ST CHART !DS-1963-A DOCUMENT RESUME ED 060 545 EA 004 113 AUTHOR Kaufman, Barbara, Ed.; Lydiard, Beverly, Ed. TITLE Kaleidoscope 5: A. Descriptive Collection of Promising Educational Practices. Special Section: Adult Education. INSTITUTION Massachusetts State Dept. of Education, Boston. SPONS AGENCY Office of Education (DHEW), Washington, D.C. PUB DATE 71 NOTE 120p. AVAILABLE FROMBureau of Curriculum Innovation, 182 Tremont Street, Boston, Massachusetts 02111 EDRS PRICE MF-$0.65 HC-$6.58 DESCRIPTORS *Adult Education Programs; *Curriculum Development; *Educational Environment, *Educational Innovation; Educational Practice; Experimental Programs; Guidance Services; Instructional Innovation; Parent School Relationship; Program Descriptions; School Administration; Special Education IDENTIFIERS Elementary Secondary Education Act Title Massachusetts ABSTRACT This issue of Kaleidoscope, which focuses on projects involving innovative educational changes, describes 90 programs in the elementary and secondary schools In Massachusetts. The projects cover a wide range of educational Interests including school administration and environment, guidance and special needs programs, curriculum areas, and a special section of nine programs for adult education. Each project description includes a statement of objectives and content, some evaluative comments, a professional personnel breakdown, the approximate costs, and some information contacts. (RA) MASSACHUSETTS BOARD OF EDUCATION Mrs. Rae Cecilia Kipp, Chairman John S. Sullivan, Vice-Chairman Richard L. Banks Walter N. Borg Mrs. Ramona L. Corriveau William P. Densmore J. Richard Early Allan R. Finlay William H. Gassett Joseph Salerno Joseph G. Weisberg Commissioner of Education Neil V. Sullivan Deputy Commissioner of Education Thomas J. Curtin Associate Commissioner of Education Max Bogart Director, Bureau of Curriculum Services Robert A. Watson Coordinator, E.S.E.A. Title III Donald J. Torres' E.S.E.A. Title III Staff Judith Dortz Barbara Kaufman Roselyn Frankenstein Martin Martinian David Jackman Jeanne Maguire Scott Waddleton U.S. DEPARTMENT OF HEALTI EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN RE DUCED EXACTLY AS RECEIVED F THE PERSON OR ORGANIZATION C KALEIDOSCOPE 5 INATING IT. POINTS OF VIEW OR C IONS STATED DO NOT NECESSA REPRESENT OFFICIAL OFFICE OF I A DESCRIPTIVE COLLECTION OF PROMISING EDUCATIONALPRACTICES CATION POSITION OR POLICY. Fall 1971 Edited by: Barbara Kaufman, Beverly Lydiard Commonwealth of Massachusetts Department of Education Bureau of Curriculum Services, E.S.E.A. Title III ____=.......,400021.74MMW _AM (Y) % cD SPECIAL SECTION: Adult Education Programs PUBLICATION OF THIS DOCUMENT APPROVED BY ALFRED C. HOLLAND,STATE PURCHASING AGENT. 13M-10-71-050592 Estimated Cost Per Copy: S.29 "Why is there so much pressure to change education.today?What was wrong with the way we were educated--it was good enough for us, why isn't it good enough for our children?"A school committeewoman asked this question of a prominent Massachusetts educator recently. "Because the world is a different place today," he replied. "There was a time when children went to school to acquire knowledge from their teachers --knowledge which they could gain in INTRODUCTION no other way. In those days the teachers knew far more than the students, but that just isn't true anymore. "The generation of students in school today has grown up in an era of new mobility, rapidly changing technology. And they have been watching TV practi- cally from the day they were born. There is very little these children don't know about--very little informa- tion they haven't at least been exposed to-- and in many areas, drugs, for in- stance, they know far more than their teachers. You just can't handle this situation by continuing on with the old ways." Few if any educators are content with the status quo anymore. Pressures to change are almost overwhelming, and so is the confusion over what constitutes really meaningful and constructive change. For the past five years, the Ketter- ing Foundation's Institute for the Development of Educational Activities has been studying educational change. The vehicle for this study has been a network of 18 elementary and junior high schools in Southern California whose principals were given special permission to make certain decisions normally reserved for their districts. The schools were selected to represent an economic and sociolological cross- section of American education. Among the things which the study found was that administrators and staff members pass through identifiable stages 3 during the change process. Plan, the Career Exploration Program at Lincoln-Sudbury or "Cultural Immersion" First, there is a kind of passive at Ipswich. questioning, "What do you want me to do?" Next, comes a sort of dabbling You'll find heart-warming reports of with minor, non-threatening changes: the way students are learning to help regrouping students, getting new text- each other and how elderly pensioners books, etc. Finally, administrators are getting a new lease on life through and staff begin looking at fundamental becoming foster grandparents to chil- Questions, such as the purposes of dren in need of love and attention. A education and the appropriateness of great many of the programs reported school organization for these purposes. here do not require additional funds to At this point the process of change implement them, and some involve only starts taking on a focus, and planning a reallocation of school budget money becomes more significant. which is already available. I/D/E/A/ also found that change al- This issue of KALEIDOSCOPE looks at most inevitably creates conflict-- a broader spectrum of education than between staff and administrators, be- any previous one, since it contains tween the superintendent and the school a special section on Adult Education. committee, between the schools and the A lot more is going on in our schools community. Despite all the lip service today than the teaching of school age given to the need for change, people children. This is illustrated in the still are suspicious of it and sometimes articles about programs for adults administrators, teachers or school which range all the way from basic committee people find themselves caught academics and job skills to arts and in the middle. crafts and even bird watching! Sev- eral exemplary adult programs being Controversy over change is often the carried on by private industry are catalyst which brings to life an other- also included. wise apathetic staff or public. The challenge then is to translate these The process of educational change energies into a constructive force. is sometimes noisy and turbulent. But it can also be a quiet revolution, One reason why educational innova- taking place in small, 'but meaningful tions are suspect is concern over changes which have broken with hide- whether they will work. This is where bound traditions to meet new needs and KALEIDOSCOPE comes in. All of the in- solve new problems.KALEIDOSCOPE is novations reported here have actually interested in reporting and communica- been in use for at least six months. ting both the noisy and the quiet Many have been evaluated. Names and changes. No idea is-too small or too addresses of contact people are given big, as long as it works: so anyone interested can find out just how well a program is working and how effective it is. Robert A. Watson, Director The scope of the innovations reported Curriculum Services in these pages runs all the way from the curriculum workshops in Weston where staff members wrestled with basic questions like "What is education?" and "How do students learn?" to the summer reading club set up in Hopkin- ton to help children not reading at grade level. Some involve rather drastic changes in the learning envi- ronment, such as Arlington's Cluster NOTE UNLOCK stands for unusual and new Distribution learning opportunities for c,2eativity and knowledge. It is a statewide com- KALEIDOSCOPE 5 has been distributed to: munication network with representatives superintendents and principals of all in most school systems. A list of the Mass. public and non-public schools, coordinating area consultants is given preschool through grade 12; education at the back of this book; feel free to schools of all colleges and universities call on them for further information in the state; local presidents of the about this dissemination program or to Mass. Teachers Association and the Mass. inquire about your local UNLOCK rep- Federation of Teachers; school committee resentative. KALEIDOSCOPE is published chairmen;education editors of the mass twice a year as reports from local and media; education directors of educational area UNLOCK representatives and others organizations and community action pro- accumulate. grams; local education chairmen of the League of Women Voters; interested par- ents and teachers; all other state De- How to Use Kaleidoscope partments of Education and ESEA Title III Coordinators; and many others, including Please note the Index by Grade Level those mentioned in this issue. and Index by City, Town, and Region at the back of the book. You may add your name to our mailing list for KALEIDOSCOPE. Fill out the form at Abbreviations include: UNLOCK, a member the back of the book. There is no charge of the UNLOCK network (see aobve); for this publication. Dept. of Ed, amember of the State Department of Education; ESEA, Elemen- Additional copies may be obtained from tary and Secondary Education Act; NDEA, the Bureau .of Curriculum Services, National Defense and Education Act; 182 Tremont St., Boston Mass. 02111 RSD, regional school district. Telephone 617-727-5790 School systems represented in KALEIDO- Acknowledgements SCOPE should feel free to reproduce any report for wider distribution. Simply GeneraZ book design, graphics, and Zay- credit this publication and out: Ginny Rinaldo Photos and illustrations (where known): Get in touch with a report's Information Pages 1,29,34,38,43 .--(4 photos),71,90, Contact if you think the program has Bill Purdy; 3 (top and bottom) ,6,35,37, some merit for your own situation.