~A t:: 300 . PI A-'+ V IP -11 v . I j=T>LJD November 1977 DOCUMENTS UGA LIBRARIES Volume 10 Number 1 ~ 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. :;; .2: 0 c: c: .!!' (_') 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 ,'" \ continued on page 2 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 ~r:rJE.ctsJ.oLacbieui.ng._dre.a.m.s.,..pEJ:.tL";L----atcgue...tba t...tne-teachif-1g-gf tceadir.1g~, - 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 g1 a tim hThe :;F Ql ~---.~Cl 3 <1l 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 m ro Education ~ Ql :::J g Cl and the Law 1111 3 ~ 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 r::''illP te .t~ou.gb.1_ !"!:-W:i!S ~ho.L~ -~-tim., !~ill!! Irl -te~e-a.Lb.om a I I La."~~--.... 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 GA t:-3<90 l PI A-Lf v'. l 0 "Y) 0 l-- February 1978 Volume10Number 2 Crol :J :J Q ~- 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 . ---~l--~l.l.-.P-d."'-"-L,..MI~~U-.I~u.._ _ _ _ _.,-""' ~u,...J.v!C8.ra.y..er_,.J3ar. QV\1-l:O-~-----JI---~~~-\o~-'-:;~-...41----------t-....,..;; 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