Georgia alert; a look at education's role today, 1977 November - 1978 May

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November 1977

DOCUMENTS UGA LIBRARIES

Volume 10 Number 1

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Top Classroom Teacher Sought

The search for the 1978 Georgia Teacher of the Year has begun. Any classroom teacher, kindergarten through grade 12, is eligible to be nominated for the award . A panel of judges, representing various education organizations, will select a winner and runnerup from four finalists, after observing the teachers in their classrooms.
Southern Educators Life Insurance Company, cosponsor of the program with the Georgia Department of Education, will present the top teacher with a $750 cash award. The runner-up will receive $250. In addition, Southern Educators wi II treat the winning teacher, runn er-up,-the winner's superin te ndent and thei r wives or husbands to dinner and an overnight stay in Atlanta the night before the November State Board of Education meeting.
Georgia 's 1978 Teacher of the Year will be the state's candidate in the National Teacher of the Year competition. In the last three years Georgia has had two national finalists.
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By Melanie Rawls
Last winter's fuel shortage, caused by high demands during the unusually cold weather, resulted in the closing down of many Georgia schools when fuel to light and heat them could not be obtained. With predictions of harsher winters, hotter summers and scarcer fuels to

Charles McDan iel, Georgia's new state superintendent of schools.

McDaniel Named New School Chief

Charles McDaniel, Georgia's new state superintendent of schools, was sworn in on Aug. 17, by Governor George Busbee to fill the 17-month unexpired te rm of Jack P. Nix. McDaniel has served for the past eight ye~rs as superintendent of Clarke County schools.
In accepting the job as state school chief, McDaniel said, " ... the

knowledge that I have such a large and demanding task ahead is sobering and humbling. I fully realize that few individuals have such an opportunity as this, to try to influence positively the lives and well-being of so many people.
"I aocept the Governor's appointment as a sacred trust, and I pledge to e.ach of you that I wi II devote the
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Rows of solar collectors installed on the roof of George A. Town s Elementary School in Atlanta. The school is in the second year of experimental use of solar heating and cooling.

come, Georgia school systems have embarked on a program of energy management and conservation.
Many of the energy conservation and management techniques Georgia schools will adopt this year are similar to those which consumers and industries are being encouraged to employ. The staff of the Georgia Department of Education's School Plant Services Section has suggested that natural lighting be used when possible; thermostats be set at lower temperatures with teachers, children and other employees encouraged to bring extra clothing for comfort; doors and windows be weather-stripped; and walls additionally insulated when possible.
Other suggested energy saving measures pertain particularly to schools. In large areas such as shops and labs, zones with separate controls may be set up so that only areas in immediate use will be lighted . Storage and other unoccupied areas, or areas occupied for brief periods, may be heated to only 50 degrees Fahrenheit. Bus routes may be consolidated when possible to save gasoline.
The energy conservation effort, however, will not stop with these measures. School plant services, in cooperation with the Office of

Energy Resources, has drawn up a comprehensive plan for permanent conservation which may be instituted statewide in the near future.
"Our goal is to reduce energy con sumption in Georgia schools by 20 percent/' says Tom Scott, administrator of school plant services. "Our energy management program calls for changes in plant operating procedures including building modifications and the training of local school maintenance personnel in energy management techniques."
The final draft of the program was approved this summer by the State Board of Education. The plan calls for six schools, representing a crosssection of the climatic conditions and geographical locations in the state, the different types of school building designs and various mechanical systems, to be selected to pilot the program.
"The first phase of the energy management program will be an audit of each school's energy consumption," says Scott. "We hope to establish an optimum level of energy consumption based on the school's building design and mechanical system . From that level, we will be able to determine the school's degree of operating efficiency ."

continued on page 3

to supplement the husband's income.

State School Chief Charles McDaniel wa tches students op era te "Birney Bank" on a recent visit to Birney Elementary School in Symrna, Ga. Th e student-run savings program is coordinated by school personnel and the Commercial Bank of Cobb County. Joe Daniell, b ank vice-president, stands behind Dr. McDaniel.
McDaniel On Education

State Superintendent of Schools Charles McDaniel spent his first month in office looking at the issues facing the state's education enterprise and formulating his plan for moving Georgia forward. In recent speeches to the Georgia Education Improvement Cou nci I and the State Senate Appropria tions Committee, he outlined some of his priorities and beliefs as they relate to this goal. The following is a summary of his remarks.

necessary skills in reading, writing, spelling and mathematics before he or she is advanced to another level.
On kindergarten
"All the other things I have described will follow if we can just get that good, solid beginning that kindergarten can give."
On basic skills instruction

On the state of educa~ion today

"We can argue all day about whether schools are being asked

"In spite of the 'criticism and the

to do too much, to solve all the

failures, schools still are the instru- problems of society. But we cannot

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because they are so firmly based

writing, spelling and mathematics

on the ideals of our democracy -

is our most important job.

equality of opportunity, freedom

and self-fulfillment."

On vocational and career education

On what children should be taught in school
"Schools should be teaching the basics in kindergarten through the fourth grade. And we should come up with some system of insuring that each child has achieved the

"Vocational and career opportunities, especially for women, need to be strengthened and expanded. A few years ago many women who got married felt they didn't need a skill. Now, due to changes in our society, many women work either to support the family entirely or

On education for the handicapped
"We are still working to comply with Public Law 94-142 for educating all handicapped children in public schools. We will take the people, money, programs and facilities we have and do the best we can, but there will not be enough money in fiscal year 1979 to do either all the law requires or all that the public expects. Just making the school physically barrier-free for all handicapped students would be a monumental task requiring millions of dollars. "
On teacher salaries
"I think we should recruit the best possible teachers and pay them well. In particular we should staff our kindergartens and the first three grades.
"Given a choice of spending tax funds on teacher salaries or on buildings or textbooks, I will choose teachers anytime."
On collective bargaining
"I am opposed to collective bargaining for teachers. . . It removes control of the public schools from the citizens and taxpayers' representatives and places it in the hands of a third party, the arbitrator.'~
On citizen involvement in schools
"I believe in public involvement in schools. It goes along nicely with another aspect of my philosophy, and that is local control of education. . .parents and all citizens form their impressions of schools on the
bas~-ef-the~~e~Aen~
an individual school, its programs and personnel. "
On school and system consolidation and the size of schools
"I think we may have overstressed the importance of school size in recent years, when we should have been paying more attention to what goes on during the school day between the teacher and the student."

Retrospective
Jack Nix: Geor
Education's Cc
Leader Throug Turbulent Year:
By Anne Raymond
Someone once asked Jack Nix, "What keeps you going? The frustrations of being state superintendent of schools in Georgia must sometimes become overwhelming."
"Getting out into schools and seeing kids learn," was his ready answer. The battles for funds , the constant complaints, the struggles with the courts, the accusations of failure- every dissatisfaction of a 34-year career in education was easily balanced by seeing a young Georgia student master the con cepts of "over" and "under." Or read well. Or write a clear, concise paragraph. And knowing that he had a major influence in making it possible for that child and t-fietJ-s-a Ftcls-effit-fte rs th ro-ttgh-t:h e- - - - years to learn and grow to their potential.
Jack Nix spent his professional life toward that end, from his very
first job as a teacher of vocational
agriculture in Habersham County through the 12 years as head of Georgia's public school system. An undaunted commitment to the education of children saw him through probably the most tumultuous and challenging

McDaniel Named New School Chief continued from page 1

best of my energy, ability, influence and time to the continued improvement of Georgia public education."
McDaniel comes to his new job with a variety of professional experience in the field of education. He has served as a classroom teacher, counselor, principal and superintendent. He began his teaching career in 1946 as a seventh grade teacher at Tucker Elementary School in DeKalb County.
In addition to his position in Athens, McDaniel served as principal of the Metter High and Elementary School from 1953 to 1956 and was superintendent of Thomas-

ville Public Schools from 1960 to 1969. He also has served as teacher and counselor at the Georgia Mi Iitary College and as pri nci pa I of Druid Hills High School in DeKalb County.
A native of 1ucker, McDaniel , 54, served as chairman of the fjrst State Advisory Council for,Vocational Education and as chairman of the State Advisory Board for Title Ill, Elementary and Secondary Education Act. He is past president of the Georgia Association of School Superintendents and a member of the National Joint Committee of American Association of School Administrators and

Association of School Business Officials.
He received both his undergraduate and master's degrees from Mercer University in Macon and a master's of education from Columbia University in New York City. He earned his doctorate of education from the University of Georgia in 1967.
Under McDaniel's leadership, the Clarke County School District made many significant achievements. In nominating McDaniel this year for the superintendent of the year award sponsored by the Georgia Association of Education Leaders,

Joe Williams, dean of the University of Georgia's College of Education, noted that, "Upon coming to Clarke County, Dr. McDaniel immediately set about restoring financial stability to the school district and developing its staff. As a result, a $1 million deficit has been wiped out. Dr. McDaniel also moved into full compliance with federal desegregation guidelines while, at the same time, exceeding state averages and many national averages in student performance."

~Dl?RESS

In compliance with Title IX of the 7972 Education Amendments, the Georgia Department of Education does not discriminate on the basis of sex in its educational programs, activities or employment policies. Inquiries regarding the department's compliance with Title IX may be directed to the Title IX Coordinator, Georgia Department of Education, Atlanta 30334, or to the Director of the Office of Civil Rights, Department of Health , Education and Welfare, Washington , D.C. 20201.

November 1977 Volume 10 Number 1
Publi shed Fi ve Ti mes A Yea r By Publi ca ti ons an d Info rmatio n Sectio n General Suppo rt Di vision Offi ce of A dm ini strati ve Se rvices Geo rgia Depart ment of Edu cat ion Char les McDanie l , State Supe rinte nde nt of Schoo ls Glenn Oliver, ed itor Elai ne Pierce, grap h ic des ign

2 Georgia ALERT, November 1977

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Probably more than any single person in Georgia, Nix is responsible for the scope and quality of the state's vocational education program, including the comprehensive high school, adult and vocationaltechnical education. The state's vocational educators credit him with having the "know-how, insight and wisdom" to get the vo-tech schools built and to follow through with the leadership and direction to maintain their success. During the years Nix was director of vocational education for the state, 13 of the state's 26 post secondary education centers were opened; the number of comprehensive high schools grew from four in 1965 to 120 in 1977, well on the way to reaching the former superintendent's goal of having a comprehensive high school accessible to every student in the state.

Former State School Superintendent Jack P. Nix with students at Valdosta State College, (upper left photo), receiving key to the Atlanta Area School for the Deaf from young students, (above).

period in the modern history of public education. An associate said, "He brought stability and leadership to relations between the local school systems and the federal government during the integration period. His consistency gained the respect of his colleagues at every level, helping to calm tense situations and ease problems."

tiona! practices. As early as 1967, he was speaking over the state in favor of a statewide kindergarten program. "He was for kindergartens long before it was popular to advocate them," one state educator said. "And he stuck with the idea until the value of kindergartens was recognized by state legislators and a tangible start was made."

Even though he was removed from them by pressures of the educational bureaucracy, Nix's concern for local school systems was great. He wanted the Georgia Department of Education to be a support organization rather than dictate the education of children. He sought to encourage decision making at the school system level, to reduce or eliminate rules and regulations and data requests from both the state and the federal governments.

Nix's leadership and influence nationally is mentioned often by his colleagues, who say he is respected and liked all over the U. S. "He helped to change the image of the state and its educational system through his intelligent, reasonable approach to school matters." Nix's national reputation-as-an edtJcational leader is based on solid accomplishment. He was a prime force behind the public works bill Congress passed during its 1976 session, originating the features which enabled public school systems to have portions of the funds for school renovation and construction.
His counterparts in the 51 states elected him their president in 1975, and throughout his career he was called on to testify before Congressional committees on national issues such as funding of educational programs for disadvantaged children, impoundment of educational funds, the public works bill, vocational education and others. During the last year of his superintendency, he was beginning to hear that Georgia is being looked to by a number of other states for its imaginative and progressive efforts in criterion -referenced testing and performance-based teacher certification.
At home in Georgia, Nix is credited with conceiving and instituting a wide range of successful educa-

Nix was a strong supporter of reaching children early with the best possible instruction in the fundamentals of reading, writing and mathematics. Georgia's highly suecessful compensatory education program was his brainchild, the result of a $1 million windfall during an expansive legislative session. Asked what he would do with-the-- money, no strings attached, Nix replied immediately that he would use it in teaching the basics. Since that first year, the results of the compensatory education program have been so impressive that the money has been steadily increased to $10 million and the program now reaches children in the first five grades.
Nix inspired Georgia's programs in career education and career guidance, statewide testing, the sharing of educational services among small school systems through Cooperative Educational Service Agencies (CESAs), parent and nutrition education and many other efforts that will have their impact on Georgia education for decades to come. The nationally acclaimed Atlanta Area School for the Deaf, a non-residential school for deaf and hearing impaired children, was Nix's own creative solution to the very contemporary problem of how to teach certain handicapped students in an environment as near normal as possible.

The ideal educational setup to him

would have been one in which

funds were granted to a school

system in a lump sum, spent an:l

accounted for by the system on

the basis of a plan that was locally

developed to meet the needs of

each Georgia community. Through

such department of education

e-ffor-t-s-as gr-an-ts-manaement-and

comprehensive planning grants, he

had made a beginning toward

achieving that ideal .



Two traits stand out in his colleagues' observations about Jack Nix: personal integrity and genuine warmth in dealing with people.

"He brought political credibility to the state superintendent's job," one associate said. "He was able to achieve progress in education because, through his political integrity, he came to have the respect and support of people who make decisions about education."

Through all the politics, the budget battles and phone calls from irate parents, Nix was able to maintain his sincere interest in and liking for people. In talking with a talented teacher about how she used the new criterion-referenced tests to plan instruction for her youngsters, he could find enough pleasure and personal joy to keep him inspired through months of tough educational problems.

Local Educators Learn Proper Energy Management
continued from page 1

After the consumption audit, the schools will be expected to make building modifications and operational changes needed to conserve energy. Funds for that purpose will come from various state and federal sources. The program will also attempt to standardize audit procedures and develop a system for monitoring the energy consumption

of school buildings on an on-going basis.
It is expected that any renovations will pay for themselves within 10 to 12 years by the resulting reduction of expenditures for power. In fact, program estimates for 1980 place the possible savings to local systems at 1.5 trillion BTU (British

Thermal units) and $9.3 million in current energy costs if only opera tional energy management measures are implemented . "Also," says Scott, "reduced demand for scarce fuels may help prevent disruptions in energy supplies or the reallocation of school funds from other areas to meet increasing energy costs."

Local Control Of School Shut-Downs To Continue
While reviewing the energy situation this summer, the State Board of Education decided that the responsibility for authorizing school shut-downs during energy crises should remain with local systems.
The board based its decision on findings which showed that school systems are served in some instances by as many as three suppi iers of gas. In many cases during the past winter's bad weather, only one school was required to close, while other schools remained open. Citing the cooperation of utility officials in working with local school officials to keep schools open for as long as possible, the board concluded that the matter was best handled locally.
Some school systems, in anticipation of another difficult winter, began the school year early this year in order to build "weather days" into their schedules. Almost all Georgia systems opened in August, rather than after Labor Day, with some opening as early as August 22.
School Sports Schedule Geared To Conserve Fuel
The Georgia High School Association (GHSA) has formed its own energy conservation policy in relation to athletic events. The association prepared the policy in answer to a resolution adopted by the State Board of Education requesting the GHSA to adopt an energy management program.
The new policy calls for reducing the number of athletic contests held during the year, setting thermostats of physical education and athletic facilities at a maximum of 65 degrees Fahrenheit during the school day and setting thermostats at 50 degrees Fahrenheit for night athletic events. Games will start earlier, making greater use of day light hours; varsity football will begin no later than 7:30 p.m. and regular season basketball games no later than 6:45 p.m. To save travel and electricity, there wi II be no spring basketball games between GHSA schools and no more than two teams qualifying for regional or state tournaments.

Georgia ALERT, November 1977 3

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State Attorney General Arthur K. Bolton recently received an inquiry as to whether a conflict of interest is presented by teachers or other employees of local boards of education serving in the Georgia General Assembly. He replied that "since the bulk of a teacher's salary is apt to come from the state treasury and may vary according to the quantity of money appropriated by the General Assembly, there is a common law conflict of interest in that ... the school board employee serving in the General Assembly is in a position to indirectly influence his salary." However, he concluded that "while I think the matter is by no means free of doubt, it is my opinion that the fact that a member of the General Assembly simultaneously serves as an employee of a county or city board of education does not by itself
violate any law of the state ... or constitute a conflict of interest per se."

People in Education

Anthony Thomason of Toccoa, Ga., has been selected to receive the Regional Star Agribusinessman of America Award for 1977 . He will receive $500 at the National Future Farmers of America convention in Kansas City, Mo., in November and will compete with three other regional winners for the Star Agribusinessman of America Award.
The Georgia Association of Educational Leaders recently named J. W. Benefield Jr., former superintendent of Gwinnett County Schools, as the Outstanding Superintendent for 1977; Frank C. Winstead, principal at Griffin Middle School in Cobb County, as the Outstanding Principal of the Year; and Dr . R. Scott Bradshaw, instructional supervisor for the DeKalb County School System, as the Outstanding Instructional Supervisor for 1977. The thre'e awards were presented by GAEL at the organization's annual conference on Jekyll Island during the summer .
Industrial Arts Teachers Needed
"
When Georgia schools opened their doors to students in September a number of classrooms remained closed . The darkened labs and dormant equipment are the result of a shortage of industrial arts teachers, according to Ray Ginn, industrial arts coordinator for the Georgia Department of Education. "It's not a new problem," says Ginn, "just one that's getting worse."
"We have immediate teacher vacancies in 25 or 30 schools around the state where junior and senior high industrial arts classes have had to be cancelled for lack of an instructor," said Ginn. "If qualified personnel were available, we could place another 30 to 40 teachers in school systems that want "to initiate or expand industrial arts programs but can't because they are unable to find teachers."
Georgia's industrial arts manpower needs are not unique. South Carolina, Florida and Alabama have experienced an identical teacher shortage.
"Georgia colleges and universities are able to produce only about a third of the industrial arts teachers we need," said Ginn. "We must recruit out-of-state for the rest."
Intense out-of-state teacher recruiting in New York and Michigan this summer eased the shortage some but has not solved the problem faced by Georgia and other southeastern states.

The food processing center in Stephens County is one of the few in the state which operates year round.
Georgia Gardeners Discover Food Processing Centers

By Eleanor Gilmer

Not too many years ago most

ties of produce in about half the

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cheap to buy already processed

summer," says Corbin, "243,000

food as to grow it and process it

pints and 769,000 quarts of fruits,

themselves. Not today. More and

vegetables and meats were canned,

more, landscaped backyards are

and nearly two million pounds of

being plowed up to make room for produce were processed for

asparagus, peas and squash, and

freezing.

people are either canning or freezing their products for future use.

"From the reports we are getting," says Corbin, "the centers are being

Because of the renewed interest in

used this year even more than last,

gardening, 72 food processing

even with the dry weather we've

centers operated over the state by

had. It seems people have been

high school departments of voca-

willing to use water to irrigate their

tional agriculture are being used to gardens even when they had to let

their full capacity.

their lawns and other plants dry

"The first centers were established

up."

in 1926 at the Line School in

Modern equipment makes pro-

Franklin County and Shoal Creek

cessing large volumes possible. The

School in Hart County to increase

equipment includes steam boilers,

farm income by canning food for

300-can pressure cookers, auto-

sale," says Curtis Corbin, state

matic sealers, exhaust tunnels to

supervisor of agricultural education delete air from the cans, steam

for the Georgia Department of
E'ducation. "Later the emphasis of

jacket kettles to blanch or pre-cook food, automatic pea and bean

the program shifted from canning

shellers, juicers and corn cutters.

for sale to canning for family consumption, and the centers became community gathering places."

Future plans for many of the centers, such as the one at Moultrie, include using the facilities in the

Today the processing centers are

schools' regular vocational agricul -

used not only as a community

ture and home economics programs.

service, but as tools to teach adults In this way fundamental skills in

and students how to correctly

food education, food processing and

select and process food for canning food service could be taught .

or freezing.

While vegetables, fruits and meat

The centers operate mainly during

are the main products processed in

the summer months at the height

the centers, vocational agriculture

of the vegetable season. Some

teachers report that sometimes

centers, such as those at Stephens

people can unusual things . One man

County and Lanier County, have

canned 600 quarts of tomato juice

freezer lockers for curing meat and at once, and another brought a

operate year round. Sections of

whole steer to be canned. Frog legs

freezer space are rented to people

and chitterlings are also canned. Of

in the community.

course, there are some people in

The school -operated plants are capable of processing large quanti-

South Georgia who can-you guessed it-peanuts!

4 Georgia ALERT, November 1977

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Teacher of the Year John McRae's philosophy is to "give 100 percent on your good days, 125 percent on your 'off' days-and you'll get the same in return from your kids."

by Melanie Rawls
The sign at the door says
PLEASE SMILE BEFORE ENTERING.
Thank you, The Management
"The Management" is John Henry Me Rae, sixth grade teacher at Sallas-Mahone Elementary School in Valdosta and Georgia's 1978 Teacher of the Year. McRae teaches science, social studies, mathematics and physical education. The sign at the door is a clue to what goes on in his classroom.
There is the usual amount of adolescent wriggling and more than the usual amount of grinning- but the attention of the students is firmly fixed on McRae at his blackboard. Hands shoot into the air when he asks a question and students pop up out of their seats like jacks-in-the-box when they are called on. It is obvious that learning, for these sixth graders, is exciting.
"Give 100 percent on your good days, 125 percent on your 'off' days- and you'll get the same in return from your kids," says McRae. The rapport he has established with his students is one of mutual trust, respect and high expectations. His students are eager to produce for him. They giggle at his jokes- McRae is well-

known for his classroom humor but are well-aware that his humor is a learning device. "When he explains answers, he usually fits a joke in there which makes us remember the answers," says one of his students.
McRae believes that it is the teacher's duty to treat each child as an individual. "Each child has feelings, a disposition, goals, a life style and good and bad days of his own," says Me Rae. "Therefore I have 73 philosophies of education one for each child I teach. And since I teach developing adolescents, some of my philosophies must change daily."
To this end, McRae writes up "unit assignment sheets" for his students. The sheets list projects, readings and future tests with the dates assignments are due.
"There are three main advantages to this program," he says. "First, I really believe that if a person can organize his time so as not to put things off, he can succeed in almost any subject. Second, the student can basically work at his own speed. If he finishes early, he can work ahead on other assignments, study another subject or go to the class library for free time. And, finally, this program allows me the time to work with slower students who need more individual help."

A student who answers a third

self-confidence."

question correctly after giving two incorrect responses receives a goodnatured round of applause from his fellow students. He grins sheepishly as

McRae also requires "Yes, sir," or "Yes, Mr. McRae" rather than "Yeah," or "Huh?" "I feel that

if he doesn't know whether to take a bow or crawl inside his desk- but there is no trace of anger or

coming to school is a privilege as well as a responsibi Iity, and I reflect this in my classroom," says McRae.

humiliation in his face.

The science class is learning how to

Me Rae conducts his classes on the principle that the answer- not the student - is wrong. "Students must be corrected but it must be done in a manner that does not damage the student," says Me Rae.

calculate wave frequency. Standing children become wave crests, stooping children become wave troughs and all in a giggling line they scuffle past a point represented by another student, while McRae holds a watch and times them. The winning group

Classroom discipline is also based

is five "waves" in four seconds. The

on this principle. Students are

winning waves cheer.

expected to respect McRae and each other, and they also know that certain conduct is not tolerated. "Good manners - respect for others' feelings and property- are expected in my class," says Me Rae. There are few classroom strictures, but the students are well aware of them and appear to find them easy to live with. And the good manners are quite evident.

"I am a firm believer in 'hands on' projects where the students can really become part of the subject or the times they are studying," says McRae. Not only does he organize impromptu classroom dramatizations, but he makes projects and field trips a regular part of the class schedule. Quite a few of the projects have been written up in the local paper while others are dis-

One form of behavior that McRae

played in the school library.

requires is that students must

Above the blackboard is a series of

stand when they speak. "If some-

photographs of Greek columns,

thing is important enough to be

large close-up shots taken at various

said or asked then it is important

historical buildings in Valdosta.

enough to stand up for," says

When he teaches his unit on the

McRae when explaining this rule.

ancient world, McRae uses the pic-

"Besides, students also learn to

tures to illustrate the various styles

think on their feet and it builds

of columns carved by the ancient

continued on page 2

Last year, when her child was in McRae's sixth grade class, Mrs. Judy Jarvis, Sallas-M ahone's crossing guard, volunteered to come into the room one day a week as an aide to help students in need of individual instruction. She liked the job so much that she stayed on after her child was promoted to junior high school.
The 1978 Georgia Teacher of the Year program had more entries than ever before. Here are the names of local teachers of the year entered in the statewide competition and their systems.

John McRae, Georgia's 1978 Teacher of the Year, thinks it is important for students'to learn to think and 1 stand up for."

Juanita Arrowood, Union Co.

Katherine A . Lovett, Columbia Co .

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Patricia C. Barber, Thomasville City John Barnes, Gilmer Co . Dorothy Baylor, Gainesville City

Travis McDonald, Coffee Co . Karon Max McGill, Haralson Co . Bertha C. Mabry, Cobb Co .

teachers

C. Marcel Beam Jr ., Rome City Nancy C. Bessonette, Clinch Co. Dennis Blankenship, Carroll Co.

Linda Merkel, DeKalb Co. Hazel Milby, Pike Co . Frieda Moye, Muscogee Co.

who can

Ruth Bobo, Berrien Co. Hermene Boteler, Clayton Co. Martha Brewer, West Po int City

Alice Osborn, Lowndes Co . Calvin Phillips, Franklin Co . Glenda W. Pound, Newton Co .

motivate and

Vivian Webb Brown, Decatur City Jane Taylor Byrd, Dade Co. Jeannie Carter, Echols Co .

Willowdean Powell, Butts Co. James Preece, Savannah-Chatham Co. Dorothy Ford Pruitt, Emanuel Co.

instill a burn-

Judy Cowan, Rockdale Co . Sara Cown, Walton Co . Madeline Cox, Forsyth Co.

Lurline Putman, Fayette Co . Ernestine H. Rhodes, Turner Co. Lucille Rich, Cherokee Co .

ing desire to

Virginia Cox, Gwinnett Co. Clara L. Crawford, Talbot Co . Johnni e Dorsey , Henry Co.

Alice Faye Roberson, Gordon Co . Mermenia Smith, Waycross City Troy Southerland, Bleckley Co .

learn are

Danny F . Ellis , Camden Co . Mera Ferguson, Lumpkin Co. Nancy Floyd, Coweta Co.

Marian Sprayberry, Walker Co . Christine Starling, Upson Co . Virginia Stein, Griffin-Spalding Co.

scarce.

Judy Cson Forbes, Habersham Co . Eleanor Ford, Thomaston City Barbara Gailey, Elbert Co .

Juanita Thompson, Jasper Co. Ed Timm er man, Grady Co . Lurlyne Wagner, Bremen City

John McRae

Evelyn Harris, Lamar Co.

Cindy Walker, Crawford Co.

Robert Ware Hendrix Sr ., Ware Co . Dr. William E. Warren, Toombs Co.

is tops in

Ruth Hilton, Harris Co.

Norma Waters, Jenkins Co .

Dorothy Horne, Crisp Co. Barry Nathan Jack so n, Troup Co .

Kay Webb, Tift Co . Alpha H. Westb rook , Richmond Co .

this area.

Edith C. Jansen, Lauren s Co.

Carolyn H. Whitehurst, Pike Co .

Marian P. Kelly , Atlanta City

Nell S. Wilburn, Murray Co.

Wessie Lamar, Mer iwether Co .

Aurelia Joy Broome William s, Pierce Co.

Diana Lawrence, Catoosa Co. Linda Ann Lee, Fulton Co .

Judith Williams, Marietta City Mary Sanders Williams, Bulloch Co.

Parent

Gl enda Lewis, Bibb Co .

Joan Wilson, Hall Co.

Karen Losansky, Madison Co .

One of the high points of the year for Sallas-Mahone E tumed, choreographed and directed. Here, these sixth!

EDPRESS

In compliance with Title IX of the 1972 Education Amendments, the Georgia Department of Education does not discriminate on the basis of sex in its educational programs, activities or employment policies. Inquiries regarding the department's compliance with Title IX may be directed to the Title IX Coordinator, Georgia Department of Education, Atlanta 30334, or to the Director of the Office of Civil Rights, Department of Health, Education and Welfare, Washington, D.C. 20201.

February 1978 Volume 10 Number 2
Published Five Times A Year By Publi cat ions and Information Sect ion General Support Division Office of Administrative Services Georgia Department of Educa tion Charles McDa niel, State Superintendent of Schools Glenn Oliver, ed itor Elaine Pierce , graphic des ign

2 Georgia ALERT, February 1978

continued from page 1
McRae Involves Parents

;pond on their feet . "I tell them if something is important enough to be said or asked it is important enough to

Greeks. The photographs were donated by a parent whose child's severe visual problem prevented him from seeing regular book illustrations.
"If you can get the parents involved with your program, you've got half the battle won," says McRae. Class projects have proved invaluable in encouraging parents to participate in classroom activities -from providing a carpool for field trips to making costumes and applying make-up during the annual Christmas show.
More importantly, many parents attend McRae's parental workshops each fall . Me Rae passes out copies of the student assignment sheets and describes the class projects in which the children will be involved. He suggests activities parents might plan and methods they might use to assist their children in successfully completing their projects. Often the parents have suggestions for projects and field trips of their own.

A banner presented to McRae as a surprise from his church group upon his being named "Teacher of the Year" reads
"WALK IN THE SUNSHINE
WISH ON A STAR
REACH FOR THE SKY."
The banner is a cheerful eyecatching decoration for his classroom.
McRae sees many positive aspects in public education today. "The greatest thing about our public schools," he says, "is that children of different ethnic, religious and economic backgrounds are brought together. They see, meet and grow to understand their differences. If we expect people to live in the same country, fight for it and in some cases die for it, then we all need to be in there learning together."

The biggest project is the SallasMahone Christmas Follies. For the past six years, Me Rae has written, costumed, choreographed and directed a Christmas play for his students. "What started out as a simple French folk dance by my homeroom students has mushroomed into an all-out musical show involving the entire sixth grade, the school choir and_the_ band," says McRae.
"Mrs. Lois Cunningham and Miss Johnnie V. Stokes, two other teachers, help me with the singing since I can't carry a tune," he continues. "We manage to get over 300 kids on and off the stage and still keep the Christmas spirit!"
Attendance at the Christmas Follies is such that it is now held at Valdosta's Mathis Auditorium. It is said that the younger students eagerly look forward to their sixth grade year when they can become a part of the Follies.

McRae also believes that programs to help upgrade teaching standards and parental involvement in the educational process are two other aspects of public education which can produce the most positive results. "I was upset when I saw the news reports on all those school closings," he says. "I've noticed that all those schools that were closing are very modern - real _ fancy with new desks and curtains. Well, we aren't fancy but we are open," he says of Sallas-Mahone. "I think this school typifies what can be done."
In 1975 McRae received a plaque from his students:
"Groovy Teacher Award" Mr. John H. McRae Class of 74-75
Sallas-Mahone School
It is no surprise to his students that John McRae is Georgia's number one teacher for 1978.

mentary School is the Sallas-Mahone Christmas Follies, which McRae, for the past six years, has written, coslders begin to learn a dance routine for the 1977 Follies production.

Ihave seen the enthusiastic

way his children perform

for him...

Friend

McRae uses many simple demonstrations during class discussions. While studying a science unit on waves, a glass baking pan filled with water makes a perfect medium for illustrating waves.

Georgia ALERT, February 1978 3

Sherry Malone
lsTOTY
Runner-up

Mrs. Sherry Malone, a social science teacher at Clarke County's Hilsman Middle School in Athens, was selected as runner-up in the 1978 Georgia Teacher of the Year program. She has been a teacher since 1964, serving in the Clarke and Madison County systems. She holds her bachelor's and Master's degrees from the University of Georgia, where she is currently a candidate for a sixth year degree.
Mrs. Malone believes that the primary key to successful teaching is motivation, and that a teacher must discover the "something special that every child has, and build upon it, enhance and use it as a base from which to increase a student's self-confidence and then guide him in his learning."
One teaching method Mrs. Malone finds effective in her classroom is mixing work assignment folders, self-paced activities, contracts and

independent studies to meet individual student needs or specific teaching objectives. "I feel these methods enable a student to work on his own level and be evaluated for his individual performance," she says.
Special projects are another way Mrs. Malone makes social science interesting for her students. When she discovered that limited sources of information would hinder her students' learning about the history of the state and the community, she had the class produce an audiovisual show on the Athens area.
Al'lother project came out of a unit on recycling, when her students began to notice that much material discarded from homes and industry in their area included items needed at the school. The students set up a recycling plant in a closet at the school, questioned the faculty on the materials needed and organized

Sherry Malone, runnerup in the 1978 Georgia Teacher of the Year program, teaches at Clarke County's Hilsman Middle School in Athens..

a campaign to collect the items.
On the state of education today, Mrs. Malone sees performancebased certification and individualized instruction for exceptional children as two of the many positive trends. However, she points out that, for public education to move forward, it must become Georgia's number one priority. "We must develop a more positive

public image of public education," she says. "To do this educators must open up communication between the school district and the community."
The Georgia Teacher of the Year program is sponsored jointly by the Southern Educators Life Insurance Company and the Georgia Department of Education, and is open to any classroom teacher, kindergarten through grade 12.

Education and the Law

~ People in
1111 Education

State Attorney General Arthur K. Bolton recently received an inquiry as to whether local boards of education could legally use tax money collected, earmarked and allocated for educational purposes to pay contributions or reimbursements for payment of benefits to former employees filing claims with the Employment Security Agency. The Attorney General replied that "the state constitution states that 'school tax funds shall be expended only for the support and maintenance of public schools, public education and activities necessary or incidental thereto, including school lunch purposes,' and it cannot be doubted that compensation of teachers falls within the definition of an expenditure for an educational purpose." He concluded that payment of unemployment benefits, either through the payment of contributions or the reimbursement for payment of benefits, is as much a part of compensation of teachers as expenditures for retirement, health insurance or liability insurance benefits. Therefore, the expenditure of tax moneys earmarked for educational purposes can include the expenditures for contributions or reimbursements under the Employment Security Act.

Many students and teachers read
Current Science magazine, but two
people at Glynn County's Risley Middle School read the magazine with particular interest. Science teacher Robert Bostock and one of his students, Ken Williamson, are two of only 20 members of the
Current Science national advisory
board. As board members, Bostock and Williamson evaluate each issue of the bi-weekly magazine. Future plans are for all teacher and student members of the advisory board to meet and work on a science project together .

$$$$$$$$

American Legion Offers ..____Sourcebook_ ____.

Many young people need financial assistance in order to afford the schooling and training necessary for them to reach their potential. These same youngsters often have little idea of where to turn for help. The American Legion's 132 page financial assistance source
handbook, Need a Lift?, provides

information on grants, loans or scholarships available to students. The book is revised yearly and is available from the American Legion,
National Emblem Sales, P. 0 . Box
1055, Indianapolis, Ind. 46206. The booklets are 50 each or 30 in quantities of 100 or more.

Here's Help For Parents
Parents can now learn about the types of academic t'ests, different methods of scoring and methods to use in helping children prepare for
tests in the free booklet The Parent's Guide to Understanding Tests. Interested parents should
send a stamped, self-addressed 4" x 9%" business envelope to CTB/McGraw-Hill, Del Monte Research Park, Monterey, Calif. 93940.

4 Georgia ALERT, February 1978

(4
300
FI
A~
v. l 0
-no, 3

UNIVERSITY OF GEORGIA Ll.RARIES

May1978 Volume 10 Number 3

cc
Q)
6
This youn g girl gets the spec ia l attent ion she needs from the staff of teachers of th e multi-h andicapped at Fulton County's Parkla ne El eme nta ry School. The three teachers a nd two full-time a id es work with 27 multi -handicapped children ages five to 14.
Education Opportunities Improving For Georgia's Handicapped Children

Legislature Votes
Most Education
Funds In History
When the 1978 Georgia General Assembly passed the appropriations bill for fiscal year 1979, it voted for the largest increase in state educational funds in history $123.5 million. Total state education dollars took an $894 million chunk from the more than $2 billion state budget. Coupled with the $208 million Georgia will receive from federal and other funds, the total budget for education for FY 79 will be $1.1 billion, the largest ever approved for public education in the state.
State Superintendent of Schools Charles McDaniel was very pleased with the 1978 legislative session, his first as superintendent. "This was an historic session of the Georgia General Assembly as far as education was concerned," he said. "We received a large percentage of the items we asked for, and I feel the General Assembly was very generous to us."
continued on page 4
r---------------------------. ~ <1> ::J ::J 0 <' ~

by Anne Raymond
Georgia's handicapped students have a lot going for them.
State funds for their education this year total $68.7 million dollars. Next year funds will total $77.3 million.
The state funds pay the salaries of 5,264 teachers this year; next year, there will be 5,784 state paid teachers.
Federal funds this year amount to $6 million; next year, $12 million . (In addition, local school systems will add to the state and federal funds.)
Every handicapped student has an individualized education plan that has been worked out by his or her parents and teachers and local school officials. A joint agreement of the Georgia Department of Education and the Georgia Department of Human Resources ( DH R) assures that each handicapped child is educated "in the least restrictive environment" as required by the new federal Education for All Handicapped Children Act

(Public Law 94-142). That means a DHR training facility, a public school, a state school or other facility, whichever is best for the child according to individual need.
And Georgia is one of only 14 states whose plans for education of the handicapped under P. L. 94-142 have been approved by the federal government.
All in all, things are looking up for Georgia's children with special needs. And with just a little more staff and time, according to state department of education Early Childhood and Special Education Director Allan Gurley, the state's handicapped youngsters will be served adequately_
Georgia's advantageous position is the result of many years of plan ning, hard work and the allocation of millions of dollars in state resources long before the new federal law came on the scene. The state legislature in 1968 passed a law requiring that all children with special needs, including gifted, be

served by the state public school system.
" The new federal law primarily requires us to address the needs of more seriously handicapped children than we have served in the past," Gurley said. "Although we will not fully meet the September 1978 deadline of the federal law, which requires us to serve all handicapped children between ages 6 and 17, I feel very positive about the progress we are making_ We are doing the best we can with the resources we have to meet the requirements in a sensible manner. Complete compliance will just require more time and staff and cooperative efforts on the part of parents, school people and representatives from other agencies."
The 530 new special education teachers provided by the 1978 legislature are about half what state educators estimated they would need to fully meet the federal law's requirements on time.
"Mainly we need personnel to serve children with behavioral disorders,
continued on page 2

Joseph G. Freund has been named Georgia's associate state superintendent of schools for vocational education. A native of Illinois, Freund comes to Georgia from the West Virginia Department of Education, where he served as director of program services for the Bureau of Vocational, Technical and Adult Education. He received the Ph.D. in vocational education from the University of Georgia in August 1973, with career education as an area of specialization. His bachelor's degree is in psychology and his master's in guidance, both from Southern Illinois University. Freund's earlier work in Georgia included an internship with the Georgia Department of Education and work as career education specialist with Clarke County Schools.

Education And The Law

State Board Clarifies Entry Age Policy

People in Education

Following a ruling by the state attorney general that a portion of its policy on school entry requirements is unlawful, the State Board of Education recently rescinded the authority of local boards of education to make exceptions to entry age requirements.
The state pol icy on school entry says that, in order to enter first grade in a public school in Georgia, a child must be six by Sept. 1 of a fiscal year, and to enroll in a state kindergarten program, a child must be five by Sept. 1. Three- and fouryear-old children who are either physically, mentally or emotionally handicapped or perceptually or linguistically deficient are also eligible for enrollment in preschool programs. This policy is in accordance with the Adequate Program for Education in Georgia Act (APEG).

The board struck the portion of the policy giving local boards of education the authority to permit children to be enrolled who do not meet Georgia entry age requirements, but who have begun kindergarten or first grade out of state and whose parents move their residence to Georgia.
In a letter to State School Superintendent Charles McDaniel, State Attorney General Arthur Bolton said if a local board chooses to enroll "underage" children it must provide for their education at its own expense. Bolton said, "Any 'underage' pupils so admitted could not lawfully be included in average daily attendance reports for APEG purposes or in any other manner included in funding calculations under the Act."

Deputy State Superintendent of Schools Joe Edwards resigned his post with the Georgia Department of Education on March 6 to accept the position of director of the division of vocational rehabilitation with the Georgia Department of Human Resources. Edwards, 49, joined the education department in 1960 as a vocational rehabi Iitation counselor. Prior to his 1975 appointment to the deputy superintendent's post, Edwards served as assistant state school superintendent, director of the division of financial services and coordinator of Title II of the Elementary and
Secondary Education Act.
Max Cleland, a former Georgia state senator now serving as director of the Veterans Administration in

Washington, D.C., and his former Lithonia School principal, W. L. Colombo, now of Jefferson, Ga., were awarded the prestigious Golden Key Awards for 1978 at the American Association of School Administrators conference. The award is given each year to a citizen who has contributed significantly to the national welfare. A teacher, named by that citizen, is also honored as the person who influenced him or her decisively at a formative state in life. Georgians have received the award only two other times in the award's history. The naming of Colombo marks the first year since the awards program was initiated in 1956 that an administrator instead of a classroom teacher has been selected to receive
the Golden Key Award.
Moultrie High School teacher

Thomas E. Hall is the 1978 Georgia

Science Teacher of the Year. He

was selected over nine other

finalists during the Georgia Science

Teachers Association meeting in

Atlanta in March. Hall is chairman

of the second district 1978 science

fair, and has been a member of the

State Board of Education textbook

selection committee and has served

as district chairman of the Georgia

Science Teachers Association .
Harley F. Davidson Jr. has been

named executive director of the :...___.~~~~~---{:rec:'li<fl i-R-A:!ivi~r\T"frttffte.i l-on- - -

Vocational Education. The Baldwin

County vocational supervisor will

succeed Don Cargill, the council's

first director who resigned in

January after 10 years of service.

Davidson, a 37-year-old native of

Bleckley County, holds MA and

EDS degrees from the University

of Georgia. He received his under-

graduate degrees from Middle

Virginia Hart, teacher of the multi-handicapped at Fulton County's Park lane Elementary, uses a hand puppet to coax this crippled girl to lift her head .

Georgia College and Georgia Southern College. Prior to joining

Education For Handicapped continued from page 1

the Baldwin County school system in 1971, he was with the Cochran City and Bibb County systems.

learning disabilities and hearing impairments- the low incidence areas," Gurley said. "Teachers with these specialties are not so readily available," he said.
State officials expect some help for the shortage as result of a $360,000 state fund for grants-in-aid that will allow regular classroom teachers to qualify to teach special education. The new program, funded by the 1978 legislature and available to teachers July 1, 1978, contains an incentive feature which will encourage teachers to stay in or return to rural areas to teach. These sections of the state have traditionally had difficulty recruiting teachers for

certain types of handicapped children.
Besides the obvious need for more special education teachers, many educators do not see any serious problems in complying with the new regulations. Herbert D. Nash, director of Special Education for the Georgia Department of Education, says he believes "a great deal of the law is already in place, or is about to be in place. Systems have been involved with the establishment of due process requirements and confidentiality requirements for the past two years.
"The significant impact of the law

is more in terms of philosophical and traditional change than in terms of increased costs," Nash said. "We've been hearing a lot about how much more it is going to cost, but the truth in fact is that our own APEG law has already established a basic cost factor, and the federal law, if funded, should only support the state law. The main increased costs we can see at the moment rests with populations of children that we've not previously served, such as the severely and profoundly handicapped and the removal of architectural barriers. The removal of the barriers is an extra-cost factor for which, right now, funds are not appropriated."

Alto Transferred
At its March meeting the State Board of Education officially tran sfer red its control of the education and evaluation center at the Georgia Industrial Institute of Alto to the state department of offender rehabilitation. This action came after the General Assembly allotted funds to operate the center to offender rehabilitation's budget. The transfer, which give s full . control of all aspects of the Alto facility to the offender rehabilitation department, was d esigned to allow officials to better coordinate the inmates' education with their rehabilitation.

EDl?RESS

In compliance with Title IX of the 1972 Education Amendments, the Georgia Department of Education does not discriminate on the basis of sex in its educational programs, activities or employment policies. Inquiries regarding the department's compliance with Title IX may be directed to the Title IX Coordinator, Georgia Department of Education, Atlanta 30334, or to the Director of the Office of Civil Rights, Department of Health, Education and Welfare, Washington, D.C. 20201.

May 1978 Volume 10 Number 3 Publ ished Fi ve Tim es A Year Pub li c Inform ation and Pub li cation Serv ices Off ice of Adm in istrati ve Services Georgi a Department of Ed ucat ion Ch arles McDa niel, State Superintend ent of Sch oo ls Glen n Oliver, editor El aine Pi erce, grap hi c des ign

2 Georgia ALERT, May 1978

Internships Help Teens Make Realistic Career Choices

by Eleanor Gilmer
What do I want to be - doctor, lawyer, forester, journalist, hair stylist, secretary? Should I enroll in college, business school or vocational-technical school, or should I get a job right away?
These are questions that frequently go through the minds of high school juniors and seniors as they try to decide what they want to do following graduation. Some high schools in the state are trying to make it easier for students to find the answers to these questions by offering various career internship programs.
In these programs students spend one school quarter working in specific professions. Unlike cooperative work programs where students go to school part of the day and work part of the day for a salary, intern students receive no pay, but earn course credit for the program. On the job, students are exposed to all facets of a particular occupation and develop specific skills in that area. They also learn what they want to do following school, and in many cases, it helps them know what they don't want to do.
Case in Point: David Nicholas, an East Rome High School senior, was interested in police work. As anJntem he spent last-quarte.r-: working with personnel in the Rome City Police Department while they carried out day-to-day police work. He sat in on the questioning of suspects and helped with investigations. Now, he pretty much knows whether or not he still wants to be involved in police work.
Case in Point: Denise Brumfield, a senior at Bibb County's Northeast High School, is an intern in Middle Georgia Hospital's medical technology department. She is learning all areas of the lab from hematology to bacteriology. When she finishes with the course, she'll have enough experience in medical tech nology to know if she wants to pursue this course in college.
Community Acceptance
The program in Bibb County was started in the fall of 1976. It is offered each quarter to a maximum of 25 students in all of the system's six high schools. The students spend a minimum of six hours per day, four days a week working in a specific occupational area. They receive 30 quarter hours of credit for successfully completing the program.
When interested students apply for the Bibb program, they are screened at the school level and again at the system level. Evaluations are based on such things as grades and career interests.
"During their 12 weeks in an organization or business the interns are expected to acquire an overall picture of the organization-its

Denise Brumfield, a senior at Bibb County's Northeast High School, is an intern in the medical technology department of Middle Georgia Hospital.

purpose, its structure and its role in the community," said Ann Henry, coordinator of secondary education for Bibb County.
It's not every day that a high school student can go on assignment with a television news director...
"The students are not placed in a community agency or business firm to be productive employees," she said. "Instead, they are there as students to tap the human and material resources which the organization has to offer."
Every Monday is seminar day for the Bibb interns. On that day, they meet with intern coordinator Tina Singleton to share experiences of the preceding week, to discuss problems common to the group and to work on the various required research projects. In addition, they may hear guest speakers or take field trips.
"The students are highly enthusiastic about our program," says Singleton. "They have been involved in activities which very few teenagers are privileged to enjoy. It's not every day that a high school student can go on assignment with a TV news director, is allowed to observe surgery on a daily basis or is asked to assist Chamber of Commerce officials in hosting the visits of such dignitaries as Gov.

------ -------
Busbee or former Secretary of State Dean Rusk.
"Student response has been so positive that some who had previously planned to take early admission to college are staying in high school longer, simply to take part in the internship program," she said.
Bibb's program has not only been well received by the students, but the community is singing its praises, too.
"The program has certainly enhanced school-community relations," Henry said. "Local businessmen are finding that Bibb County's teenagers are capable young people who can handle responsibility effectively. And, because of the cooperation of local organizations, the schools are able to make use of facilities and human resources that were previously unavailable to our students.''
Students Evaluated
Rome City system's internship program began in 1975 for high school seniors and is offered to a maximum of 25 students only one quarter during the year-winter quarter.
Under the direction of intern coordinator Helen Smith, Rome students are involved in the program two hours per day, five days a week and receive 10 quarter hours upon completion of the course.
The students work in such diverse occupational areas as a hospital, a beauty shop, a motel, a dental office, a pharmacy and a police station. The high school counselor

- ---
and a career aide work with the students on a daily and weekly basis and help them solve any problems that come up.
Rome students are required to keep a daily log of their major work experiences. At the end of the quarter, the students are not only evaluated by the school counselor and career aide, but by the resource person in the occupational area where the student worked.
When intern David Hood completed his quarter at WROM Radio Station in Rome, Cheryl Garrison, his resource person, had this to say about David. "David was very willing to work. His main interest was in becoming a disc jockey. He learned how many different occupations are involved in operating a radio station. We feel that at the present time, David is not disc jockey material. However, if he pursues his education and takes training in this field he would succeed. We really involved David in the electronic and technical operations... "
"The career internship program has been one of the most successful programs we have ever developed in our system," said Helen Smith. "Our students have been very enthusiastic about the program, and nearly every week I receive phone calls from people in business and industry who are interested in the program."
There are many other internship programs over the state-some operated through Cooperative Education Service Agencies and others at the school or system level.

Georgia ALERT, May 1978 3

Education Budget continued from page 1

Within the budget is $41.5 million

Other items in the appropriations

for teacher pay raises and $785.1

bill include $740,000.to provide a

million for continuing current pro- one-half cent increase in school

grams. New or expanded programs

lunch support; $2.2 million to

total $102.8 million.

increase instructional media by

One highlight in the legislature's funding package for education is $12.7 million to expand the statewide kindergarten program to

$50; and $3.7 million to increase the percentage factor used in computing teacher retirement benefits from 1.80 to 1.84.

serve 50 percent of all five-year-

In other action, the legislature

olds.

passed House Bill 1500, which

Also included in the education appropriation is $13.3 million to implement a statewide health insurance plan for teachers. This new plan will be effective Jan. 1,

transfers the operation of the state agency for surplus property from the department of education to the department of administrative services.

1979 and will be available to

Senate Bill 382 authorizes boards

retired teachers also.

of education that have liability

For the first time, funds have been allotted for instructional aides for first grade classes. With the $7.7

insurance to use public funds to pay the deductible amount in cases of liability.

million appropriated, 1,637 fulltime or 3,274 part-time aides can be employed. The funds also include $50 per aide for training.

The Adequate Program for Education in Georgia Act of 1974 was amended by House Bill 1443 to provide requirements for employing

There is $5.7 million earmarked for 500 additional special education teachers needed to expand the . state's services for children with

substitute teachers in grades one through seven when a teacher is absent for 10 or more consecutive days .

special needs.

Senate Bill 28 changes from five to

An increase in maintenance and operation funds from $1,520 to $1,700 per teacher will be funded by $8.1 million in the budget. School systems may use up to $80 per teacher to pay for education specialists such as elementary art, music and physical education

two the number of consecutive years counted in determining the average compensation to be used as a factor in computing retirement benefits under the Teachers' Retirement System Act. No funds were approved to make this change, however.

teachers.

Under the provisions of Senate Bill

..-------------...-~- 55_3_teach~rs JNilLb~ gble to_tran~fer
sick and personal leave when

changing employment from one

Georgia local board of education to

another.

I

r

~ ' ---- o:J

;:lJ
~I

1!- - - - - .

Teacher Salaries Increased
A salary schedule for school year 1978-79, reflecting the 7'Y2 percent pay increase for Georgia teachers approved by the legislature, was adopted by the State Board of Education at its March meeting. The pay increases for teachers total $41.5 million and will be effective Sept. 1, 1978.
Under the schedule, which sets the state base pay for teachers and is supplemented by most local school boards, a beginning teacher with a four-year certificate (T-4 or V-4) will receive $8590 per year. With 14 years experience, a teacher with a T-4 or V-4 certificate will earn $11,597 annually. A person with a doctorate level teaching certificate and three years experience will receive $12,971 per year. With 14 years of experience that teacher will get the state's top teaching salary of $16,751.

Students at Tapp Middle School in Powder Springs use the video tape equipment to produce their own TV show in the school's TV production facility. The Cobb County School System has been named winner of the 1978 School Library Media Program of the Year Award, co-sponsored by the American Association of School Librarians and the Encyclopaedia Britannica Companies.
Britannica Award Received
Cobb School Libraries Best In Nation

by Stephen Edge

Cobb County students are served

needs, participation in curriculum

by the best school library media

development, effective support of

centers in the United States, accord- different instructional strategies,

ing to EncycIopaectn:r-s fjta nn ica-a-nct-invoi vemenrof-sc-lmo-t=an-ct-cu~-~------=

the American Association of School munity and a commitment to a uni-

Librarians (AASL). The two groups fied program. Cobb County School

announced that Cobb County Sys- Superintendent Kermit Keenum and

tem is the recipient of the 1978

system media coordinator Mary Jo

School Library Media Program of

Boyd have worked with media spe-

the Year Award.

cialists, principals and central office

The recognition is awarded yearly to a library media program which best provides exemplary media pro-

personnel to make the library media program an essential part of the schools' basic instructional process.

grams at the elementary level,

The School Library Media Program

which often includes middle

of the Year Award is open to all

schools. The award is accompanied schools, public and private, which

by a $5,000 cash prize to the sys-

include grades K-8. The sponsors'

tem, and the library media program selection committee, made up of

will be featured in national publica- leading library administrators and

tions and in a special brochure to

educators, can nominate up to six

be published by the co-sponsors of finalists, which are visited. Finalist

the awards program.

systems from Georgia in the past

In Cobb County 51 schools serve the kindergarten through eighth grade population, and each school has a full-time certified media specialist, most of whom are supported by clerical personnel. The Cobb

have included Cobb, Atlanta City and Fulton and DeKalb counties. The Atlanta schools won the Encyclopaedia Britannica School Library Award in 1972, the predecessor to this award.

library media system has committed Cobb County's elementary media

itself to providing instructional resources which accommodate the

program was selected from among 39 other systems nominated by the

needs and learning styles of its students regardless of their ability or interest. All segments of the schools' population support and use the media centers, including PTAs and community volunteers. Support for Cobb's library media centers stems directly from the central system offices; it encompasses all other levels of support and is closely tied in with all other instructional services of the system.

national selection committee. Panahou School of Hawaii was the runner-up and will receive a national finalist citation . Officials of the AASL and Britannica issued a statement praising the winning systems. "It is apparent," they said, "that in each of the winning systems the services and activities of its school library media centers are regarded as an essential part of the total instructional program. There is ad-

ministrative and community com-

Particular strengths of the system's mitment not only to support, but

library media program which con-

to enhance and expand the media

tributed to its selection as the best services and programs which have

in the nation include long range

become indispensable to American

planning and identification of

education."

4 Georgia ALERT, May 1978