-DOCUMENTRESUMEED 031 442SP 002 903Auxiliary Personnel in the Elementaey School,Department of Elementary School Principles, Washington, D.C.Pub Date May 67Note - 53p,Available from-Department of Elementary School Principals, National Education Association, 1201 SixteenthStreet, KW,, Washington, D.C. 20036 ( 1.00)Journal Cit- The National Elementary Princ5pal; v46 n6 p4-55 May 1967EDR5 Price MF - 0,25 He Not Available from EDRS,Descriptors-Elementary SchocAs, High School Students, Inservice Teacher Education,*Paraprofessional Schoc! Person,* *Staff Utthzation, Teacher Aides, VolunteersThe first articlein thisJobTraining,collection of 12 is reprinted from "Auxiliary SchoolPersonnel," a booklet pubhshed by the National Commission on Teacher Education andProfessional Stanthrds. A series on "S.721: Teacher Aide Program Support Act of1967' includes a copy of the bill, remarks made by U.S. Senator Gaylord Nelson whenhe introduced it, and a summary of public reaction to it. "High School Training for NewCareers in Human Services' reports a District of Columbia cooperative demonstrationprogram to educate inner-city ghetto students for employment and careers, znd"'Teenage Teacher-Aide Protect" describes a program to prepare Appalachia highschoolers to work as auaary school personnel. "Cultivating a New Crop of HumanResources with ESEA Title III" describes a %.friety of PACE programs forparaprofssionals. "New Branches Grow on the Educational Family Tree" discusses thethat will evolve for principa/s when volunteers orn m responsibilitiesparaprofessionals enter the school system. "School Volunteers: A New Challenge"presents suggestions for establishing volunteer programs and for helping teachersuse volunteers. "Teacher Aides: A Survey" synthesizes a 1966 NEA EducationalResearch Service study. Several articles by school principals describe experience withauxiliaries: "Substitute Tralning at Belmont"; "Volunteers in the School Health Program";"Volunteers in the Public School: Bonus or Burden?"; and "An Elementary PrincipalViews the Feminine Mystique." A 45-item list of references on teacher aidesincluded. (US)AMNIONis

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"T 1-1mAck-rIc, NI A L ELIEIVIEN.111"A\PV1r,VOLUME XLVIpiNUMBER 6MAY 1967PROCESS WITH MICROFICHE ANDMICROPUBLISHER'S PRICES.REPRODUCTIONONLY.FICHEAuxiliary Personnel in the Elementary School- Auxiliary School PersonnelNational Commission on6Teacher Education and Professional StandardsSchool Volunteers: A New Challenge-13Ruth Perlman Klebaner16References on Teacher Aides18Substitute Training at BelmontPear/ C. BrackettHigh School Training for New Careers in HumanServicesWilliam H. Denham, Eunice Shatz,Naomi S. Felsenfeld, and Jacob R.Volunteers in the School Health ProgramWarren HawkinsTeacher Aides: A SurveyMary D. ShippVolunteers in the Public School: Bonus or Burden?Thelma G. Wolman and Florence D. ShelleyNEXT 'YEARThe following topics will be dealtwith in issues of the magazine nextyear: the nongraded school; the principal and professional negotiation; systems analysis approach to education.Many other topics, including aspecific curriculum area, are beingconsidered. Further dzcisions will bemade following the meeting of thePublications Advisory Committee inthe fall.The National Elementary Principal is publishedin September, November, January, February, April,and MaY by the Department of Elementary SchoolPrincipals, National Education Association of theUnited States.Annual membership dues in the Department, 12(foreign, 15), of which 5.50 is for a year's sub-scription to The National Elementary Principal.(Subscriptions available only as part of membership.) Single copy, 1, Discount on quantity ordersto same address: 2-9 copies, 10%; 10 or moreOflcopies, 20%.Second-class postage paid at Washington, D. C.Executive and Editorial Offices, 1201 SixteenthStreet, N. W., Washington, D, O. 20036.Copyright 0) 1967, Department of ElementarySchool Principals, National Education Association.All rights reserved,The contents of this magazine are listed inTheEducationIndex.TheNationalElementaryPrincipal is a member of the Educational Press0 AssociationQ.of America.22293034New Branches Grow on the Educational Family38TreeBeatrice C. BoylesS. 721Teacher Aid Program Support Act of1967Gaylord Nelson .Teenage Teacher-Aide Project40Albert G. Leep and Frank CreasonCultivating a New Crop of Humdn Resources with45ESEA Title HIRichard R. Goulet49An Elementary Pdncipal Views the FeminineMystiqueRobert F. Hillenbrand53Permission to reproduce this copyrighted work has beengranted to the Educational Resources Information Center(ERIC) and to the organization operating under contractwith the Office ot Education to reproduce documents included in the ERIC system by means of microfiche only,but this right is not conferred to any users of the microfiche received from the ERIC Document ReproductionService. Further reproduction of any part requires permission of the copyright owner.

EDITORIAL STAFFDorothy Neubauer, EditorEdith Hale Follis, Assistant EditorMary Hughie Scott, SpecialistCurriculum and InstructionMargaret Bishop, Business Manager.1 131L.G.,11 tr-1-111EXECUTIVE COMMITTEEPresidentMaxine HessSouth Lakewood School, Lakewood, Colorado"Mrs. Selkirk, do you want a teacher aide againnext year?"PresidentElectWe have asked this question of hundreds ofteachers who now have aides. The unanimity ofGlen L. HanksE. C. Meservey School, Kansas City, MissouriVice-PresidentRuth CrossfieldHyde Elementary School, Wichita, KansasMembers-at-LargeDaniel K. AkakaKaneohe Elementary School, Kaneohe, HawaiiBeatrice C. BoylesEvan G. aortlidge School, Wilmington, DelawareAndrew J. MitchellBoulder City School, Boulder City, NevadaChristine B. RockefellerRobert T. Wilson School, Corpus Christi TexasCarolyn H. TroupeWhittier Elementary School, Washington, D. C.Fred B. West, Jr.Halliwell School, North Smithfield, Rhode IslandExecutive SecretaryRobert W. EavesAssociate Executive SecretariesDorothy NeubauerRoss M. Coxethe answers is surprising. The response in nearlyevery case is, "Yes, I don't know how I ever managed without al, aide."We have recently heard from scores of teacherswho are reacting to the new statement, AuxiliarySchool Personnel, issued by the National Commis-sion on Teacher Education and ProfessionalStandards.Some typical reactions:"It [the aide program] has made much moreindividual instruction possible for the children whoreally need it.""I'm now able to spend much more of mytime on the things I was trained to do.""I now actually have time to spend on program planning and curriculum development.""The role of the teacher is improved inschools utilizing the services of teacher aides.""The teacher aide has saved the day for me.""The role of the aide in our individualizedprogram in high school mathematics is of vitalimportance."PUBLICATIONS ADVISORY COMMITTEEWilliam M. AlexanderUniversity of Florida, Gainesville, FloridaMuriel CrosbyWilmington Public Schools, Wilmington, DelawareIva! NewhardHenry Studebaker School, South Bend, IndianaVivian SawieGompers Elementary School, Detroit, MichiganCa Me Lentz StevensFlorida School, Memphis, TennesseeNone of this is scientific, of course. But we dohave growing informal evidence that the teachersof America are going to welcome the introductionof large numbers of auxiliary personnel into theschools with more enthusiasm than was predictedby many experts.There are already tens of thousands of aides,both paid and volunteer, in the schools. Therewill be tens of thousands more next year: teachersseem to want aides; principals generally like theMargaret M. TullyIndian Trail School, Spokane, Washingtonidea. There is federal money available now, andRalph W. TylerCenter for Advanced Study in the BehavioralSciences, Stanford, Californiagreatly the funds for aides. There are a numberof successful programs already in operation; sev-4Congress is considering new legislation to increaseTHE NATIONAL ELEMENTARY PRINCIPAL

r-eral influential organizations are endorsing theauxiliary personnel idea.So, what's the problem?The problem is that much work needs to be4. In each school in which aides will be workingthe faculty should devote time to proposing andagreeing on ground rules for the proper utilizationof auxiliaries. Questions such as which jobs aidesdone to make sure that the auxiliary personnel idealives up to its great promise; vigorous and imagina-can perform, which can be shared, and whichshould be reserved for the fully qualified profes-tive leadership is needed to insure that it doesn'tbecome another flashy but fast-fading educationalgimmick. We need to move faster than we aresional need good answers.5. Each school planning to introduce aides neednot reinvent the wheel; much can be learned fromaccustomed to move in education.What should be done?1. Starting now, teacher-training institutionsshould help prospective teachers get ready to teachin schools in which auxiliary personnel are beingthe failures and successes in existing programs.used. The content of education courses and thenature of student-teaching programs should berevised now to avoid widening the f.op betweenThe demonstration centers in the TEPS Yearof the Non-Conference, for example, are a richsource of ideas about the effective utilization ofauxiliaries.6. Principals and others in leadership positionsshould lead their faculties and communities in developing an understanding of the possibilities andtraining and practice.purposes of using auxiliary personnel and in2. School districts, in cooperation with nearbycolleges (including junior colleges), should planassessing the impact of such personnel on childrenand the school program.With strong leadership, the utilization of auxiliary personnel in the schools can help to make theeffective training programs for aides and the teach-ers to whom aides will be assigned. We have anunusual opportunity to apply our most sophisticated knowledge about educating people to thetasks of preparing auxiliary personnel. Severalpromising training models have already been developed and tested on a small scale. Teachers andadministrators together should insist that all plansfor introducing auxiliary personnel into the schoolsshould include adequate provision for both initialand continuing training.3. Principals and others in leadership positionsshould point out that the introduction of teacheraides is but one important element in a broadersearch for more efficient and effective staff utilization and staff development practices. The ultimateaim is the appropriate and optimum utilization oftime and talent in the school. Principals shouldtake the lead in having staff discussions of utiliza.:tion practices and should encourage the development of a variety of plans for improvement.VOL. XLVI NO. 6 MAY 1967job of the teacher more manageable and productive, and thereby make teaching a job that willattract and hold a larger number of talentedpeople. Auxiliary personnel can help to make realthe kind of individualized instruction about whicheducators dream and talk. Auxiliary personnel canhelp to make teaching a profession in reality ratherthan in slogan, because the teacher will, in fact,have time to think, read, plan, talk to colleagues,diagnose, and prescribe.The articles on aides in this issue of The National Elementary Principal will help to triggerthe kind of discussion and action needed. Wecommend the Department of Elementary SchoolPrincipals for its foresight and leadership.DON DAVIESExecutive Secretary, National Commission onTeacher Education and Professional Standards5

AuxiliarySchool PersonnelTHE National Commission on Teacher Educa-tion and Professional Standards sees the addition of auxiliary personnel in the schools asone of the most challenging and hopeful advancesin modern education. The needs of society require significant changes in our present schoolorganization. The teacher is a skilled professionaland as such must be permitted to do a professionallevel of work. He must be a diagnostician and aguider of learning experiences. He should notwaste his time on trivia. The utilization of auxiliary personnel can provide the opportunity forteachers to teach.Auxiliary school personnel are here; they arenot an idle dream; they should not be a sourceof hidden fears. They are here because they areneededneeded by the professionals and by thechildren. The NCTEPS is committed to assistingpeople who are eager to find out more about thesubject of auxiliary school personnel.6The following questions and aaswers are theviews of NCTEPS on some of the crucial issueseducators must resolve in the selection, training,and assignment of such personnel. The Commission is concerned in this statement with all kindsof aides but particularly with auxiliary personnelwho assist teachers in instruction. These are thenew people in schools about whom there is apprehension and uncertainty; these are the people whocan most help teachers do a better job.The intention of this statement. is to presentinformation that will be useful to educators whowill be considering these issues in their owncommunities.Reprinted from Auxiliary School Personnel with thepermission of the publisher, National Commission onTeacher Education and Professional Standards, NBA,1967. The publication is one of many being preparedfor the TEPS Year of the Non-Conference.THE NATIONAL ELEMENTARY PRINCIPAL

Initial ConsiderationsWho are auxiliary personnel?Auxiliary school personnel, or teacher aides(we prefer the former term to either teacher aidesor paraprofessionals), are people brought into leschools to assist teachers in educating childrenand youth. The use of auxiliary school personnelis not new; many systems have employed layreaders, library and lunchroom aides, and the likefor years, draw;ng on parents, high school students, and college students for help.TY hy are auxiliary personnel needed?Auxiliary personnel allow teachers to do a better job of teachin