, probably in theisJ
field, as a prerequisite to eznploynint Certry ma'wot thezi TheSuperinteñdent of the flal, CitSchc*is, ain others
= j;-&"
içI -
- .----
, '
, .
t ..T
f
2t 4
u
4
page info 4.'11
C01=
enat -
tion
Alb
e_
.
tagat
al.
,
.
. .
.
.
are
,
A'
.4
.. .-
., I :. . 4', ,.
be
.
pre-.
plan-
.
.
I
14,
1109
1,kn
i f
* Vt6176 61
mama GIaA
I a.
t.
_ 4 _g
a
A
6
5tat1 with thistC I I
owStent
L
social
egt==" = g -CVO A --S.S.AM
alga ge7UJ
onnai.re rorin xi whidicity as folic
_viiki cher certificatesL
t
_7
0Waal I year's INTrAMtioraryeama-
teaching Cn. MYI #
a 'IF
ye I AEs-r. ga
ene*nce profes.6-
pins t.=_2"-==-mmfi -= verknowkdge of the Baltimore school
r_ArtAe=u-A. and ?Twicer vigting teacher
Atlanta, Ga., require; in addition to "each leral qualifications as maybe required for a teacher in tim division of xhools to te served . .
and exixrkme for tins' particular work=t
,------
0
** = tesdbff antificate requiring ins
an degrc, I. yxoftching,i year of social work ce, anda
an dditionaI year in either of the preceding,Tim& examples indicate considerable varic
certificatibt --3rot OnlyI
is Statewide Lertificatce.
ritifiat. . ..oi . ...fe -- ion via-MILK- - ,
,-,Na
6given thea
4 Ia e
a
approach
fe
-6=&Iran ,L:.
al 1 0 I° Z
to
LUIVITNIahz c itLIU Le%
C
types 0 ,,;., _,-----___ kMri
arè 1afies
4- -A
kagiaLk" States
E
g
or e_r-*-----ietxx.
a 6=6-E 2=
,,sterLis
which
0.7
in, V
2A.LI V
theIn,11
Lci-
LIIIL4UOU
as additional information
SOW, COINftvnt,a of -rjr e'immI`,4 *Meg inA
canvasswhicha ,
L,,
e e
wpr, re:marks trom n-l-Arty superintendentskeR,ners are not now emplo g whoreturn a
0 umt.onnm 3 re anda
devPiw such services.
re----poeang
IE U`-I -so. tssituation
m whose systems visitingthe bn*le to mil:limit on andit-T-pok
p I are uttered in and a desire toSuch comments as, t VT to add this service
as ..--r----nri &s funds permit," or "as,
soon publicas sentiment 1.5 favorable,"were commonly exprsed. At least 39interest in or ¡urpose fk expectation
stm:-rinLaiacru-s
to secure visitingd tlx i0liot-----.-ing Stiwe* year as indicated'from M gaupturn subsidizingState 4LUWLab
.Welisr year.
eyrtT.L tJF
re 0 C
eacnertheir
71..4 V
Eight ot A wereshowing the mho'um:e of tim newly ra.s.
6miring teachers employed by localICW representabv.e replies follow
IbisravImr)...ce clink nar and
in macity g }SS11P4
eapinke,. ,_ = 1" .------ 1-.-,-,....4_:_=mtv.1 v 0.kkrifr-.
Ntm, but feelwhen ommeistsd.
r
-Re W-7.=
tABA
school
IJ'.0g
$=--1
a
visitingri". to a
=d ar.---66 -* 40
v.;
RI-se. ua from
teacher
should enave. Our district has a popuiaton of
Should like to have 11 tne sUrVeyf
Necessary t!, discontinue ti;$ r.241 ym due to Wonky to obtain..eworkior
Have ix:4 grim e&w: depresekw) visiting teacher.e trat regular tweners m part-rim: special' assignma Our
nee Wiiiko MIV'ke/M. as t-o vAlm of luting teacher service. utificalt to create
properly
exwia
I r.117
t_to
E-7
_.1
map IA
and
10
29
I
Ikae011
cities!a there -
on
)
rJ e
Er
I V .4 1 $
m
-gI 1- 4of
-
t:.! On
the
_s
visiting la i 1 VC
3,el
age
11
-
re)
_
;
T3
the
obtain
_
'r.
,
'64. .. -4-
;r2,10 4.2/%114
" '. .
,75 , *
Ir
la
' .'A : . .:°6 . ' .. - .4. i,rt.. Ill .......A :',1 1, ..,,:i...,-. .....:., .2'..fi/ : ' . , . .. 4:-. 1-1.4 i'. "IA. 0.
*44. .1f -jii 4;14 I .4, Igf?;2--'...,...
-.' 4,4, I 'Aw:.*".*-- ...,,,:-%
It. al
.
,.
.1.1s
_
to the this study is
Axialdepartment, a
psychology, ofset-up, of cue
work
.
issues a visiting
Le.,
amcmg locatedstandardization
teachers.well
in which
the
to
aL.
We
for service.
this pastversos
restored
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ú 41
,1
30 VISITING TEACHER
opinion in its favor. Should be the chid dement in attrmian-ce service; cirumrsto finiih legal cases only.
We have an attendance officer wtho is poIketnaa. I have recommended appoint-munselor , but school committee has done milling.
at pref,mt, but we are interested for next ycar.We r.hope to add possibly visiting
.teachers
--7=m jas approved
SERVICES14.
Ment of taaWI
None
State fn---,:v-ram just now r crw:ina
projectProvision been nuck- to employNo viiitin ,:her triL5
We have no visiting teacherwork cm her home visits. Wehave a visiting tg;,:--AL-1-1-47:
We are to fid
4C-2
tT.. v.... Board of
orve July 1, 1944k
Alt ourto lave next.
W- I XV-4
s
school nurte does a fine piece of --4.)cia1
L-V.ICYC Crery district this
c----;:tx or two risitutk ti-_act-mrs next year.
\
4
W-Ak ( 1 R ern16.W.4
two full-tinie next
here.has
yvar but
should
MIII
IIIIII
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1
CHAPTER IV
Alluding and ImprcAng VisitingSrvices
ROVE:1I3..A -LY the pp between a-cept.ed theory and practice,what we know or agree is efficient and what we actually do about
it, is wide in litany phases of our education programs. Such is undoubt-ay the sitiiation in .the area with which visiting teacher work is con-cerned. The principle that school prcrzrams should provide the bestpossible conditions for the emplete development of all children, and theconvicdon that visiting teachers have an important role in assisting in itsachievement are now widely accepted. Responsibilities growing out of
e prin="now ørvar 7.0a.
whtticIne o
are not as widely assumoi by school systems aselieral it is true that conditions over which theno emtrol have not only retarded- development in
new :oats, but have curtailed progress in estabIL;bed ones; supervision,music, art are exampLuz. Before the ill effects of the depression onfinanarIE school D I tzur r á elv overcome defense needsa
and en hue vrar rise evc-iteci t ¡lente
discouanuof many plans under way
ew develits genera .
--44 of tileIngi providing- for visit-ink
The necessity TOT protect--tablis. program has retarded progress
er phases of pupil personnel
to the questionnaire form
a
Ekmminents aLf_poosty a a*..
on which chapter HI is based, while not appearing in this bulletin, areevidence of &LA 6 ,4, War lark of' rare wl support and of ade-
a* a Of a(plate unuPrstandinff of cniinrmf
(3.tni tbe pert of watts anu patrons
are mmunistnis tinx.*
obstnies to the Wens"
th, ons, prewmt mft!rest tn .-ar planning
of vim teacber programs at
widerknowledge of tiw effects of neglect of emotional and health problems disclosed through éxixbriestas with SAtctive &brvice, and recent educationalmovements remitting from research in child welfare should be favorableinfluetwes in securing the extension of wilW services *ow in the plan-ning stage, to indude this and other netzimtcA areas. In efforts to accom-plish this and to i Eeneraliy the situation disclocdin the (Ants' canvassed offers some
Extension and expo-mil-in othe canvass of cities h
a
4 e
erv:e:.-. .a. I ==-1 p- a
schooluL 11506 already quoted.r.
Wi
Must needa
.
;131 fin 0 I VISEti rLg
State aro_.
-
county
.ffistg-=a e &
Ai a
systems from °-=`-'t. es to thp s eft .L.bAwhich a gala!e
er-Vint'_g gff
k-e- 6-
it=1=-7-4 as well el
-a
services. Ifhcpse of chy systems
11
If
important
services. of
10-1 11111.,-
replying...
li 1 Ira!0,,:-.1.7.
sp-i
14
'
l
o
-r
'
-
q, " j
.
Teachw
r
however,
have
and
, end pmgramssuggestions.
striking dis-closed by that
Into a krger As datishow, only 266 ofform were teacher
school
1111
1111
1111
1111
1111
110'
1,11
1111
1110
1111
1111
4'01
1-11
1011
1111
1111
1111
0110
1111
1111
1C
iftm
mar
lmll
llori
tligi
rrvi
rmin
mgr
f165
,
32 VISIT' NG TEAk, r-
had been canvassed, some adfound, though they are ali t few such syms, Howem, thereturns fran the city systems alone _ sufficient eviderKke of the needfor extension of services in this field. &-r--a*
extend this study to include size of v:!tin teacher staff in relation w,.need, wasured by Khoc4 m)ulatim, visiting teacher load, cr ckh-4-=-agreed-upon criterion, there is evidence that in that realm, tc* the nz-z-for expansion of the present staffs would be arT4rent.
Observation as well as ayinnxnts of visiting teachers in the dries re-cently visited by a member of the U. S. (Act or Education staff.
.of others from whom letters h_ave been received in CO-rnr----z-vcm with cnlection of the information inis almost universal. &fine pro,above other possible ones will ix discussed _-r---*r.
ES
onal cf-reices would no doubt have been
, if it had been feasible to
*-I0-04 0
_ -/-1tjae5 kJ this
that lack of succeu of the work swatDr. W. Carson Ryan, after a wide s ,,w ,....s, 4i==. = r conditions_.Icountry, one of the few such surwys a .,._.
..educational innovations have as dear a record of adoas the work of the visiting teacher.'
Desirable uniformity in standards...A second vii .ite need of visitingteAcher services, and one on which e'fid
it
Cril a
IS
Is established,
asstirt---1
- - fI% Utz-Lat&IC
141Ing
.#us thwton on their nxntsi
le eft...
extension .. as 1 u-:.
to a considerable degree, is the establishment..cnt of rmsonable unitormityin titles and functions assiEne---ii to Nisi .
fessional in._ ., rs, of standards in. pro-
.
qualifications both educTauun.
and social work, and of qardized State and 6m1 ceftificAtes far visiting teachers designated assuch and anted by regularly axial ted certificating authonbes. There.. ,is little evidence of uniformity intnese areas in the school
4
SWAMISpractices concerned wftb
teachtm staffs andon matservices. Variety rather than dc-7-:;:_trable uniformity *
While1_ C..
this statement applies more to titles, qualifications, and cer6fiiition uonto functions expected of and assii w %1st
a I&-V-1 *
considerable confusion in respect ev&-.
L A44.,-- e pre-* 0 0
ceding- chapter..In the few States in which provision for visit 1___f,7 teacher services
recently become a State policy, simPar var,-Jons are apparent.legislation, in prowl' ing Sta.e t school districts 'or CINAGy
z,
of visiting teachers in MI Iran, was motivated by the desire to reducedelinquency. Accordingployeci rnav a-r=. WIIVA
¿L2iLjOfl Of viSiting. teadMirs 30 AID
in IM sa flat proulciimw
* is
inspired y by the need 4
W seritms behaviorvisiting teachers sm a Suite-wide ba813. was
Imeatai Heat
attendance at school. Thatare York rift wftkh road, 11933.
in
.
bull,: thatJr, I
or
-
a.'
Ile
Loy
the
$-
rl '
aid
the fbe
imoym
to4_1¡;",
_as
_
,
still
E4-111E03
I'? ',4 14 I
--
rr,k
tfdlit.! P.A
a
indicatedevidence
is them.throughiout/-
6
as
standards andrepcmting
is
basThe new
the
evected befor
Throng%
motAv jfl
somecormsin a high ot
a 3.
.0-te N
usually
cities.as attendance
Lack o t
tTkc
A -==a'A -* II& PEW= ENT
- Yttitns'
In
a-Aft- -&-a..a_a g # y-#
AIab
e I #
I I
theL--=, I
umfo.1 Li V*, 4*
visiting
I6.0fte
0
)1
1-4me # _ _a
drawbartcs tram a t ,-ans ag Ammo
amiC
4 taS-
to
le
and ustiv" infornuticxt, especially for carnparatnv purposes, includingcht-zkink:- ani evaluating progress #
systems. I retards progress in upgrading qtaliteachers and directors or sup-ri visors, in ìrvisionregtilations, and in securing appropm. t==-1
able standardization canthe objectives of visiting teacher servkes- on the part of school patronsand consequent wider actptmnce of such services as an essential andintegm! phase of school pmgiams. Increased professional ct7= andexchange of experiences among whoa systems would be facilitated bydesirable uniformity in practices with all the advanuges that accruefrom such relationstiips and, finally, and of special imIxormnce, effectiveresearch and experimentation in this area might well be stimulateti by it.
L.-t the discussion be interpreted to imply over-standardization andunnemsary uniformity, it Wray be appropriate to consider the type ofstandardization which is amsidemd desirable. A good example ofstandardizaton in principle without uniformity hi practice may citedin the r-ue of teaching ceilitiCatest the number and types of which as
qualifications on which -each type is Lased vary widely a_
a system,e
*.ff
ft
or amongst3ndMds fork
certificationo Fr-7-0 VC!' , reason-
c--a to lead to better unde;standing of
weteven
suecn-firy, aanunistrative,
States.3eatc_ra. T4aniu But thereloT ___
example,
t rtLr4, 4
ing .-3.;_nearitifts State or 6-C-1 44 I ceniorTliea. -A
from there is amplc artumtainand s
Titles# = =
provideLotastandards, I.,
t0 A4-cws ftu
a
eif 6 6-_E.7 6
_#-°4--"%e-t----t¡l I 14 IA
.e unity inft14.4A,a_a 1a
If/Fr I LI %--3
ga-0--=
fitations w.tica fitspecial areas of education,
in essential of work.w*.ja Rua, for* e
type, f_ rn ,s5.tax.tÌ.A..
Uld*St r=V wLtI cticaliy
s
all -A .0%XL UV
inipirium to yT--
and IcKal systems to mairn -isms
pima:ractic 4 6 #."
a m -7--0 t-,7-=" needs
t-M1s
y are-oividuals who
- 0aa
which contribute A
tO desirable
stiwol teacher, emadary teach,r, or summs-,..r or L
each has a deillu. connotation of at least cilBurifrvftwide
ualertgamim*. But not so with the title "visiting&Wm
teacher."
A
=
.
g ff° b I IS'.
program
listrator,nco and
.
tO
sane time.
ticiilysupervisors.
I I .
.,
s
visiting,rae-
teachers Mrna
least
33
(42 67) in prac-known
may;
IA
.
proper
..
.
as theamongia standardsa
Iva; y
forqiti I . Lary*
With basic
highrve
in
. f
;47 's
u;at bar I
orm
:j1ií
to,2_
because
6
1.,, it 601 1.t-, ,I
.. . .1 .t I . r . .
a ..si,. ...? ., ' I: s . s.. ...6 . 1
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' t IS ' 4 .. %- .1 ..11i ' r Or 44
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1
VISITI NG TEACH ER ..KIIVICRS
are many titles ud to desigmte the individuals assuming visiting ttacherresponsi litiesat least 50 were reported from the citic rtpond rW tothe 4UStiOfl1tifr,3 but many are so specifically associated with cntxrfields of school work such as school nursing holm teaching, to cite buttwo examples, as to occasion considerable confusion in interprei..ig in or-[nation in regard to what funaions reany are under way in theschat4 systems. Schckal -administrators as well ai visiting teaches a V._ I1
the unutisfactoriness -)f the situation. State su -mien tlion. in a State in which both counties and cities employ indivifunction as visiting teachers but carry thecomments on the situaconunan use, as follows:
In an interpretation and aolution of problems from tbr ams there is a pm,ftssronal )(A) of high charactu. . . . It toms to rile it would be well iluca-tional katit-rip to reach a more uni(cm-mly underiumiaNe ttmthiokythe service.
UiStitie of "attendance suvervi
atter notipu the number of different titles in
W
S
An appropriate name or title for workers in the visiting tmther areaof school work has long tKtn a subject of concern to tho--s interested init. As early as 1921 a study nude in the U. S. Bureau of Education(now U. S. Office of Education), attempting to tind the number ofvisiting teachers emplovrd at that time, reported the impossit f ringso because of the varied titks ust.ti and the overlapping of duties ofvisiting teachers with those of other officials, attrndanc ofFicers, voca-tional assistants Qr consultants. arril teachers of siv&I ç1s. pfrtiC12-lady. Titles reix)rted at that time include hmte teacher, visiting teacher,social worker, home and school visitor, rucnn teacher, perambukuu teacher.home visitor, even extension teacher.
Replies to the questionnaire from the cities canvassed indicate thatthe title used in 122 of tile az-x---) cities is "visiting teacher," implying itsrather wide acceptance in school systems, at least as compared to anyother title reported. Only 8 of the 266 cities report the use of "--1-iooluScial worker",, though the national association, in an effort to discovera more acceptable title, recently changed its name to American ionof School Sot:jai Workers and many of its officers and members areencouraging the use of the fide "school social worker." It moms _r-standable that school superintendents generally, as well as thoseto the questionnaire, might prefer a title that implied a school t-eL e
rather than a relatiefflship to a nonschool azawy. This COUSiderat mightwell be of importance to a superintendent or an interesteda school board seeking approval foe the establishment or failArgerfient of
r-See Appestat. tglc*Time "- aims
No. 10.3trs &mills C. Cae & awe. -
34
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EXTENSION FritOVEICENT
visiting service5 fron patrons or school tarI onninatees A
-teacher." by whatever adjective mcx -lo rias a tvotgnizM place in a-rtgram and the contribution her services make or are expected
to make to the attairinient ot the skiloKA tw\--tive. probably nerd,explanation than that of a person c.-a a social worker. The schoolsupeginten -lent may hnnstli under'AAnd the significance of sch(*1
ceti and the place of a trained social worker in th'e school sNstrin butschool txlarils and patrons 'often do not. The disadvantages of the tlt,
teacher," because ot Its onniusion with -holm- teacher," "honwNisitor," and othels, should and prohably would be overcome when andIf a wititr extension of the work as a school function achieved. Inthe meantime, now iht 4-44nsiderab1e attention has beryl drawn to thepresent confusion, a goofy solution shrould he 1)o.s.sib1e in the neart uturr_
Certification and professional Ifessitinal einployetsof public-Sao( terns, n some States h-.se in custodial service also,are rtquired to be legally certificated by scl authorities. While cer-tifcatim is, with few excerions, Massachusetts, g lamely a State
x-InsIbility, many of the large cities certivicatr Rants or positionsIn their systems, generally in order to bet up higher more specializedstandaris in certain fields than those established by the State. In prac-
litscvn to the State minimum, oftentice theirt the
if-en-tents are usually inriLaximum requirements.
As indicat-ell in chapter 111, 182 of the cities canvassed reported thatcertificates are requirql of visiting teachers, usually State teaching cer-tificates; only 40 reported tJt "special" or "visiting teacher" certiFicatesmere.held or requirrd This situation is probably amounted for at least inpart by the =,-ci( of standard Lation in qualifications and functions referredto above, though some of it can be charged to the existing teacher short-age. It may be influenced somewhat by the fact that nonschod agenciessometimes make visiting teacher smice available to schools; that schoolnurses, attendancr officials, and others employed by the schools primarilytrained for °dust fiells often asst'inie theltinctions of visiting teachers.Whether these practices are followed because of emergency situations,lack of adequate funds, or lack of understanding of the importance ofprofessional specialization as prerequisite for visiting teacher service isnot cleAr. "_o doubt each exerts an influences
÷ncx as well as an examination of the reports from the citiescanvaissed concerning certificatioTi and qualifications of visiting teachersleavts ittie &Alta that the establishment of crrtifiration requirementsbased on 'policies similar in princit* ft) those followed in issuing certifi-cates in the teaching, supervising, and administrative fields would havea stim c1fying effect cm visiting teacher programs. Another
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36 VISITING ;imam SERVICES
probable result might well be the employment of better qualified staffsand extension of the serviéles into additional school systems. At :leastthree levels of certificates are indicated by present practice as desirable:(1) For positions in which assignment is by sehools,, one %4iting %idlerto each school or group of schools, dependent on size and locatio. ill ofschool (in some systems the visiting teacher is a member of the particularschool staff and responsible to the principal as well as to the central officedirector or supervisor) ; (2) for positions of a supervisory nature, as insystems in which several visiting teachers are employed and mask toschools or regions directed by a head visiting teacher or, supervisor whowould probably correspond in the administrative organization of the sys-tem to an elementary or special subject supervisor ; (3) for positions asdirector of a visiting teacher program involving administrative, super-visory, and consultative duties. No doubt other intermediate positions forwhich certificates are necessary and desirable should be developed later.
A preliminary canvass of State departments of education recently madein the U. S. Office of Education shows that in 28 States, certificates,usually teaching certificates, are issued and required of visiting teachers-employed by school systems within the respective States. A number ofother States reported ".,considering the matter," or "now working on it"Twelve States isse special types of certificates applicable to visiting teacherwork. A few have not as yet encountered the certificationiproblem forvisiting teachers since none are employed in those States. For the countryas a whole, *however, certification of visiting teachers is recognized as aproblem which needs immediate attack. At its meeting in December 1944,the Council of Chief State School Officers took cognizance of the problemin a two-part resolution, recommending (1) that visiting teachers, certified 1as Rich by the regular certidcating body in each State, be employed when-ever possible and (2) trl;at blemuse of confusion concerning dandardswhich should prevail as to the definition (or title) of the visiting teacht,as to purposes and objectives of the program, as to training and experienceto be required, and as to certification of visiting teachers, a*reful studybe made anda report . . . presented at the next annual convention." An-other indication of the pertinence of the certification problinn is the actionof the American Association of School Soial Workers in-appointing a
.--=cdnunittee to study certificationof visiting teithert in the 48 States and-m-make recommendations on the basis of, results. 14° ' ,i.._._It is important in considering certificatioq tio- tiote that States which
issue special visiting teacher certificat (see Appendix for examples).those which recently provided for estabiiAing the service, and a numberof cities (see chapter III), especially 4,1arge ones with well-developedprograms, recognize the need for spccialive4 preparation and experience
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ZXTENSION AND IMPIOVEMENT 37
in the two areas in which visiting teachers work, namely, education andsocial work.
At least three conclusions in regard to certification seem justified fromrecent experience and the canvass of cities on visiting teacher problems:(I) 'that cértification by established school authorities based on the prin-ciples followed in other phases of school work is necessary to the satis-*factory development of visitinK teacher services in school syitems; (2)that professional preparation in educatioti And social work should berequired for visiting teacher çertificates, minimum requirements forentering candidates and gradually increasing preparation and experiencerequirements for higher certificates and higher positions; (3) that thekinds and amounts of pre-service preparation in the two areas educationand social work, for the several types of certificates to be issued, beagreed upon by schwis of education and schools of social workInd rec-ommended to State certification authorities for immediate action pendingthe findings of the two studies referred to above.
Salaries and salary scales.- Beaks for visiting teachers coma,mensurate with the qualifications set up for preparation and experienceshould accompany certification standards. They will differ among Statesand localities as those of teachers and other professional workers do.Returns from the dties ingicate a wide range in salaries, but the pre-vailing practice is a salary nale comparable to that paid teachers. Inabout one-third of the cities the salary is comparable to that paid prin-cipals or supervisors. When functions and mtisfactory qualifications are,better standardized, provision doubtless will be made for positions withdifferent functions and responsibilities with salaries.graded accordingly.
As visiting teacher work is now organized in many city systems, espe-cially in Large systems, a considerable number of the visiting teachers atwork have been recruited from former classroom teachers. Many of themhave training in social work on the graduate level, having previously metthe requirements for:teaching positions; usually college graduation or itsequivalent. Many of these well-qualified visiting teachers, possibly themajority, hold positions which in responsibility and salary compare withschool supervisors. ',Such positions are and will continue to be availablein increasing numbers, as will this excellent route gf entrance to visitingteacher service. But provision must be- made also for other types offunttions and responsibilities and for roxruiting the ranks of visitingteachers having varying degrees of res0),nsibility:.throug4 preparationless exacting. silts. be evecte4. that all those aspirirg to positionsas visit¡ng tewher4 as beginners !Fill have had both gOduate work andprevious experiencerdesiabIe whoth are. If, the servki i$*,have theheAlthy growtii it deserves, many nevi positions should be establishedas w I as those tor rnçervìsois or &rectors, necessitating that severalJ
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38 - VISITING TEACHER SERVIM
levels of certificates., oe provided. Certificates bised on minimum qua,fications should be available for beginners in these areas, possibly tempoirary in nature, with additional certificates bised on additional prepa-ration and stIccessful experience on suCcessively higher levels. Salaryscales that recognize pro'-' achievements, the -responsibilities ofthe positions accepted, as well as type or level of certificate held, shouldbé provided for now it long-term planning. Supervisors and directorsof visiting teach-er services will have, as many now have, a status in theadministrative s r Aire of school Totems corresponding to that of super-visors and department directors in other phases of the school program.
Before defense and war programs disrupted edumtion programs, anA.B. degree, including courses in education, was rapidly becoming aminimum standard for teachers in progressive school systems. The post-war years will probably re-establish that minimum'in a high percentageof school systems for classroom u for visiting teachers. Supervisoryand consultative positions, directorships, and the like, will coedit* torequire graduate work and successful experience as a prerequisite. ,
State program* for visiting teacher servici.--Leadership and super-vision of visiting teacher work from State departments of education-and, where it is in harmony with the State's system of financing schools,State aid for visiting teacher serviceshould be sought as soon as feasible.Provisions in State departments of education corresponding to thosemade in other areas, elementary education, health, music, e,g., will addto the efficiency and the prestige of this service as integral parts of schoolprograms. While visiting teacher service is not as yet fully establishedas a part of State programs of education, a beginning has been made insome phases of personnel work related to and usually included amongvisiting teacher functions. Pennsylvania has a large State staff of pro-fe tonally qualified "home and school visitors." Maryland's State boardof education has established high professional standards for counLoftiaJs who assume many functions of the type usually associated withvisiting teacher work. West Virginia has professionOly piepard andState-certificated attendance officials in a high percentage of its counties.In Alabama, local attendance supervisors who perform the acceptedfunctions of visiting teachers are supervised by a staff member of theState Deparbnent of Education. Michigatahd Louisiana' are examplesof more recent assumption of State responsibility for som hii ofvisiting teacher work. In both States there is a supervisor of dle newprograms on the staff of the State Departtncnt of Education. .
ht-service program for school staffs.mArovision for the professimalgrowth of tmchers in service is a growing imirtement in education. The
For a brief description* Ofisvisidas Weber sink* in AM Maws, au EDUCATION FOR4VICTORY, wa. 3, w. 13. Jaa. 3. 194 S
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=TENSION AND IMPROVEMENT 39
Philadelphia and New York schdol 'systems have recently been carryingon in-service training programs for their staffs in the visiting teacherservice areas. The Philadelphia plan,' now approxiStely 3 years old,was inaugurated with the purpose of preparing e4rienced teachers fcirvisiting teacher work rather &pm as an in-service program in the usualsense. It is, however, with modifications designed to fit the ends to beserved, ,suggestive for and adaptable as an acceptable in-service trainingprogram for visiting teachers, for regular classrootii teachers, or for both.
Two phases of in-service training would be conducive to the extensionand efficiency of îisiting teacher services as well as to the achievementof the objectives of school programs; one designed to promote in-servicegrowth of the regular staff of visiting teachers ; the other to promote widerunderstandingi among regulár classroom teachers of *the values to be de-rived from cooperation in the wholesome development of children by thetotal school staffs and how better to achieve these values. Desirable in-service éourses of the kind indicated are, of course, in addition to, not tosubstitute for, pre-service prepiration which both classroom and visitingteachers have had (at least some) in each of the two fields educationand social work. Rather they are intended to emphasize the desirabilityof continuing study in both fields, of familiarity with current researchand with newet movements in education usually iesulting from researchand experimentation. Techniques in cooperative effort for the highestdevelopment oLchildren's potentialities offer ever-present problems.
Changes in school programs.Mf special interest in the developmentof visiting teacher services are the activities under way in the reorgani-zation of curricular and school organization programs in school systemsthe country over. Flexible programs and enriched curricula will facili-tate adjustments to the special needs of individual children on an increas-ingly wider scale. Better school health programs, including mental healthand physical awl mediCal examinations of school children at strategicperiods in their school life; school and community recreation and leisure-time programs and facilities now provided or contemplated as film-,lions of State and local school systems, are a few of the newer move-ments which postwar planning should extend and expand. Extendingthe school program to itrlude preschool and kindergarten age childrenwill' facilitate early adjustments and location of health and emotionalproblems in their incipient siages--an end devoutly to be hoped for inany good visiting teacher progilkm.
The recent movement for an extpded school day, especially for thechildren of wirking mothers for whom an education-leisure-time pro-gram is now set up in a maker of mummifies, will probably be
°See EDUCATION FOR VICTORY, Ink 3, aft 13, Jas. 3, 1943, for a deeeription. of the plea.
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VISITING TEACHER SERVICM
regular prop= en0whin nornv conaltions are resmoushea..
understandina of children, their needs in earl0 childhood anand what can be done about them is conitantly broadening as a resultof research and experience. Planning now for education in the inunedi-
. ate future_ as well as for the postwar years should lea4 to better and morecomprehensive
.prop., :4-.: for all children through the schools than have
yet been provided even in the more favortd communities.
numers oi school systans.last but not 1&st, our
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Vrift -4-1=1:
Aprila
2.5
15, 1944
QUESTIONNAIRESCHOOL
City..
r4 13- TO THE00%
to
=ct. Bureau51_4Q 5
Approval Expires-
Ocav-kr 1, 1944
YISiT TEACHERPUBLIC&SCHOOL *YSTikiS
State." ......Name of sutvrintc.
This qudolinsire is bting sent out to superintendents of schools in cities of overtion in order to determine the number of school systems which employ
persons as visiting teachers or 'clod social workers. We hoN, with this infortra-tion, to Aarify the field of the visiting teacher, the training qualitkatims, and thenumber if ji...ka available for people trained in this field. Stich persons work undervarious : ex., Visiting Counselor, Sciml Social Worker, Visiting Twier, orSchwl Visitor. Kindly give the following infort-nation concerning this type ofwork in your school system. A penalty envelope, which requires no postage, is
enclosed for returning the
1.
*re.
Number of persons io mrilova: (a) Pull tupe . (b) Part time(c) equivalent ot total number ******
4
2. Title used o designate them *****....3. Ratio, of elememary and secorriary pupils enrolled to each full-time equivalent
palm employed in this caps* . .,4
4. Range ot entrics pwid: Lowest, $ HighestThese esiari, are comparable to of which group? (Check), TeachersSupervisors Jirecton Principals..
5. Cost of such services per pupil enrolled $travel allowance, if any).
on Wary and
6. Fmctions (underline those which apply) : (a) Actin u attendance officers;(b) Working out problems causirl rmattendance; (c) Assisting in adjust-ment of ix--Emv:viar problems; (4) Helping with home-n-1m1 relaticmships;(e) Referral of appropriate probs to outside agencies; (f) Direct treat-ment of childras difficulties.
7. Qualifications reiwired (underline or smify):(a) Education: (1) Degree: A.B.; A.M.; Other 411
(2) Ex----rierute in teaching . .. (years).
(3) OmtificAte: State Teacher's; Special; Other(b) Social Work: (1) Professional training ha an am-m-1RA school of SOria
Work : Less than I year; I year; 2 years.
(2) Experience, if any. . el **********
41
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Visitiag timber servkes previded slitis re**, t. roosileam&o.by State he whiab boated
State in which located
1
Full or part-time vWtingteacher service
AlabamaArizonaArkansasCaliforniaColorado
COUlbettiCidDelawareDistrict of Columbia ..GeorgiaIdaho ..
Number of cities reporting--
No visitingteacherservice
Some serviceprovkled byOthef don
trained visit-ing teachers
!sterna in orplans to pro-vide visiting
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43
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5Kansas2Kentucky OOOOO OOOOOOOO 6.
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12Michigan ** ISMinnesota . .ississrhi¡MU
MontanaNebraska ;New HangsshireNew jersey
14.. New Mexico2New York
16North Carolina .. . s4
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22
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North Dakota3Ohio . . .
28Oklahoma5Oregon3Pennsylvaaia ... OO 33
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't 4 Ik 4,11r1.-.kV .1" It ..1
Table N. Moe of schm4M'k---kartods
niter seedAdjustment service workerAttendame and social workerAttendame and welfare workerAtt "4 I counselor. ..Att r......
4 AMEND= 43
plows Ailing timber foodlessftoorang to ansadow of iratentirMambo..?sy airs Title: uud
Attenda isorA ttendan-ce crierAttendance workerChild consultant......Child study department.. ** 4,4
N.CoordinatorCounseling teacherCounselor ....... .Dean . .
Director . .Director amounting.
a.
Directix attendame and guidance.Director child guidance clinic.Direttor intitividtal guidance..Director (x- superviscw student
personnel ..Director guidance and child
accountingFamily life cwrdirata.Field worker.........
. ..
I
dance camselorinstruction teacher...
..
Number tf:yarns
Home or home-school counselor. 21 - Home or home-school visitor.... 24
Home-school visitor anti nurse... 4Nurse, school nurse, or visiting
53 purse 155 Nurse teacher 41 Personnel worker 12 Principal 22 Psychologist .. 3
Pupil adjustment teacher.. ......Pupil welfare
2 School phychiat tc social worker.4 Sava social c se worker.4 School smial worker1 Scfrol visitor ...I Special case worker1 SpeciI class teacher1 Supervisor child welfare and
attendanceTrout, probation officer, or school
patrolmmn . .
Visiting and attendance officer orte-cher .
Visiting counselorVisiting teacher
4 Welfare directorWelfare or child welfare worker.
6,
86
4
12223
many citta 2 or mere titles were repelled far mmos performing visiting tftclwr fumaicais.Table IIIiiCoaahmitims of tw-Hos à# vlsith4 tossAan by number of
Fire fnWt-:1-M1.1.
Number ofcities
reporting
Four furxtions Three functions Two functions
Functions
%A.
Number ofcities Functions
repitingNumber (A
citiesmeeting
.3 la, b, c, d,X bc,d,c,fI a. b, d, se
Nt2%beTOfFunctions cities Punctiotzs
rep:alto*
a, b,b, c, dLb,da, b, ca, db. C. eb, d, e.c,d,ec,4.f
e f
7 a72
*77
'See ge 25, tst4e SA for type of function represented.'Readpa
tage thus: Of the 2511 cities reporting on functions, 77 cities reported five functionsperformed, distributed in the manner indkated; 59 cities, four functions, etc. Two cities, notmciu4ed in the table, reemrtri only one function Gook Le., bonw=boll relatiessig" and directtreitntent of children's 74 cities reported an oh' function as gives es peso 25.4
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44 AmniaTable IL Corti&Wee 'rewired er dd is; vIiI tessieris by Odes swift of
Ales. end type et oarlike%
StateNumber (
citiesreporting
Typed caftan*.
spacial Teachers
Alabama 3Arkansas . .. 3California 17Calory& .
5Cosnectkid 3
Delaware ... . 1Georgia 6Idaho rIllinois 14Indiana 1.1
Iowa... sKansas 2Kentucky 6Louisiana . ** 1 .Marykad 1
Massa&msettsMickisan
121 S
.
ri=rtgli.
, . . . . 2----""ts
Montana 2
.Nebeaslia *** *** 2 ..New jeroey 14 4Ness Mexico , INew York ... 16North Canna. 4 . .
2a,Oklahoma ... 5Oregon . 3 .Pennsylvania *** 33 .: .
South Carolina 3.,Rhode blued 2 1,.
4.0 41 4 00.
Tenessee k. 6nTexas .., $ ..Utah 2
peoio4
2
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**401eSee. **
5
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3
4
3
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2
North Dakota ***** ..0640 ****** *****
Virginia' . .
towywnismr
Total4Onslosomoomes.
264
4
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0000le
'Includes special.nurse4seekur
'Uchida Nevelef
O
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35
91
42
22
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11
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ciertillesee:1= ftiallsse Nenells wnt"teacher
row r 't` V.-
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de
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EXAMPLES OpMOMS
Citiffornis.-41w Welfare art-Aauttezri.ntk6 upon whichvise child welfare and' attm1=--- att4 act u a visiting in the county. Anappikant for thiS credential 5-1-41 convly with the prescribed prm,-e4twe of applica-
bays completed a program the following minim= require-menu:
A. Passed= of a v.rpi California tenches certifiatte, credential, or life
w
Ira.
thtAtiertkvediscatkm MR_ 1SSM a certificate to super-
diploma of general elementary tx general sect-nubsy %
B. Two of smt-- chi% experierre, tg. I ya- eh' ru-'and!IV XIX:r rmr social wrvice expermum
C. xi a standard college with the bachelm's(t) was, or the in With upon laws rt"
ful teach-
Wind-
to clatim-4=,Li-xl C.4nrAtivxy Edtwatim Law, Chili Labor TAw, alvjoth-er Staw- Federal laws relating to &Wren; methods and --t-Niurei in&al- welfare and attïsoda investiotim d in ixere, ;JO ctv.nme.mitv tife
semester units, the &tribute(' among at least threefollowing fields: (a) Cniid includim clevelqmental pyclIology,
child growth, and child (b) sociology or social economics, including
practice in method and procedures of
Stairi&ula arm tinv.,n4L. housir4 woWstu, recreation, treatment ofdefinKpieney5 Igor Wad security* bows and wave, and child0
1
fare services:occupational
erxtn**1 Widnes.
guidance, 4 a e1 tW tests and measurements, vocaturn*siZAAMG (d) work children; (v) et-ism&da of
Conmaticui.LTo ceilaiff=y for a certificate weve as a visithw teacher or pittiluljustmerd teacher, an a*icw* shall comply with the general reqtAremmts for allcertifiws and preset as mtmnunn qualifications:
1. A United Mammary Certificate of the *gnat issuearki .2 years' tmidtw
2* Evidence of completion cl, at itsm year of a cause hi accredited trainingscluld fix. racial work, inch4ing satisfactory courses in mental hygiene, childpsychology, mufti tuts and nseasurct.:4- and social case work.
3. EvWves of at 1m--4cUdrfti in an wmtm-!:ted
_
school of Kxkii wcnt provxkciby tix Kkvi of social
0
9 months' experience riacticil case work withwad Mency; the saki p.actkal case work may have
with then requirements c4 thAt year's couru in thethe mid u:ai agency shall have beak approved
wm.k.
certirgste to stare as visit" tea&uer is isstmf fcv a 3-ym-rM.-ANI 01 which tvon presenting elidare of 3 years' stuxessful experi-
teacher in 0::---{ztkift the same may tv node twrnuntn.t.amumak-ra* with moody emtNi law fce a State F---ram of
ifte Llphrike. CAmeteg twft Trs Cafifmte, 1941. Radford, Cean., StateDevartit of Edwatke. 1N1. (Cmse:tkta SceI thxumit No, 3-1941.1943)Flmirson few Irmidn Tvt_tr=s.' Ww14---&ste ihoertimig of Public190. (s6ii No. 3tI2
.4, . .¡
tion and
countyI -a
J
-t1
I ite
including
to
-.! tt k a
I
_
) I _
- -10
b°
I
ance,
"
-_,C
-I II __II._ ._,
(e) I -.a _..i I
=
atence
'or
Irra _ -11 .1..
n
_
=, _ II I =VIM -
-
=. #
- - 4I
-_
.
-,elt -,:t- --I...____.__
v.
La
T:TVI
t. 1 .14 % 11,-'..4 r et. 41',:j )".
F..' A. \-0-pr
.101.A4-
-*
-a.....r, s . 't :,.. ..
....,_ b .. e . I to %
it:- E . l A . "1.4 . -1..4 .
11 '.. flit. ; .. ,,1$L `,." .0. ,,, .4 ./... . .' " ..-' :4 . .0, 4 4qi. ' .c -4 ,--i ., .,.1-;.. *;:i.-rk*.'. e.,.. ,.4.4, ,4..... 17 1/4(1.74 If.' -,. . :,
-- -../. -s..--1- -..,
.k..... -. le it:fi 4.;4 0 ,, q _ 4. , - :1.`-4
a,
cr. v--71.: 1"."1. f&'4. I .. iV .P i I.. ,,- . - ,6- 41 .:______ -_.-1_. . ..
1-,..,-. -1,, '
STATE VISITING
odd ci Credential Isa board oi
shall
grade.years
i of successfulof coupe,
. ing : Six emphasis
and'Waft
to the(2) Nine or equivalent, 4'the development,
development ;of
web,g
and with
to
or Unshedpublic.
k;
said
period,the
as a 'JokingIficibign.k4a iba
,
I
Isom).ties.
