1 20 21 https://projectdaps.org/files/original/81e0108e2e2e58f226482df3340eca04.pdf e7f08db77271722d5c5a8897581439ce PDF Text Text October 20, 1964 AEA r-9 t6 12. DESEGREGATION I\ THE PUBLIC SCHOOLS* l) In light of these principles,*the Representative Assembly instructs the officers and directors of the (Vational Education Association— a. To direct all local, district, and state associations affiliated with the National Education Association to take immediate steps to remove all restrictive member­ ship requirements dealing with race, creed, or ethnic groups. b. To take immediate action to develop plans to effect the complete integration of all local and state af­ filiates whose memberships are now limited to educa­ tors of specifically designated racial, religious, or ethnic groups. Affiliates whose memberships reflect the above-mentioned restrictions shall be given until July 1, 1966, to revise their constitutions and bylaws, where necessary, to take whatever steps are required to expedite the com­ plete removal of all restrictive labels, and to present a plan to effect the complete integration of their associations. Should an affiliated association fail to comply with these requirements by July 1, 1966, the Executive Committee shall have the discretionary powers to take necessary action. * This item is an excerpt from NEA Resolution 12 adopted by the Representative i.ssembly at its annual meeting in Seattle last July. Arlington Education Association � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Desegregation in the Public Schools Description An account of the resource October 20, 1964 excerpt from an NEA resolution reprinted by the Arlington Education Association on October 21, 1964 Source A related resource from which the described resource is derived RG 09, Records of the Citizen's Committee for School Improvement Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Photograph Collections of the Arlington Community Archives is prohibited. Date A point or period of time associated with an event in the lifecycle of the resource 1964-10-20 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Format The file format, physical medium, or dimensions of the resource PDF Identifier An unambiguous reference to the resource within a given context RG09_SG00_S18_F1_ AEA Desegregation int the Public Schools October 21 1964001 https://projectdaps.org/files/original/b18a0c00b19ce346fafae96b21bdba69.pdf 2cea06ebb4f1e6194f693f34bfbd0e49 PDF Text Text THE CITIZENS COMMITTEE FOR SCHOOL IMPROVEMENT A R L I N G T O N C O U N T Y , V I R G I N I A A w ards this ( f c t t f ir a f t o f M m t to llo b o r t U tU ta n t o f the A rlin g to n E ducation Association as an expression of appreciation for distinguished service in the community-wide volunteer effort for the achievement of quality education in the public schools of Arlington County, Virginia Given under our bands and seal at Arlington, Virginia on this 9th day of July in the year of our Lord 1966 and of the Committee the 20th SECRETARY EXECUTIVE COMMITTEE MEMBER T � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Certificate Description An account of the resource "An expression of appreciation for distinguished service in community-wide volunteer effort for the achievement of quality education in the public schools of Arlington County, Virginia." Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Citizens Committee for School Improvement Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 9_0_18_1_1 https://projectdaps.org/files/original/941be4fa4a9b400288af02c776815ea9.pdf 6ab1eecf8183583fc37e246a37c794d8 PDF Text Text ON L E A V I N G A R L I N G T O N THE WASHINGTON F r id a y , A u g . 19 , 1966 ' ...in Bogen Hits t Critics of Arlington Schools ARLINGTON - Robert W. Bo gen, former executive secretary of the Aldington Education As sociation (AEA), blasted critics of tile County School Board la st» night at the board meeting. Bogen recently resigned after three years at his AEA post in order to complete work on his doctorate. Bogen also announced the ap pointment of his successor, Ken neth Law, 30, a graduate of Col umbia University and past execu tive secretary of the Connecticut Edacation Association. LAW WAS appointed by the AEA Monday, Bogen said. Following is the text of Bogen’s speech to the board: “DURING more than three years in Arlington County I have had the unique opportunity to view the trends in public policy in three separate roles, as the executive secretary of an organ ization representing more than 90 per cent of the professional staff of the public schools, as a parent until children in its schools, and a taxpaying citizen. “Now that my tenure is coming to an end, I feel compelled to make a few observations from each of three roles. “As a former classroom teach er and a spokesman for Arling ton’s educators, I have a very good feeling about the outlook for (ovet) In other action, the Board, heard comments from Robert) Bogen, outgoing president! POST W. the Arlington Education As-q of i n n Bogen said that A Josociation. county politicianscon-f servative op-1 posed to school policy “have a', lengthy record of affiliation o r " Isympathy with such extreme groups as the John Birch So• ciety or similar right - wing . groups.” He charged that they display • a “dangerous blend of racism,! intolerance toward opposing views, a conspiratorial view of events and a conviction thatthe program, personnel and m aterials of the school must' be ‘evaluated’ to assure that' they reflect the ‘right’ think ing.” the children of our community in terms of the capabilities and at titudes of its School Board and administrative staff. “While the views of the Arling ton Education Association have sometimes clashed — and often quite vigorously — with those of Arlington school leaders, we have always had no doubt about the dedication of those leaders to the primary objective of bettering educational opportunities and thereby strengthening the overall well being of die county. "EACH OP our School Board members has a blend of special ized graduate training and more than 15 years’ experience in re levant subject fields, a record of leadership in school and civic af fairs prior to membership on the Board, and the experience of having had at least two children graduate from our schools. In cooperation with a very able staff, they have steadily increased the meaningful opportunities for groups and individual citizens to play a constructive role in the process of determining priorities on school spending and other ma jor issues. “After careful deliberation and consideration of staff and citizens views, they have made signifi cant additions to the quantity, quality, and variety of instruction al offerings, specialized person nel, and materials to meet iden tified educational needs of the community. “AS A PARENT. I am pleased to say with considerable convic tion that the truly national re putation for excellence of the (See COUNTY, Page 3) �(Continued From Page One) noi the most imoprtant thing they tremist views. Arlingtoin schools has been borne have in common. "Even a few minutes of pri out in the experience of my own What these persons do have in vate, candid conversation with children. In both academic and ccmmon that is important is un them reveals to any reasonable enrichment subjects, they have pleasant to recite, but because of person the dangerous blend of hdd unexcelled opportunities for its potential for seriously under- racism, Intolerance toward op learning which I had heard dis ming 20 years of educational gains posing views, a conspiritorial cussed enthusiastically in many in Arlington, they must be point view of events, and a conviction parts of the country before com ed out. that the program, personnel, and “THE THINGS which I have materials of the schools must be ing to Arlington. Unfortunately, the optimism I observed are several: a complete "evaluated” to assure that they might have for Arlington’s future lack of interest in the unglam- reflected the "right” thinking. because of my observations in my orous task of offering reasonable “EXPERIENCE in the late relationships with its School alternatives and constructive sol 1950’s in Arlington showed that Board and staff and as a parent utions to school problems despite these persons can create rancor is considerably clouded by what almost unlimited opportunities, and discord, even from a minor I see as a citizen who has parti and urging from school officials; ity position, which complelled a cipated in a wide variety of a willingness to distrt or com former superintendent himself to activities involving persons and pletely ignore easily ascertainable leave the community. groups from all sectors of our facts (not matters of opinion) in “I do not like to leave Arling frequent and intemperate critic ton on such a sour note, for I am community. "For while I have watched the ism of existing policies; and con convinced that the vast majority School Board, the staff, and many tinued lip service to “good of its citizens are sensible, res unselfish parents and citizens try- schools" which is flatly contra ponsible people who recognize the to find reasonable solutions to dicted by officially recorded need to maintain and improve complex and sometimes emotion statements and actions. quality education and other public al problems, I have at the same "Such tactics are not unusual services within the limits of their time observed statements and among persons, whatever their resources. actions by a small but determined philosophy, who are obsessed with “ HOWEVER. I have seal these group of other persons who pose gaining poljjical or economic same people confused and dis a serious threat to the progress power. However, the danger to turbed sufficiently by the steady education in Arlington County barrage of deliberately mislead of the past. "While die key leaders of this posed by their total unwillingness ing, extremist propaganda to de effort generally bear the same to give a fair hearing to education feat a bond referendum for a political label there is consider or other public needs is greatly badly needed new school — and able evidence that their views do compounded by another less visi thereby increase the cost of pro not represent the rank and file ble threat. viding it later. of the group the propose to “The persons who seem to have "Thus, as one citizen who has speak for. the greatest personal influence enjoyed a unique opportunity to “This label is important be and provied by far the greatest come to know and admire this cause of the likelihood their financial support to these ful! community and its people, and. its statements will be quoted widely time critics of Arlington’s educa school system, I felt I must make and given at least a superficial tional policy have a lengthy re one last attempt to focus public aura of respectability based on cord of affiliation or sympathy attention on a small but potent the reputation of a major na with such extreme groups as the force which threatens to damage, tional political party, but it is John Birch Society or similar ex perhaps irreparably, the efforts which have made Arlington the first rate community that it is.” � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bogen To School Board Description An account of the resource Bogen addresses his relationship with Arlington school leaders and the School Board. 2 pages. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Washington Post Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 9_0_18_1_2 https://projectdaps.org/files/original/232ab3aeb3b5e6bb6b9b34c71674bd3e.pdf 022aefb3388ff8c5ee08d03e969bea66 PDF Text Text Virginia Programs o f In-Service Training to Improve the Quality of Instruction A Cooperative Project of the VIRGINIA EDUCATION ASSOCIATION and the VIRGINIA SCHOOL BOARDS ASSOCIATION R e p r in te d fo r Arlington County Public Schools Objective: To encourage Board-Superintendent-Education Association cooperation in each local division in the improvement of the quality of teaching through a strengthened program of in-service training. �A desk for each child is not enough A rlington Program of In-Service Training to Improve the Ouality of Instruction A r lin g to n d e c id e d te n th e q u a lity o f te a c h in g y e a rs a g o in to m ake an o rg a n iz e d e ffo rt to im p ro v e th e c o u n ty . A desk for each child is not enough, was the opinion of the community. If children are to make the best use of their time in school, it was felt every teacher must be trained so well that each child will receive good instruction in all subjects. The School Board recognizes that there is a growing body of knowledge which teachers need to pass on to their pupils, and that better ways are being found to teach arithmetic, reading, spelling and other subjects. Even ex perienced teachers can benefit from refresher courses and beginners need help in order to become effective teachers as quickly as possible. Arlington’s programs for professional improvement of teachers, as described here, were begun one at a time as needs became apparent. The plans are flexible and undergoing constant change and improvement. Be t t e r Pa y f o r Be t t e r T r a in in g A r l i n g t o n ’s s a la ry sc a le f o r te a c h e rs reflects th e S c h o o l B o a r d 's d e s ire to h a v e a ll te a c h e rs w e ll- tr a in e d . A n y te a c h e r w h o e a rn s a M a s te r 's d e g r e e is im m e d i a te ly re w a rd e d w ith a p a y in c re a s e o f $ 3 0 0 a y e a r. A s a re s u lt, m o r e th a n a t h i r d o f A r li n g to n te a c h e rs a n d o th e r in s tru c tio n a l sta ff m e m b e rs h o ld M a s te r ’s d e g re e s o r b e tte r. Closely connected with this policy, although not a part of any teacher's contract, is a requirement instituted in 1959 that the few Arlington teachers who have not completed college must begin an organized program of study to complete their college training. They must report to the Superintendent each June on the progress they have made and must outline plans of study for the Cl] �year ahead. U n iv e rs ity c o u rs e s o f a ll ty p e s a re a v a ila b le in th e A r li n g to n a n d F a c u lty m e e tin g s o f a ll te a c h e rs a t e a c h in d iv id u a l sch o o l o c c u p ie d th e a f t e r n o o n o f th e f ir s t d a y . W a s h i n g to n a re a . T h e s e c o n d d a y o f in - s e rv ic e g a v e e le m e n ta r y s u p e r v is o r s o p p o r tu n ity Pr o f e s s io n a l Da y s w o r k w ith te a c h e rs o n r e a d in g , a r ith m e tic a n d o th e r s e le c te d a re a s . A r li n g to n u s e s th e n a m e " P r o f e s s io n a l D a y s ,” f o r th e d a y s s e t a s id e in th e sc h o o l c a le n d a r f o r te a c h e rs to s tu d y f o r th e i r o w n im p ro v e m e n t. sa m e d a y , s u p e rv is o rs in e a c h s u b je c t m e t w ith s e c o n d a ry to O n th e te a c h e rs in th e i r d e p a r tm e n ts . E a c h A r li n g to n te a c h e r a g re e s , b y c o n tra c t, to p u t in n in e p r o f e s s io n a l d ay s T h e fin a l d a y o f in - s e rv ic e w a s s e t a s id e f o r th e e n tir e te a c h in g sta ff to d u r i n g th e s c h o o l y e a r in a d d it io n to 1 8 6 d a y s o f in s tru c tio n . O v e r a n d a b o v e w o r k in th e i r o w n s c h o o ls to g e t re a d y f o r th e a r r iv a l o f s tu d e n ts th e f o llo w in g th is , te a c h e rs n e w in th e A r li n g to n sc h o o ls m u s t a ls o a tte n d tw o d a y s o f s p e c ia l day. o r ie n ta tio n a c tiv itie s . St Or ie n t a t io n A r li n g to n h a s e m p lo y e d f r o m for N e w Te a c h e r s A u g u s t 25 a n d 2 6 w e re s e t a s id e d u r i n g p ro f e s s io n a l m e e tin g s in R ic h m o n d . w e re in tr o d u c e d a n d s p o k e b rie fly to th e n e w te a c h e rs a t th e f irs t se s s io n la s t O n e w a s " O v e r v ie w o f th e A n n u a lly f o r th e p a s t e i g h t y e a rs, A r li n g to n s c h o o ls h a v e c lo s e d f o r th r e e h e lp e a c h o f th e m Jan u ary 25, 26, an d 27. A n im p o r t a n t b e n e fit to n e w te a c h e rs fr o m th e o r ie n ta tio n d ay s e a c h y e a r is to get a c q u a in te d im m e d ia te ly w ith th e i r p r in c ip a ls and s u p e rv is o rs . a in in g d ay s n e a r th e e n d o f J a n u a r y f o r in te n s iv e in - s e rv ic e t r a in i n g o f te a c h e rs , to In s tr u c tio n . T h e o th e r w a s a n in f o r m a tiv e ta lk a b o u t A r li n g to n a s a c o m m u n ity . o p p o r t u n it y T e a c h e rs w h o d o n o t g o to th e R ic h m o n d Mid -Yea r Te a c h e r Tr A r li n g to n I n s tr u c t io n a l P r o g r a m ,” g iv e n b y th e A s s is ta n t S u p e r i n te n d e n t f o r th e Da y m e e tin g s v is it n e a rb y s c h o o ls th a t d a y o r e n g a g e in o t h e r w o r k a p p r o v e d b y S c h o o l B o a rd m e m b e rs a n d to p a d m in is tra tiv e officials o f th e s c h o o l sy s te m T h e n e w te a c h e rs h e a r d tw o g e n e r a l ta lk s . io n —Pr o f e s s io n a l th e p r in c ip a l. th e c u r r e n t sc h o o l y e a r as O r ie n ta tio n D a y s f o r th e s e m e n a n d w o m e n . f a l l. Co n v e n t A t th e re q u e s t o f te a c h e rs, A r li n g to n s c h o o ls clo se o n th e F rid a y o f th e s ta te 1 2 0 to 2 0 0 n e w te a c h e rs — b o th e x p e rie n c e d a n d b e g in n e r s — e a c h y e a r sin c e 1 9 5 0 . at e d o a b e tte r jo b in th e c la s s ro o m . D a te s th is y e a r w e re S u p e rv is o rs a n d te a c h e rs in e a c h d e p a r t m e n t p la n th e m id -y e a r te a c h e rs ’ m e e tin g s . T h is y e a r, te a c h e rs o f k in d e r g a r t e n th r o u g h th e s e c o n d g r a d e w o rk e d u n d e r D r . K e n n e th D . W a n n o f T e a c h e r s ’ C o lle g e , C o lu m b ia U n iv e rs ity . T h e firs t a f t e r n o o n o f o rie n ta tio n is s p e n t in th e in d iv id u a l sc h o o ls . D a v id A . H e re P a g e o f th e U n iv e rs ity o f I llin o is , le d te a c h e rs o f th e th i r d th r o u g h th e s ix th th e p r in c ip a ls e x p la in in s tr u c tio n a l p ro c e d u r e s a n d th e h a n d l i n g o f re c o rd s a n d g r a d e s in a s tu d y o f a rith m e tic . M rs . E d n a D o ll, m u s ic c o n s u lta n t f o r th e S ilv e r ta k e n e w te a c h e rs o n a to u r o f th e b u ild in g . B u r d e tte C o m p a n y , w o r k e d w id i te a c h e rs o n rh y th m s . O u r o w n h e lp i n g te a c h e rs T h e s e c o n d d a y o f o r i e n ta tio n is g iv e n o v e r to m e e tin g s o f sp e c ia liz e d g r o u p s . F o r e x a m p le , in e x p e r ie n c e d te a c h e rs o f G ra d e s 1 to 3 m e e t w ith a s u p e r v is o r . in r e a d in g a n d a r t d ire c te d se s sio n s o n th e s e s u b je c ts . O n ly a s a m p lin g o f th e d e ta ile d p r o g r a m s f o r ju n i o r a n d s e n io r h ig h s c h o o l E x p e rie n c e d te a c h e rs o f th e s e g ra d e s , c o m in g in to th e A r li n g to n s c h o o ls f o r th e te a c h e rs c a n b e g iv e n h e re . first tim e , a ls o h a v e a m e e tin g . p o e tr y a n d c o m p o s itio n b y J o h n C ia rd i, p o e tr y e d it o r o f H i g h s c h o o l te a c h e rs o f e a d i s u b je c t m e e t w ith th e i r s u p e rv is o rs , w h ile e le m e n ta r y te a c h e rs in su c h a re a s a s r e a d in g , m u s ic a n d a r t w o r k to g e th e r o n th e i r p a r t ic u l a r p ro b le m s . A s s o c ia tio n a n d th e A r li n g to n T e a c h e rs A sso c ia tio n a t b re a k f a s t. T h e y w e r e g u e s ts o f th e A r li n g to n C o u n ty C o u n c il o f P a r e n t- T e a c h e r A sso c ia tio n s a t lu n c h . T w e n ty - n in e lo c a l b u s in e s s h o u s e s a n d o r g a n iz a tio n s p u t u p e x h ib its f o r th e n e w te a c h e rs te l li n g o f d if f e r e n t a c tiv itie s in A r lin g to n . Th r ee Pr o f e s s io n a l Da y s Be f o r lib ra ria n s h e a r d ta lk s o n The Saturday Review a n d p r o f e s s o r o f E n g lis h a t R u tg e r s U n iv e rs ity . M a t h te a c h e rs w e n t to tire N a v a l O r d n a n c e L a b o ra to ry to see h o w m a th e D u r i n g th e o r ie n ta tio n d a y s, th e n e w te a c h e rs w e re g u e s ts o f th e A r lin g to n E d u c a tio n E n g lis h te a c h e rs a n d e Sc h o o l Ope n s A c o u n ty -w id e m e e tin g o f th e e n ti r e sc h o o l sta ff o n M o n d a y , A u g u s t 2 9 , m a tic s is u s e d b y sc ie n tis ts th e r e . E d u c a tio n a tte n d e d a w o r k s h o p o n T e a c h e rs o f B u s in e s s a n d o f D is tr ib u tiv e "H um an R e la tio n s D r . L a u re n c e J. T a y lo r o f H ills d a le C o lle g e , M ic h ig a n . in B u s in e s s ” le d by T h e b u s in e s s te a c h e rs a ls o to o k fie ld tr ip s to I n t e r n a t io n a l B u s in e s s M a c h in e s a n d o th e r c e n te rs in W a s h i n g to n to s tu d y th e u s e o f office e q u ip m e n t. L o c a l p h y s ic ia n s a n d d e n tis ts c o o p e ra te d in p la n n i n g a p r o g r a m f o r h e a lth a n d p h y s ic a l e d u c a tio n te a c h e rs a n d s c h o o l n u rs e s . H e a lth P r o b le m s a n d A th le tic I n j u r ie s .” O n e s u b je c t w a s " S t u d e n t S o c ia l s tu d ie s te a c h e rs c o n c e n tra te d o p e n e d A r l i n g t o n ’s th r e e d ay s o f in -s e rv ic e tr a in i n g p r e c e d in g th e o p e n in g o f o n a s e m in a r o n c o m p a r a tiv e e c o n o m ic s le d b y W i l l i a m T u r p i n o f th e S ta te s c h o o l S e p te m b e r 1. T h e p r i n c ip a l s p e a k e r w a s D r . J. E a rl M o r e la n d , p r e s id e n t D e p a r tm e n t in W a s h i n g to n , f o r m e r e c o n o m ic officer a t th e A m e ric a n E m b a ssy o f R a n d o lp h - M a c o n C o lle g e . in M o s c o w . [2] [3 ] �F o r e ig n la n g u a g e te a c h e rs m a d e re c o r d in g s f o r u s e in F re n c h , S p a n is h a n d G e rm a n la n g u a g e la b o r a to r ie s . I n d u s tr i a l a r ts te a c h e rs h e ld c o n fe re n c e s 3. C o u n ty s u p e r v is o r s in s ta n c e , to hom e m e e t o n ce a m o n th e c o n o m ic s te a c h e rs w ith m e e t w ith a ll th e i r th e ir s tu d y im p r o v e d m e th o d s o f te a c h in g e le c tric ity , a u to m e c h a n ic s , b u il d in g tr a d e s te a d ie r s a re w ith th e i r s u p e r v is o r , a r t te a c h e rs w ith a n d o th e r s h o p c o u rs e s. te a c h e rs . s u p e rv is o r, For m a th s u p e r v is o r . 4. Cl a s s r o o m Obs e r v a t io n I t is e s ta b lis h e d p ra c tic e f o r th e A r li n g to n S c h o o l B o a rd to p a y f o r a s u b s titu te th e c la s s ro o m o f a m a s te r te a c h e r in th e sy ste m . te a c h e rs a s a w h o le m a y b e d is c u sse d . S u p e rv is o rs u s u a lly d e c id e I n e le m e n ta r y g r a d e s , i f th e y o u n g te a c h e r is k n o w n to n e e d h e lp in te a c h in g a c e rta in s u b je c t, s h e is in v ite d to v is it in th e ro o m o f a te a c h e r w h o is p a r tic u la r ly g o o d in th a t p a r tic u la r fie ld . S o m e tim e s a n e w te a c h e r b e in g b r o u g h t in to th e A r li n g to n sy ste m in th e m i d d le o f th e sc h o o l y e a r is g iv e n s e v e ra l d a y s f o r o b s e r v a tio n w h ile s h e is p r e p a r i n g to ta k e o v e r a c la s sro o m . T e a c h e r s Me e t for St S h e is p a id w h ile o b s e rv in g . u d y in tw ic e a m o n th , to p r o v id e a d d it io n a l tim e f o r th e r e g u l a r w e e k ly te a c h e rs ’ m e e tin g s . T h e s e lo n g e r re le a s e d -tim e te a c h e rs ’ m e e tin g s a re d e v o te d e x c lu s iv e ly S u p e rv is o rs a s s is t te a c h e rs a n d p rin c ip a ls , b o th in p l a n n i n g a n d in c o n d u c tin g th e m e e tin g s . T e a c h e rs in a sc h o o l m a y s tu d y o n e to p ic f o r s e v e ra l m o n th s , o r m a y d e a l w ith m a n y d if fe re n t p ro b le m s . E x a m p le s o f s u b je c ts f o r re le a s e d -tim e m e e tin g s in A r li n g to n sc h o o ls th is y e a r a r e : R e v ie w o f r e a d i n g te a c h in g m e th o d s , in d iv id u a liz e d re a d in g , s p e e d r e a d in g , c a re f u l a n a ly s is o f a rith m e tic in s tru c tio n to se e t h a t n o n e c e ssa ry s te p s in le a r n in g a re b e in g l e f t o u t, s tu d y o f p ro p o s e d n e w a rith m e tic , h o w to m a k e m a x im u m u s e o f s c h o o l lib ra rie s , g r a d i n g a n d r e p o r tin g , h o w s e lf-d is c ip lin e in c h ild r e n , a n d d e m o n s tra tio n s o f g o o d te a c h in g p ro je c ts . a nd Se n io r Hig h Sc h o o l Fa c u l t ie s Me e t W e e k ly fa c u lty m e e tin g s in ju n i o r a n d s e n io r h i g h s c h o o ls a re a r r a n g e d so as to g iv e m a j o r tim e to p ro b le m s a c tu a lly c o n c e rn e d w ith te a c h in g . E a c h m o n th th e f o l lo w in g m e e tin g s a re h e ld : s on In s t r u c t io n A r li n g to n h a s th r e e T e a c h e rs C o u n c ils o n I n s tr u c tio n , o n e f o r e le m e n ta r y g ra d e s , o n e f o r ju n i o r h ig h sc h o o l a n d o n e f o r s e n io r h ig h . T h e s e g r o u p s , f o r m e d o f te a c h e rs s e le c te d to r e p r e s e n t e a c h sc h o o l sta ff a n d e a c h d e p a r tm e n t, a re s e t u p " t o id e n tif y a n d fin d s o lu tio n s f o r in s tr u c tio n a l p ro b le m s w h ic h s e e m to n e e d c o u n ty - w id e a tt e n ti o n .” E a c h o f th e s e c o u n c ils m e e ts o n e m o r n in g th r e e tim e s a y e a r. S u b s titu te s a re p a id b y th e S c h o o l B o a rd to p e r m it th e te a c h e rs to a tte n d th e m e e tin g s . Pr o f e s s io n a l Gr o u ps Me e t N o r t h e r n V ir g i n ia c h a p te rs o f su c h o r g a n iz a tio n s a s th e V ir g in ia P e rs o n n e l a n d G u id a n c e A s s o c ia tio n , th e V ir g i n ia A s s o c ia tio n o f T e a c h e r s o f E n g lis h , a n d o th e r e d u c a tio n a l g r o u p s h o ld r e g u la r m e e tin g s in w h ic h A r li n g to n te a c h e rs ta k e p a r t . T h e A r li n g to n sc h o o l a d m in is tr a tio n e n c o u ra g e s te a c h e rs to p a r tic ip a te a c tiv e ly in su c h g r o u p s b e c a u s e o f th e o p p o r tu n itie s o ffe re d f o r p r o f e s s io n a l g r o w th . T h e N o r t h e r n V ir g i n ia P r in c ip a ls ’ A ss o c ia tio n m e e ts th r e e tim e s a y e a r. o n e m e e tin g th is y e a r th e p rin c ip a ls sa w a d e m o n s tr a tio n by th e At A tla n tic R e se a rc h C o r p o r a tio n o f A le x a n d r ia o f a m e th o d o f s e ttin g u p p u p il s ’ d a ily sc h e d u le s in la r g e s c h o o ls b y th e u s e o f c o m p u tin g m a c h in e s . to a n a ly z e s ta n d a rd iz e d te s ts so a s to d e te r m in e th e in s tr u c tio n a l n e e d s o f c h ild r e n , h o w to d e v e lo p Ju n io r Te a c h e r s Co u n c il Th e ir Ow n Bu il d in g s C h ild r e n in th e firs t th r o u g h th e s ix th g r a d e s a re d is m is s e d o n e h o u r e a rly to im p r o v in g th e te a c h in g p r o g r a m . A t th e f o u r t h fa c u lty m e e tin g e a c h m o n th , a s p e a k e r m a y a d d r e s s th e g r o u p , a n e d u c a tio n a l film m a y b e s h o w n , o r s u b je c ts o f c o n c e rn to th e to p e r m it a n in e x p e r ie n c e d te a c h e r to s p e n d a n o c c a sio n a l h a l f d a y v is itin g in w h a t e x p e rie n c e d te a c h e r th e y o u n g te a c h e r is to o b se rv e . th e i r c o u n ty - w id e At t en d a n c e a t Na t io n a l Me e t in g s I n o r d e r to h e lp A r li n g to n s u p e r v is o r s a n d p r in c ip a ls g a in a b r o a d e r v ie w o f e d u c a tio n a l p ro g r e s s in o u r n a tio n , th e S c h o o l B o a rd a n n u a lly a p p r o p r ia te s a s u b s ta n tia l s u m to h e lp p a y th e e x p e n s e s o f th e s e m e n a n d w o m e n to a tte n d n a tio n a l p r o f e s s io n a l m e e tin g s . T h e p o lic y in A r li n g to n is to h a v e official te a c h e r re p r e s e n ta tio n a t n a tio n a l c o n fe re n c e s in e a c h a re a o f th e c u rr ic u lu m : r e a d in g , m a th e m a tic s , so c ia l s tu d ie s , scien ce, a n d o th e r s . W h e n a te a c h e r is s e le c te d to a tte n d s u c h a c o n fe re n c e , h is 1. A d m in is tr a tiv e m e e tin g to h a n d le n e c e ssa ry d e ta ils r e la tin g to th e o p e r a a c tu a l tr a v e l e x p e n s e a n d liv in g e x p e n s e s u p to $ 1 5 a d a y f o r th r e e d a y s a re tio n o f th e sc h o o l. p a id . 2. M o n th ly d e p a r t m e n t a l m e e tin g s b y in d iv id u a l sc h o o ls, in w h ic h E n g lis h te a c h e rs f r o m th a t o n e sc h o o l c o n f e r w ith e a c h o th e r , m a th te a c h e rs m e e t u n d e r th e d ir e c tio n o f th e h e a d o f th e i r d e p a r tm e n t, a n d o th e r te a c h e rs w o rk t o g e t h e r in th e i r s e p a r a te d e p a rtm e n ts . [4 ] A s u b s titu te te a c h e r is a ls o p r o v id e d i f n e e d e d . Su mme r Wo r k s h o ps T h e U n iv e r s ity o f V ir g i n ia a n d G e o r g e W a s h i n g to n U n iv e r s ity h a v e c o o p e ra te d w ith A r li n g to n in th e p a s t b y g iv i n g c o lle g e o r p o s tg r a d u a te c re d it [5 ] �f o r s h o r t s u m m e r w o rk s h o p s s e t u p f o r o u r te a c h e rs a lo n e a n d ta u g h t in A r lin g to n . e m o tio n a l p r o b le m s m a y b e h e lp e d b y th e r e g u l a r c la s s ro o m te a c h e r, a n d o n e o n s h o r t c o u rs e s in h o m e m a k in g a v a ila b le to h i g h s c h o o l s tu d e n ts . T h e s e w o rk s h o p s — o r tr a in i n g s c h o o ls — la s t f o r tw o w e e k s . T h e y a r e h e ld Individual In-Service Opportunities in o n e o f o u r sc h o o ls, u s u a lly in A u g u s t. T h e te a c h e rs a re in class a to ta l o f six h o u rs a d a y . T h e y g iv e t h e i r tim e , b u t th e A r li n g to n s c h o o ls p a y h a l f th e i r tu itio n a s a n in d u c e m e n t f o r th e m to a tte n d . I n p r e p a r a ti o n f o r th e s u m m e r w o rk s h o p s , te a c h e rs , p rin c ip a ls a n d s u p e rv is o rs c o n s id e r c a re f u lly w h a t c o u rs e s A r li n g to n te a c h e rs n e e d to s tu d y . T h e u n iv e r s i tie s o ffe r th e sp e c ific c o u rs e s w h ic h th e te a c h e rs w a n t. A p o p u la r c o u rs e h a s b e e n o n e in th e te a c h in g o f e le m e n ta r y scien ce. A n o th e r h a s b e e n o n e le m e n ta r y a r ith m e tic . S o m e o f th e te a c h e rs ta k i n g th is c o u rs e h a v e s p e n t p a r t o f th e tim e in in d u s tr i a l a rts s h o p s m a k i n g c o u n tin g fr a m e s a n d o th e r a r ith m e tic te a c h in g a id s to u s e in th e c la s sro o m . L a s t A u g u s t ’s w o r k s h o p w a s o n n e w m a th e m a tic s f o r e le m e n ta r y g ra d e s , ta u g h t b y D r . J . F re d W e a v e r o f B o s to n U n iv e rs ity . D r . W e a v e r is o n e o f th e a u th o r s o f th e a r ith m e tic te x tb o o k s n o w in u s e in A r li n g to n a n d is a le a d e r in a n a tio n a l m o v e m e n t to b r i n g to e le m e n ta r y p u p il s th e b e n e fit o f r e c e n t re s e a rc h in m a th e m a tic s . Sabbatical Leave F o llo w in g a p la n u s e d f o r m a n y y e a rs in u n iv e r s itie s a n d so m e la r g e sc h o o l sy ste m s, th e S c h o o l B o a rd tw o y e a rs a g o s e t u p a sy s te m o f s a b b a tic a l leav e s. U n d e r th e p la n , a n in s tr u c tio n a l sta ff m e m b e r w h o h a s w o r k e d s u c c e s sfu lly in A r li n g to n f o r se v e n y e a rs m a y a p p ly f o r a se m e s te r o r a f u l l y e a r o f sa b b a tic a l le a v e to s tu d y o r tr a v e l. I n o r d e r to re c e iv e sa b b a tic a l le a v e , th e te a c h e r o r s u p e r v is o r m u s t a g r e e to r e t u r n to th e A r li n g to n s c h o o ls f o r a t le a s t tw o y e a rs f o llo w in g o r r e f u n d th e h a l f sa la ry f o r th e s a b b a tic a l p e rio d . F o u r te a c h e rs a p p lie d f o r a n d w e r e g iv e n sa b b a tic a l le a v e la s t y e a r. T w o a re o n su c h le a v e th is y e a r. D r. B a ltim o re K a th r y n p u b lic W h it e s i d e sc h o o ls, T a y lo r, d ir e c te d a k in d e r g a r te n tw o -w e e k s p e c ia lis t su m m er w o rk sh o p fro m th e k in d e r g a r t e n te a c h e rs , p r e p a r in g th e m f o r th e ir n e w ta sk . S t a t e a nd Fe d e r a l Wo r m a th e m a tic s , o r in a n y o th e r fie ld to im p ro v e c la s s ro o m in s tru c tio n . Ma t e r ia l s T h i s y e a r A r li n g to n te a c h e rs a re u s in g tr y o u t c o p ie s o f a n e w te a c h in g g u id e i n c o m p o s itio n , o n e se c tio n o f a n e w L a n g u a g e A r ts G u id e . th e p la n s f o r th e L anguage C o m m itte e s o f A r ts G u id e . L a st s u m m e r, th e S c h o o l B o a rd p a id a c o m m itte e o f fiv e e x p e rie n c e d te a c h e rs to T e a c h e rs w h o u s e th e n e w C o m p o s itio n G u id e a re u r g e d to m a k e c o m m e n ts o n h o w it w o rk s , o r w h e th e r i t c o v e rs th e n e c e ssa ry in s tru c tio n , a n d o n w h e th e r I t w ill b e p u t in fin al f o r m a f t e r a ll c ritic is m s a re ta k e n in t o c o n s id e ra tio n . A m o n g o th e r n e w in s tr u c tio n a l g u id e s w r it te n b y A r li n g to n te a c h e rs re c e n tly is o n e o n t h i r d g r a d e m u s ic ( t h e firs t o f a s e r i e s ) ; o n e o n h o w th e c h ild w ith [6] th e p a s t five y e a rs, 2 2 4 te a c h e rs h a v e re c e iv e d s c h o la r s h ip s f r o m th e A r lin g to n S c h o o l B o a rd f o r p a rt-tim e s tu d y . A te a c h e r m a y g e t a s little as $ 3 5 o r m o r e th a n $ 2 0 0 — d e p e n d in g o n th e c o u rs e to b e s tu d ie d a n d th e tim e a n d e x p e n s e in v o lv e d . S in c e th e lo c a l fu n d w as e s ta b lis h e d , a to ta l of $ 1 5 ,3 9 5 has been d o n a te d by o rg a n iz a tio n s to fin a n c e s tu d y c o u rs e s f o r 1 2 2 A r li n g to n te a c h e rs a n d to a id 2 3 A r li n g to n h i g h sc h o o l g r a d u a te s p r e p a r in g to te a c h . I n o r d e r to re c e iv e a s c h o la rs h ip , a te a c h e r m u s t file a n a p p lic a tio n e x p la i n in g h o w th e p a r tic u la r c o u rs e w ill b e o f h e lp in th e c la s sro o m . N o s c h o la rs h ip s a re g iv e n m e r e ly to h e lp te a c h e rs s tu d y to w a r d a d v a n c e d d e g re e s . Vo l w r ite th e m a te ria l in f o r m to b e m im e o g r a p h e d . th e i n f o r m a t io n is p r e s e n te d so i t c a n b e u n d e r s to o d . A r li n g to n h a s T h e A r li n g to n C h a m b e r o f C o m m e rc e , th e P a re n t- T e a c h e r C o u n c il a n d o th e r in te r e s t th e m in w r i t i n g n e w te a c h in g s u g g e s tio n s , o r c u rr ic u lu m m a te ria ls . te a c h e rs c o lle c te d th e s u m m e r, b u t s o m e tim e s tu itio n a n d o th e r co sts a re a b u r d e n . lo c a l g r o u p s in 1 9 5 5 in c o r p o ra te d a c o m m u n ity te a c h e r s c h o la rs h ip f u n d . A p ra c tic a l w a y to g e t te a c h e rs to th i n k c ritic a lly a b o u t th e i r te a c h in g is to A r li n g to n Te a c h e r s M a n y te a c h e rs w o u ld lik e to ta k e c o lle g e c o u rs e s in th e e v e n in g o r d u r i n g In k s h o ps A r li n g to n te a c h e rs a r e e n c o u ra g e d to a tt e n d w o rk s h o p s s e t u p w ith S ta te r ic u l u m a r s h ips f o r tw o s c h o la rs h ip p la n s to h e lp th e s e te a c h e rs. a n d F e d e ra l f u n d s to tr a in te a c h e rs in g u id a n c e , in th e te a c h in g o f sc ie n c e a n d N e w Cu r Sc h o l th e fo r T h e p la n p ro v id e s t h a t n o t m o re th a n 2 p e r c e n t o f th e p r o f e s s io n a l sta ff m a y b e g iv e n s u c h le a v e a t a n y o n e tim e . W h e n A r li n g to n w a s a b o u t to o p e n its n e w k in d e r g a r t e n p r o g r a m la s t S e p te m b e r, T h e te a c h e r o r s u p e r v is o r re c e iv e s h a l f p a y w h ile p u r s u in g a c o u rs e o f s tu d y o r tr a v e l s c h e d u le a p p ro v e d b y th e s u p e r in te n d e n t. unt a r y St u d y Gr o u ps F r o m tim e to tim e , g r o u p s o f A r li n g to n te a c h e rs b a n d to g e th e r to s tu d y s u b je c ts in w h ic h th e y a r e in te re s te d . T h e y u s u a lly fin d a n in s tr u c to r f r o m a n e a rb y u n iv e r s ity o r c h o o se a n o th e r p e r s o n w h o can te a c h o n a u n iv e r s ity lev e l. S o m e tim e s th e s e c o u rs e s a re a rr a n g e d th r o u g h th e c e n tr a l sc h o o l a d m in is tra tio n , s o m e tim e s b y th e te a c h e rs th e m s e lv e s . T h e y u s u a lly a re n o t n o t g iv e n f o r c re d it. T h e te a c h e rs s im p ly w a n t to le a r n . [7 ] �Se min a r on t he Gif t Libr a r y ed for Te a c h e r s M o r e th a n 5 3 0 0 b o o k s o n d if f e r e n t p h a s e s o f e d u c a tio n a re a v a ila b le f o r D r . V ir g i l W a r d o f th e U n iv e rs ity o f V ir g i n ia th is s p r in g is d ir e c tin g a fo u r -s e s s io n s e m in a r o n " I n s tr u c ti o n f o r G if t e d C h il d r e n .” T h is m e e ts fr o m r e g u la r u s e b y A r li n g to n p u b lic s c h o o l te a c h e rs . 4 to 9 p .m ., a t a ju n i o r h ig h sc h o o l, w ith a n h o u r 's b re a k f o r d in n e r in th e e d u c a tio n a l p u b lic a tio n s a n d 2 6 5 b o u n d v o lu m e s o f p e rio d ic a ls , f o r m sc h o o l c a fe te ria . D r . W a r d is p a id b y th e S c h o o l B o a rd , so th e o n ly e x p e n s e to t o n ’s s c h o o l P r o f e s s io n a l L ib ra r y . th e te a c h e rs is th e c o s t o f th e d in n e r . r e g is te r e d f o r D r . W a r d ’s s e rie s. A to ta l o f 8 7 te a c h e rs a n d p rin c ip a ls D r . W a r d ’s le c tu re s a re g iv e n f o r th e to ta l g r o u p , b u t th e te a c h e rs b r e a k u p in to s m a lle r u n its f o r d is c u ssio n . N e w Ma t T h e P ro f e s s io n a l L ib r a r y is lo c a te d A rlin g th e c e n tr a l S c h o o l A d m in is tr a tio n office. A n y sc h o o l sta ff m e m b e r can g e t a b o o k b y c a llin g f o r it o r te le p h o n in g f o r it. B o o k s a r e s e n t o u t a n d p ic k e d u p a g a in b y th e r e g u la r sc h o o l d e liv e ry se rv ic e w h ic h g o e s to e a c h sc h o o l th r e e tim e s a w e e k . h e ma t ic s Re s e a r c h Pr R ic h a rd J a m e s o n , a n A r li n g to n j u n i o r h ig h s c h o o l m a th e m a tic s te a c h e r, w a s o n e o f th e e d u c a to rs c h o s e n to h e lp w r ite th e n e w M a r y la n d m a th e m a tic s c o u rs e f o r ju n i o r h ig h s tu d e n ts . in T h e s e b o o k s , w ith 7 5 c u r r e n t H e h a s b e e n in d e m a n d a s a u n iv e r s ity in s tru c to r, a n d is o je c t s T e a c h e rs g a in m u c h e d u c a tio n a l k n o w - h o w th r o u g h ta k in g p a r t in re s e a rc h p ro je c ts c o n d u c te d as p a r t o f th e r e g u l a r sc h o o l p r o g r a m . T h e f o l lo w in g a re n o w b e in g p a id b y th e A r li n g to n S c h o o l B o a rd to d ir e c t a class o f 2 2 te a c h e rs u n d e r w a y in A r li n g to n sc h o o ls th is y e a r, w ith official a p p ro v a l a n d a id f r o m p r e p a r in g to te a c h th e n e w m a th e m a tic s in o u r sc h o o ls. th e sc h o o l a d m in is tr a tio n : T h i s c la ss is h e ld f o r tw o h o u r s a f t e r s c h o o l o n c e a w e e k . T h e r e is n o c o st to th e te a c h e rs. 1. a n y r e g u la r c lasses a re b e in g ta u g h t th is y e a r a t W il li a m s b u r g J u n i o r H ig h T V Teaching S c h o o l. T w o y e a rs a g o , a t th e tim e A r li n g to n s c h o o ls b e g a n to u s e th e G r e a te r 2. W a s h i n g to n E d u c a tio n a l T e le v is io n A s s o c ia tio n sc ie n c e le s so n s f o r fif th a n d in g a n d re s e a rc h te c h n iq u e s . 3. T h e p rin c ip a ls a n d E le m e n ta ry p rin c ip a ls s p e n d a t le a s t h a l f th e i r tim e d ir e c tin g th e in s tr u c T h is in c lu d e s f r e q u e n t v is its to c la s sro o m s. "B e fo re w e can g iv e re a l h e lp to a te a c h e r, w e m u s t e s ta b lis h a f r ie n d ly a tm o s p h e r e ,” o n e p r in c ip a l e m p h a s iz e d . p e rs o n in a u th o r ity , " B u t a t th e sa m e tim e th e p r in c ip a l m u s t re m a in th e a b le to su g g est ch an g es in p ro ced u re if changes a re T h e p u r p o s e is to se e i f th e te a c h e rs c a n te a c h m o r e s tu d e n ts a n d d o a b e tte r jo b o f te a c h in g i f th e y a r e re lie v e d o f n o n - p r o f e s s io n a l d u tie s . s u p e rv is o rs h a v e a ll h a d su c c e s sfu l te a c h in g e x p e rie n c e a n d th e r e f o r e a re w e ll q u a lifie d to h e lp te a c h e rs. tio n a l p r o g r a m . T h r e e in s tru c tio n a l s e c re ta rie s a r e w o r k in g th is y e a r a t K e n m o r e J u n i o r H ig h , e a c h s e r v in g s e v e n te a c h e rs. r u c t io n G e n u in e p e rs o n -to - p e rs o n le a d e rs h ip f o r te a c h e rs is e x p e c te d o f p rin c ip a ls a n d s u p e r v is o r s in A r li n g to n . H ig h ly g i f t e d b o y s a n d g ir ls in tw o c lasses a t S tr a tf o r d J u n i o r H i g h f o r m a n o th e r re s e a rc h u n it. I n th e s e classes, th e s tu d e n ts a re ta u g h t c ritic a l t h i n k s ix th g ra d e s , te a c h e rs p la n n i n g to u s e th e s e le s so n s to o k a c o u rs e in h o w to u s e it m o s t e ffe c tiv e ly . Pr in c ipa l s Dir e c t I n s t J u n i o r h i g h sc h o o l b o y s w h o h a v e n o t b e e n a b le to g e t a lo n g a c c e p ta b ly in 4. W a k e fie ld S e n io r H i g h o ffe rs a n e x tr a ( s e v e n th ) p e r io d in th e s c h o o l d a y , a f t e r th e r e g u l a r c lo s e o f sc h o o l, so t h a t s tu d e n ts w h o w is h to d o so m ay ta k e fiv e a c a d e m ic s u b je c ts a n d b a n d , o rc h e s tra , a r t, h o m e e c o n o m ic s o r so m e o th e r s u b je c t w h ic h w o u ld o th e r w is e b e c ro w d e d o u t o f th e ir s c h o o l sc h e d u le . A m o n g p r o b le m s b e in g s tu d ie d th is y e a r in th e v a r io u s g r o u p s a re : D o w e h a v e a s o u n d p o lic y f o r p u r c h a s e a n d d is tr ib u tio n o f te x tb o o k s ? n e c e s s a ry .” A b e g in n i n g te a c h e r o r a n e x p e rie n c e d te a c h e r n e w in A r li n g to n s c h o o ls is o ffe re d c o n s is te n t h e l p f r o m p r in c ip a ls a n d s u p e rv is o rs . A n e w te a c h e r is n o t le f t to s in k o r s w im a lo n e — h e lp is a lw a y s m a d e a v a ila b le . T h e b e g in n e r s b e n e fit g re a tly f r o m le a r n in g h o w to o rg a n iz e a c la s s ro o m , h o w to s c h e d u le th e sc h o o l C a n u tiliz a tio n o f te a c h e r tim e b e im p r o v e d ? Is th e r e e n o u g h c o n tin u ity b e tw e e n th e e le m e n ta r y s c h o o ls a n d j u n i o r h ig h sc h o o ls, so p u p il s c a n p ro g r e s s e a s ily ? S h o u ld a s e p a r a te c o u rs e in R e a d in g b e o ffe re d in s e v e n th , e ig h th a n d n in t h g ra d e s f o r s tu d e n ts w h o n e e d i t ? d a y , a n d h o w to te a c h s u b je c ts w h ic h a r e d iffic u lt f o r th e m . " B e f o r e I c a m e to A r li n g to n I w a s in a sc h o o l sy s te m w h e re w e h a d o n e in s p e c tio n v is it a y e a r b y th e p r i n c ip a l ,” o n e te a c h e r c o m m e n te d . w e re g o in g w r o n g th a t d a y it w a s b a d . " I f th in g s I n A r li n g to n w e a re c lo s e to o u r p r i n Lo o k in g Ah e a d O n ly th r o u g h c o o p e ra tiv e w o r k o n in s tr u c tio n a l p r o b le m s c a n a sc h o o l sta ff c ip a ls a n d i t is a so u rc e o f s t r e n g th to k n o w t h a t p rin c ip a ls a n d su p e rv is o rs e s ta b lis h c o m m o n v a lu e s a n d g o a ls , d e te r m in e th e d ir e c tio n f o r f u t u r e p r o g r a m re c o g n iz e t h a t a n y te a c h e r m i g h t a t s o m e tim e n e e d h e l p .” d e v e lo p m e n t, a n d im p ro v e th e q u a lity o f te a c h in g . [8 ] [9 ] �R e le a s e d -tim e m e e tin g s a n d th e e m p lo y m e n t o f se le c te d te a c h e rs o n e le v e n m o n th c o n tra c ts a r e p la n n e d as a w a y to e x te n d p a r tic ip a tio n in c u rr ic u lu m p r o je c ts a n d to im p ro v e th e p r e p a r a ti o n o f te a c h in g m a te ria ls . le a r n m o r e a b o u t th e te a c h in g - le a r n in g p ro c e s s a n d in s tr u c tio n a l p r o g r a m , s h o u ld b e m e t th r o u g h T h e n e e d to its im p lic a tio n s th e o rg a n iz a tio n f o r th e o f s e m in a rs a n d th e p r o m o tio n o f e x p e r im e n ta tio n a n d re s e a rc h . A n o th e r im p r o v e m e n t p la n n e d fo r in -se rv ic e e d u c a tio n in A r li n g to n is d ire c te d to w a r d th e m a in te n a n c e o f b a la n c e a m o n g th e v a rio u s s u b je c t m a tte r a re a s a n d im p ro v e d a r tic u la tio n b e tw e e n th e le v e ls o f e le m e n ta r y a n d s e c o n d a ry e d u c a tio n . C o u n ty -w id e p la n n i n g w h ic h c o n s id e rs a ll a re a s o f th e c u rric u lu m , in te r d e p a r tm e n ta l a n d c ro s s -g ra d e le v e l m e e tin g s , a n d th e e x c h a n g e o f id e a s a n d in f o r m a tio n a re n e c e ssa ry f o r th is p u rp o s e . T h e c o o r d in a tio n o f T e a c h e rs C o u n c ils o n In s tr u c tio n , th e p u b lic a tio n o f C u r r ic u lu m B u lle tin s , a n d p r o g r a m s o f in te rv is ita tio n a re m e th o d s p la n n e d to im p ro v e th e lin e s o f c o m m u n ic a tio n e s s e n tia l to c o o p e ra tiv e e ffo rts o f th e to ta l p r o f e s s io n a l sta ff. M o r e c o n tin u o u s a n d sy s te m a tic fo llo w - u p th r o u g h o u t th e te a c h e rs ’ th re e -y e a r p ro b a tio n a r y p e rio d is a p a r t o f th e in -s e rv ic e p r o g r a m t h a t s h o u ld b e s tr e n g th e n e d to im p ro v e th e p e r f o r m a n c e o f n e w p e rs o n n e l. M o tiv a tio n o f in d iv id u a l sta ff m e m b e rs fo r p r o f e s s io n a l g r o w th re q u ire s m o r e e m p h a s is o n th e im p o rta n c e o f u n iv e r s ity e x te n s io n c o u rs e s f o r g r a d u a te c re d it, s c h o la rs h ip fu n d s , s a b b a tic a l le a v e , c r e d it f o r a p p r o v e d te a c h e r tra v e l, a n d e x p e n s e -p a id a tte n d a n c e a t s ta te a n d n a tio n a l c o n fe re n c e s . A ll s e rv e a n i m p o r t a n t f u n c t io n in e n c o u r a g in g a n d p ro m o tin g th e im p ro v e m e n t o f e a c h te a c h e r ’s p ro f e s s io n a l c o m p e te n c e , a n d th e q u a lity o f te a c h e rs is c ru c ia l to th e e d u c a tio n a l p ro c e s s. C o n c u r r e n t w ith in c re a s e d te a c h e r p a rtic ip a tio n , b u d g e ta ry ' p ro v is io n s n e e d to b e m a d e f o r a d d itio n a l c o n s u lta n t h e lp , re le a s e d tim e f o r c u r r ic u lu m w o rk , s c h o la rs h ip s a n d sa b b a tic a l le a v e . S u c h s u p p o r t is e s s e n tia l i f th e p ro f e s s io n a l sta ff is to keep a b re a s t o f n e w k n o w le d g e and im p ro v e m e n ts in te a c h in g m a te ria ls a n d m e th o d s . P r e p a r e d by Dr. Barnard Joy, A r li n g to n C o u n ty S c h o o l B o a rd , a n d P re s id e n t, V ir g in ia S c h o o l B o a rd s A s s o c ia tio n James Stockard, A r li n g to n C o u n ty S c h o o l B o a rd Ray E . Reid, S u p e r in te n d e n t, A r li n g to n C o u n ty S c h o o ls Joseph B . Johnson, A s s is ta n t S u p e r in te n d e n t f o r I n s tr u c tio n , A r li n g to n Charles J . Walsh, A s s is ta n t S u p e r in te n d e n t f o r P e rs o n n e l, A r li n g to n D e lla Brown, P u b lic R e la tio n s , A r li n g to n C o u n ty S c h o o ls Simion P . Taylor, I I I , P re s id e n t, A r li n g to n C o u n ty E d u c a tio n A sso c ia tio n Dr. James W . Tyler, P rin c ip a l, K e n m o r e J u n i o r H i g h S c h o o l, A r lin g to n , a n d P re s id e n t-E le c t, V E A [ 10 ] � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource In-Service Training Booklet Description An account of the resource Booklet explaining the in-service training program, its purpose and history. 7 pages. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Virginia Education Association, Virginia School Boards Association Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant unknown Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 9_0_18_1_3 https://projectdaps.org/files/original/c4842e0f172bb60125f1b1f0e061ae9c.pdf 4c376f55985bcd2e7d6bc8a3e797caa4 PDF Text Text -t October 16, 196L ARLINGTON EDUCATION ASSOCIATION Arlington, Virginia ADVANCE AGENDA ITEMS - BOARD OF DIRECTORS MEETING AEA #65 October 22, 196A BLOOD BANK NOTICE - IMPORTANT: A number of Building Directors have asked about a deadline on returning the pink forms for membership in the Metro politan Uashington Blood Bank plan. Please be sure that every AEA member has the opportunity to know of this benefit of group membership. A special arrangement is being made available ior those AEA members who wish to participate. Only those AEA members who pledge are immediately a part of the group. Other AEA members who do not wish to participate by pledging are not then counted against our quota and are not elegible to receive blood through this plan. Please be clear on this point with members so that we do not have misunderstandings at a later date. An article on page 2 of the October issue of the AEA REFORTER (now at the printers) will ex plain this again to members. The deadline for this initial drive is the next Board of Directors meeting, October 22, Kenmore at 7:00 P.M. Please bring the pledge forms and any questions your members have about the plan. Members may be en rolled all during the year, but are not covered until the pledge form is in the AEA office for processing and sending on to the MLl IBB. Important - any member who is unable to give blood for any reason should secure a substitute pledge. It is possible for many individuals to donate blood several times a year. If no substitute can be secured, let us know in the AEA office. I e will try to find a substitute for a member who is unable d to give blood for medical reasons. FINANCIAL REPORT: Please take note of the recommendation to erase the deficit of 3372 incurred for AEA insurance and bonding taken on a three year basis. This will save the association 373, as noted in the enclosed memo, on bonding and insurance (AEA //60). Other deficits incurred by committees were discussed. They arose in view of increased activity and expanded programs beyond budget anticipation in April when the budget was prepared. The president has called for an analysis of all committee projects and financial needs for the rest of the year. The officers have asked the executive secretary to come up with some written proposals to consider a policy in handling AEA fiscal matters. These policies will be reviewed at the next meeting of the Executive Com mittee. AEA QUESTIONNAIRE - The enclosed memo (AEA #50) on the tabulation of last Spring's questionnaire should be considered for discussion on October 22. After your acceptance of the report, consideration should be tjiven by of ficers and committee chairmen of using these results for building future AEA programs. NEA EVALUATION: At Harpers Ferry and in packets distributed to those who were unable to attend, copies of the NEA Evaluation of AEA were given to you. Please inform your members that the report is available for their study. A limited number of additional copies can be ordered for use in faculty roams. A number will be kept on file in the AEA office. Committee Chairmen will appreciate member's reaction to features of the report that will help in formulation of proposals to implement any desirable recommenda tions . �ADVANCE AGENDA ITERS - BOARD OF DIRECTORS MEETING - 2 October 22, 1964 - LEGISLATION: Please review the enclosed proposals for supplementing the state association legislative programs. They were recommended to you by the Executive Committee. You will be asked to vote on them on October 22 in preparation for state conventions - October 20-30. Also take note of the special committee set up to deal with the VEA study of the question of membership in VEA as affected by the NEA Resolu tion on Desegregation of State and Local Affiliates adopted at last July's convention in Seattle. The special committee, appointed by the president (see executive minutes, P. 1), met on October 15 to consider an AEA position on this question. If possible we will try to get you the results of their deliberation prior to your October 22 meeting. CITIZENSHIP: Rose Holton, Citizenship Committee Chairman, has agreed to co ordinate the VEA initiated project of calling in election returns from local precincts throughout the state. The VEA's Executive Committee and Board of Directors announced their acceptance of the project and told us that they decided that the 1,5000 com pensation for all the local poll workers for calling in the results to our local news media would be put into the VEA President's Scholarship Fund. In discussing this at the District H Board meeting with Mrs. Halliday, District H President, and officers from Alexandria and Falls Church, it was decided that we would agree to participate with the stipulation that a pro rata share of the .|>5000 could be returned t D those locals who requested it for their own Scholarship funds. This request apparently upset the VEA executive secretary. We have the additional problem in Arlington of having a Citizenship Chairman (our logical official to coordinate such a project) who is not now eligible for VEA membership. L e are going ahead with the project, which is an excellent opportunity i for us to cooperate with our news media services. They will count on us to do a top job for them in getting quick election returns for their readers and viewers. We have the understanding that we will receive a prorata share of the !.,500D for the Arlington County Teachers Scholarship Fund, Inc., a non-profit corporation which helps Arlington students and teachers with scholarship assistance through fund raising of its own. AEA contributes s v5Q0 from its budget each year and has a representative on the Fund's Board of Directors. CREDENTIALS: The balloting has been tabulated for VEA Convention delegates. Delegates in addition to those going from the offices and executive com mittee are: Uhlman S. Alexander Donna Crook Robert Pruess Sue Goodman Juliana Graves Celeste B. Groves Grace Hall Madeline Keyser r.ildred Mahn William D. May Martha Ann Miller Jon R. Nelson John L. Palmer Mildred Savaides June Shurtliff Raymond Tolson � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Agenda Items, Oct 22,1964 Description An account of the resource Advance agenda items for October 22, 1964 meeting. 2 pages. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Arlington Education Association Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 9_0_18_1_4 https://projectdaps.org/files/original/cf17bcee3b8d05a62759708a1fb8a179.pdf 59d2ed2abdbd24b25da0abae139c3f6e PDF Text Text ‘ADVANCE AGENDA ITEMS - BOARD OF DIRECTORS MEETING (cont.) October 22, 1964 - 3 Alternates are: Dorothy Harbin Margaret Childs Lucille T. Bach Joyce Annette Booker Juanita Robinson Helen Sarris The ballots for the PR&R election will be given to you at the October 22 meeting. The deadline for their return is November 3 (Good date to remember I) PERSONNEL POLICIES: Your teachers should recognize that the Arlington Education Association has been named by school board policy as an official organization to participate in the review of all personnel policies now being compiled in the school board's new administrative manual. As a part of the official procedure, before any action is taken on changes, our Com­ mittee will submit recommendations for suggested improvements and have an opportunity to discuss them with the superintendent. This is a big step forward for AEA and should be so recognized by your members as well as nonmembers . This is one phase of the official recognition we discussed with the school board last year. Please inform your faculties of this progress. N A i INSURANCE: Information on the expanded group life insurance plan of E' NEA was explained in the October issue of the NEA JOURNAL. Brochures and posters on this excellent group coverage are being ordered to give NEA mem­ bers maximum information on the improved benefits to those who are members of both the NEA and a state affiliate. AEA'5 WASHINGTON NATIONAL INCuME PROTECTION - we are working with Washington National officials to prepare material for all new AEA members who are new to the school system. There are no insurability questions for this group. Members who were in the system last year, but missed the "open period" in February, can still take out the insurance provided they can establish their insurability. MATERIALS DISTRIBUTED: 1. 2. 3. 4. 5. 6. Advance Agenda Minutes of Executive Committee Meeting 10/8/64 Financial Statement 10/7/64 Memo re Insurance and Bonding for AEA office Draft of Legislative proposals for VEA-VTA Conventions Tabulation of AEA Luestionnaire � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Agenda Items, Oct 22,1964 Description An account of the resource Advance agenda items for October 22, 1964 meeting. Page 3. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Arlington Education Association Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 9_0_18_1_5 https://projectdaps.org/files/original/9e4609c1c99d3bd21a3e7e066b889c8a.pdf 8877368cef970486b2ec0147590d8175 PDF Text Text AEA # 1 2 your information ARLINGTON EDUCATION ASSOCIATION Arlington, Virginia BOARD OF DIRECTORS MEETING AGENDA October 22, 196A PLACE - Kenmore Jr. High School Cafeteria - 200 S. Carlyn Spring Road - 7:00 P.M CALL TO ORDER BY PRESIDENT - Mrs. Algor Minutes - Dated September 2L, 196L FINANCIAL STATEMENTS - Miss McPherson - September Statement Bonding and Insurance Item OFFICERS1 REPORTS EXECUTIVE SECRETARY'S REf'URT COMMITTEE REPORTS 1. Citizenship - Mrs. Holton 2. Salary - Mr. Wynn 3. Legislation - Mr. Atkins (also report of ad hoc committee on study of state association membership) A. Constitution - Mr. Stiss 5. Community Welfare - Mr. Cornacchione 6. Personnel Policies - Mrs. Collins 7. Credentials - Mrs. Tarantala (VEA Convention Delegates & PR&R Elections) 8. Reporter - Mr. Groves 9. Others OLD BUSINESS 1. AEA Show - Mr. Bogen 2. Blood Bank - Mr. Bogen NEW BUSINESS PASS IN ATTENDANCE AND REQUEST FORMS FINAL ANNOUNCEMENTS by President Additions or corrections for Executive Committee Directory: PRES. DIST. H.(VEA) Mrs.-E. Maxine Halliday - UQkl N. 30th RETIREMENT - Francis D. Montgomery - 112 Upside Court, F.C. 53A-9L80 CLASSROOM TEACHERS - Aileen Stowe - 33L S.Wakefield St. TE 6-3L25 REMEMBRANCE - Elizabeth Dalton- 1701 N. 16th St., JA8-0919 CAREER SCALE - Sue Goodman- 5800 N. 23rd St., 538-2755 MATERIALS DISTRIBUTED 1. 2. 3. L. 5. Agenda Plan of Action #11 Statement of Policy #10 NEA Desegregation Resolution UG3 CCSI Founder's Day Rally Notice 6. CCSI Membership Invitation 1. Attendance & Request Form 8. Motion Form 9. PR&R Ballots and Tally Sheets � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Agenda Items, Oct 22,1964 Description An account of the resource Agenda items for October 22, 1964 meeting. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Arlington Education Association Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 9_0_18_1_6 https://projectdaps.org/files/original/14c2336f833c81d8d11cf69e183b3019.pdf 7a6f8a413e7fb3ec0dc64f079b58353d PDF Text Text October 20, 1964 AEA *69 12. DESEGREGATION IN THE PUBLIC SCHOOLS* In light of these principles,*the Representative Assembly instructs the officers and directors of the National Education Association— a. To direct all local, district, and state associations affiliated with the National Education Association to take immediate steps to remove all restrictive member­ ship requirements dealing with race, creed, or ethnic groups. b. To take immediate action to develop plans to effect the complete integration of all local and state af­ filiates whose memberships are now limited to educa­ tors of specifically designated racial, religious, or ethnic groups. Affiliates whose memberships reflect the above-mentioned restrictions shall be given until July 1, 1966, to revise their constitutions and bylaws, where necessary, to take whatever steps are required to expedite the com­ plete removal of all restrictive labels, and to present a plan to effect the complete integration of their associations. Should an affiliated association fail to comply with these requirements by July 1, 1966, the Executive Committee shall have the discretionary powers to take necessary action. * This item is an excerpt from NEA Resolution 12 adopted by the Representative Assembly at its annual meeting in Seattle last July. A r lin g to n Education A s s o c ia tio n � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Resolution to Remove Language Re: Race, Creed, or Ethnic Background Description An account of the resource Resolution to require all local, district and state associations affiliated with the National Education Association to remove all restrictions dealing with race, creed or ethnic restrictions and to take action to complete integration at all levels by July 1, 1966. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Arlington Education Association Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 9_0_18_1_8 https://projectdaps.org/files/original/ae9f01fec279859d19fa58fd5f12ca71.pdf e969f49b34c40c7561f17cf55dc0de96 PDF Text Text AEA i. 70 ET TEMENT DF FDLICY 1. i/ualif ications for membership in education associations should be based on education, not on race. 2. There should be one state education association open to all qualified teachers. 3. Any qualified teacher should be able to apply for and receive membership in a local association. E. A teacher member of a local association should be oble to apply for and receive membership in the state education association if he is qualified to dD so. 5. Any qualified teacher for whom there is no local association should be able to apply for and receive membership in the state education association. 6. The constitution of the state education association should be the factor which decides membership, and there should be no abridgement by local education associations or the state education association. 7. The merger of the Virginia Teachers association and the Virginia Education Association should be an orderly procedure accomplished by a committee representing both organizations and composed of members from both organizations. 8. In the merger of the two organizations the interests of the em­ ployees of both associations should be cared for as well as the interests of the two organizations. 9. The constitution of the Virginia Education association should be amended where necessary to accomplish the merger of the Virginia Teachers Association with the Virginia Education Association. Arlington Education Association � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of Qualifications for Teachers Description An account of the resource Statement of qualifications for teachers for membership in Association. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Arlington Education Association Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 9_0_18_1_9 https://projectdaps.org/files/original/72bac277f64463d6a5aec88362eb6368.pdf 2c42479974c7be4a001d77c5eed6e8a2 PDF Text Text i AEA , - 1 .7 Qctobjer 20, 196A FLAW uF ACT10W We move that the UEA Staff and officers take ths leadership in forming and convening a VEA-VTA joint, fact-finding committee and further that the charge to this joint committee be: (1) To study the full implications of WEA Resolution „12, titled Deseqretion in the Fublic Schools, adopted at the 196L convention'.' (2) To conduct a survey of local affiliates of UEA and VTA to determine: a) The number of members of each of the l/irginia state as­ sociations currently in desegregated or merged locals. b) The percent of total membership in each state associa­ tion represented by those currently in desegregated or merged locals. c) The way desegregation or merger uas accomplished in each of these locals, ... the difficulties that were encountered, ... the means used to overcome the difficulties, and ... the feeling of members regarding advantages or disadvantages of the desegregation or merger. d) The current discussions, studies or plans for desegregation or merger taking place in segregated locals in Virginia. e) The status of desegregation in each of the public school systems in l/irginia. (3) To survey (or request WEA to survey) other state associations that have recently effected desegregation or merger of their state and local associations as well as those still maintaining segregated associations. This should be done with reference to the current status and thinking of others affected by the WEA Resolution. (L) To determine what major obstacles and requirements would be en­ countered in merging the state and local associations in Uirginia. (5) To determine what might be the ultimate consequences of an effort to maintain segregated state associations in view of WEA Resolu­ tion i'i 12. (6) To project a timetable for a proposal to merge Virginia's state and local associations based on the estimated timE required to overcome the major obstacles and tD implement requirements for merger. (7) To publish a full report on the findings of this joint committee in the May issue of the respective state journals. Arlington Education Association � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Study Re: NEA Resolution 12 Description An account of the resource Committee to study the full implications of NEA Resolution #12, Desegregation in the Public Schools. Conduct a survey to determine the number of members have been affected by desegregation. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Arlington Education Association Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 9_0_18_1_10 https://projectdaps.org/files/original/51c1f190c69574285ea885a007bb329e.pdf 27aad832fb3ccb8c498909ce59dbcc75 PDF Text Text ARLINGTON EDUCATION ASSOCIATION Arlington, Virginia REPORT OF THE SALARY COMMITTEE AEA #A6 9/17/6A The existing policy for the implementation of the salary schedule in Arlington County states that a career teacher earning a Masters' degree is to receive a sal­ ary increase not to exceed $500. Under the present policy, a teacher transferring from the Bachelor's Career Scale to the Masters' Career Scale may receive an in­ crease of $100, $200, $300, $AD0 or $500 solely dependent upon the particular salary step he has attained on the BA Career Scale when his degree work is completed. The actual differentials for this transfer under existing policies are indicated graph­ ically by the arrows in Appendix I on page 3. In the 1962-63 Salary Scale, all teachers who transferred from the BA Scale to the MA 5cale received a $A00 differential at each step. The present transfer policy for moving a teacher from the MA Career Scale to the Doctor's Career Scale similarly provides a regular $500 differential at all steps of the MA Scale. The BA Career Scale does not provide for the same increments at corresponding steps on the MA 5cale; therefore, the transfer differential presents the varying pattern mentioned above. The inequity involved in the present transfer procedures may be better under­ stood if one considers two hypothetical teachers; A and B as designated on the Scales in Appendix I. Teacher A is on Step 11, teacher B is on Step 12 of the Bachelor Career Scale. Teacher A with a salary of $8A00 on the BA Career Scale can transfer to the MA Career 5cale Step 10 with a salary of $8900 giving a differential of $500. Teacher B with an $8800 salary and one step ahead of teacher A on the BA Career Scale cannot move to Step 11 with a $9A00 salary on the MA Career Scale be­ cause the differential would be $600 or $100 in excess of the present $500 limita­ tion on such transfers. By existing policy teacher B is also placed on Step 10 of the MA Career Scale with only a $100 differential for having acquired his MA degree. Teacher B has received $A00 less than teacher A for his MA Oegree; yet both teachers have met identical requirements. Therefore, the only difference between the two teachers is the fortuitous circumstance of which step of the BA Career Scale they are on at the time they receive the MA Degree. One teacher who actually received the $100 increase in the above example, estimated that despite the fact he received some scholarship assistance, he had spent in excess of $1,000 for tuition and books at the American University in order to obtain his MA degree. In addition, he estimated that he invested over 1,500 hours of his time in preparing for his advanced degree. This latter figure was calculated by estimating that it took two hours of preparation for each hour in class. If this teacher had spent a like amount of time on a part-time job that paid a minimal wage of $2.00 per hour, he could have earned $3,000. This means that for a personal investment equivalent to $A,000 he received an immediate monetary return of only $100 on the salary schedule. Extensive thought and study has been given to this problem by our school admin­ istration and teachers alike. Although the Bachelor's Career Scale and the Masters' Career Scale begin with a differential of $500, they progress with unequal incre­ ments as pointed out above; the existing problem in one form or another is unavoid­ ably with us. That is, it does not appear possible to arrange the two salary scales so that teachers can transfer from varying steps on the BA Career Scale to the MA Career Scale with a comparable differential without a significant revision of the existing salary scale which would affect many teachers who have no relationship to the transfer problem. The only approach that appeared feasible in attempting to correct the inequities in the existing policy will place some teachers between steps of the MA Career Scale for varying periods of time. Understandably the administra­ tion of salaries and accurate appraisal of continuing costs of the salary scales would be more complex if large numbers of teachers received salaries placing them between steps on the salary scale. �REPORT OF THE SALARY COP1P1ITTEE (cant.) 2 9/17/6A However, the paint af greatest importance to staff morale is that teachers should receive equal differentials in salary as the result of having attained com­ parable advanced degrees. The 5alary Committee made every effort to eliminate the salary inequity-while maintaining the maximum degree of administrative efficiency in-fiscal management. A solution has been proposed by the AEA Salary Committee which- would remove the transfer inequity by granting all BA Career teachers the same differential while leaving them between steps the shortest period of time. Specif­ ically, the proposal is: That the Arlington County School Board authorize, in addi­ tion to the yearly increment, an increase in salary of $500 for the current year for any BA Career Scale teacher who has shown evidence of having completed his Plasters' degree requirements before September 1, 196A, and that such teacher shall receive a minimum increment of SABO in each succeeding year until he reaches an established step on the PIA Career Scale, such step to be reached by $500 increment wherever applicable. It is further recommended that the stipulations herein shall also apply to BA Career Scale teachers who complete Plasters' degree requirements subsequent to September 1, 196A as well as those who qualified for the P A Career Scale effective I September 1, 1963. As described graphically in Appendix II, page A, this proposal would equalize the salary differential for the P A and put teachers at particular places in between I steps for a minimal period of time. The proposed career transfer scale attempts to retain simplicity in arrangement so that it can be easily interpreted; in annual cost appraisals, the relatively few teachers between steps in a given year would be nominal. An analysis of the plan will show that of the 11 possible transfer steps, three BA steps (6A0Q, 8A00 and 1D5B0) move teachers to the PIA Career Scale directly; five BA steps (8000, 880B, 92BB, 9600 and 10000). will require only one year between PIA steps; and three BA steps will be out of a phase for 2 years (7600), 3 years (7200) and A years (6800), respectively (see Appendix II for graphic description). Since only 15-20 teachers are expected to move from the BA Career Scale to the PIA Career Scale annually, the $5Q0 differential for all would not likely require a great deal more money than the cost for the existing policy which provides $100, $200, $300, $A00 or $500. It is our sincere hope that such a plan can be developed in the best interest of teacher morale. Ue pledge our full support in the effort to achieve an equitable solution to this vexing problem. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Transfer Procedures Description An account of the resource Explanation of the transfer procedures for teachers that move from BA to MA or PHD. Explains inequity in the present transfer procedures. Proposes a plan to eliminate inequities. Pages 1 and 2. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Arlington Education Association Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 9_0_18_1_11 https://projectdaps.org/files/original/a58dfdfb3d6f6f0b007b44ee479f8659.pdf cf999728774e7a786054e0cb88cf8de7 PDF Text Text REPORT OF THE SALARY COMMITTEE (C o n t.) 9/17/64 -3 - APPENDIX I AEA # 4 5 ARLINGTON EDUCATION ASSOCIATION A r lin g t o n , V i r g i n i a AEA S a la ry C om m ittee 1 9 6 4 -6 5 C u rre n t D i f f e r e n t i a l s f o r A c q u ir i n g MA D e g re e BAC areer Step 6 7 a 9 10 11 12 MACareer 6400 ____________ -- - -J. o _ ~ _ 6800 ----------------- . 7200 — ------- - ' •^6900 /■i~- -1 o■ C . _JLO O 760n 3 o c Ronn H o O ^00 (A) ...... ' ~s 8a° 0 ( B ) _____ _______ o ? 8400 ✓ a ^ ,8 9 0 0 / <70______ A r . r L 13 9200 -■ •••- • * - ----^ C - O ___ 14 9 6 0 0 --- , 9400 ✓ * ^ 1 " " ->( C v 15 ^ ___ ^ ____ -10200 iOOOO 10600 16 ^■0500 17 ie r . D O >11000 11400 11700 ^ O O Q (A ) (B ) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Salary Differentials for MA Degree Description An account of the resource AEA Salary Committee 1964-65, Current Differentials for Acquiring MA Degree. Chart. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Arlington Education Association Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 9_0_18_1_12 https://projectdaps.org/files/original/19473c6f12b3ae6eecb4e077c1827e2f.pdf eb783c1cf3cb2d672d65f4eddf127241 PDF Text Text REPORT OF THE SALARY COMMITTEE (Cont.) -4APPENDIX II 9/17/64 AEA #46 ARLINGTON EDUCATION ASSOCIATION Arlington, Virginia AEA Salary Committee 1964-65 Proposed Career Transfer Scale BA Career Step 6 6800 a 7200 9 7600 10 8000 n 8400 12 8800 13 9200 14 9600 15 10000 16 MA Career 6400 7 *CTS 10500 17 11700 18 12000 This proposal provides a $500 differencial for all BA Career Teachers who acquire the MA Degree and are qualified to move to the MA Career Scale. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Proposed Career Transfer Chart Description An account of the resource AEA Salary Committee 1964-65, Proposed Career Transfer Scale. Chart. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Arlington Education Association Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 9_0_18_1_13 https://projectdaps.org/files/original/6682a9e4129b7f24a43aabab8d804507.pdf f6be4923c5deb2aa16bfdc0dfb723bc3 PDF Text Text PLE A S E POST ARLINGTON EDUCATION ASSOCIATION Arlington, Virginia EXECUTIVE COMMITTEE MEETING MINUTES AEA #6A October 8, 196A The third regular Executive Committee meeting for the year 196A-65 was called to order at 6;A2 p.m. by the president, Mrs. Algor, at Stratford Junior High School. All members of the Executive Committee mere present. Mrs. Algor introduced Mrs. Rose Holton who presented candidates for local and state races in the November 3 elections. Mrs. Holton asked each candidate to speak for five minutes. A question and answer period followed their presentations. All candidates were invited to the meeting. Those who took part were: Richard May, Republican candidate for U.S. Senate; James Respess, Independent Democratic candidate for U.S. Senate supporting Johnson-Humphrey; and Tom Richards, ABC can­ didate for the Arlington County Board. All candidates were sent a list of questions pertaining to education issues related to the office they seek. These will be printed in a special November is­ sue of the AEA REPORTER. FINANCIAL REPORT - Miss McPherson, treasurer, explained the financial report (AEA #61) and the report (AEA #60) covering insurance and bonding for the AEA of­ fice. Mr. Stiss moved that the Executive Committee recommend to the Board of Di­ rectors that the deficit in item #12.7 for insurance and bonding be removed by an allocation from item #25.1, unobligated cash reserve. Mr. Montgomery seconded the motion. Motion carried with no dissents. Mrs. Day moved approval of the financial report. Mrs. Holton seconded. Motion was carried with no dissents. OFFICERS REPORT - Mrs. Algor requested from executive committee members 196A-65 projects for all AEA committees, names of committee members and necessary financing for committee work for the balance of this fiscal year. EXECUTIVE SECRETARY REPORT - Mr. Bogen handed out results of AEA questionnaire and VEA Committee Reports that will be considered at the VEA Convention. COMMITTEE REPORTS 1. Legislative - There was discussion about the NEA resolution on desegregation in state and local associations and the study recommended by the VEA Board of Direc­ tors on the matter of opening VEA membership to all members of local associations. The VEA Board paints out this would involve rescinding the 1955 resolution limiting membership procedures to past traditions of VEA. Dr. Rupert merger of state the proposal of committee to be 22 AEA Board of Picott, executive secretary of VTA, discussed VTA's stand on the associations. Mrs. Halliday, president of District H, clarified the VEA Board. After lengthy discussion, Mr. Stiss asked for a set up to study this and prepare a recommendation for the October Directors meeting. Members of— -the special committee are; Alex Costea, Mary Collins, and Bud Adler. John Atkins, Harvey Wright, Harvey Wynn, Mr. Atkins moved adoption of AEA platform for state legislation. seconded. Motion carried with no -dissenting votes. Mr. Wynn 2. District H - The District H dinner will be held at 5:30 on October 28 at the John Marshall Hotel, Colony Room. �EXECUTIUE COMMITTEE MEETING MINUTES (cant.) - 2 - October 8, 1964 The annual District H meeting will be at Kenmore at 8:00 p.m. an October 21. nr. Franklin Cain, Field Representative .of UEA, will attend. 3. Citizenship - Candidates' responses to AEA questionnaire will be published in a special edition of the REPORTER. UEA election return project referred to Rose Holton, chairman of the AEA Citizenship Committee, for decision. Firs. Holton was empowered to proceed on this project provided that it seemed advisable. 4. Credentials - Firs. Tarantola reported that her committee has studied the AEA bylaws and AEA policies now in existence. She painted out that AD Hoc committee chairmen are not eligible for automatic nomination to attend the UEA convention as are standing committee chairmen. Ad Hoc chairmen can still be nominated by their own faculties. The committee has prepared the PR&R ballot and submitted it to the AEA office for duplication and distribution. The Credentials Committee suggested personal contact with absentees from the Board of Directors meetings (i.e., at least a call to those who do not attend). Firs. Algor agreed to appoint an advisory committee from the Board of Directors to study ways of improving attendance at Board meetings. It was recommended that each Board of Directors member bring a person from his school to each meeting. 5. Salary - Fir. Wynn reported the BA-F1A transfer plan was discussed with Fir. Reid. It was not taken up at the last school board meeting by the executive secretary. However, the matter was discussed by the School Board and recommendations from the school administration will be forthcoming by the time Dr. Laszlo Ecker-Racz returns from his Asian trip. AEA will continue to work with the school administration on this problem. Fir. Wynn painted out the need for information regarding teacher placement on the current salary scale for a cost analysis by AEA. The executive secretary re­ ported past, present and future efforts to get this information. Apparently, the handling Df such information has been transferred to the data processing office from the personnel office. This has produced some delay in securing the informa­ tion. Other community organizations would also like to secure the same information. Fir. Wynn feels that after all the talk about improved communications more needs to be done to acquire basic data more efficiently for use in pre-budget work. Fir. Cornacchione expressed his feeling that Fir. Wynn has a legitimate point. 6. Social - Fliss Hay requested that those who cannot come to executive committee meetings please notify her in advance. This will avoid preparing too much food for the executive committee dinner. The meeting was adjourned at 10:05 p.m. Respectfully submitted, Flary Collins Recording Secretary � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Meeting Minutes Re: Transfer Scale Description An account of the resource Executive Committee Meeting Minutes including discussion of BA-MA transfer plan. 2 pages. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Arlington Education Association Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 9_0_18_1_14 https://projectdaps.org/files/original/56dc97bdf2215b13fe9e16b426b7c113.pdf cfb829ca412e37206a9ac984edf46f0f PDF Text Text • * -2 September Expenses O ffice Expenses (12) 1 2 .1 Rent 1 2 .2 Expendable S u p p lie s 1 2 .3 Telephone 1 2 .A P ostage * 1 2 .5 Machines ‘and F u rn itu re 1 2 .6 R epair & R ep lace Equip. 12!.7 Bond and In su ra n c e 1 2 .8 P e tty Cash Fund P u b lic a tio n s (1 3 ) 13..1 AEA R e p o rte r 1 3 .2 O ffice and Committees A f f i l . & Memberships (14) 1 4 .1 D i s t r i c t Dues 1 4 .2 O ther O rg a n iz a tio n s 15 ..1 Conventions & Conf. 1 6 .1 L ead ership ’ Conf. 1 7 .1 S c h o la rsh ip Fund 1 8 .1 A ttorney Fees 1 9 .1 ■ Exec. Committee D inners . ’ 2 0 .1 B u ild in g Fund 21.1. Mew T eacher .'Housing 2 2 .1 . M isce lla n eo u s-N o ta ry Comm. T o ta l *HHr)c (-)or,1)HHHHr)H SHW HH iH HHHH > -/-) -H rv (-* H 175.00 194.34 55.97 . 90.00 - 9 .0 0 - .26.90 4.55 . 495.77 - 20.80 125.00 p $3,879.58 . • *23.1. C onventions & Conf. • * 2 3 .2 .AEA L ead ersh ip Conf. • * 2 3 .3 -B u ild in g Fund' * 2 3 .4 R epair & R eplace Equip. ■5HS-24.1 AEA Show 25.1. R eserve, U nobligated Cash F e d e ra l Taxes . .FICA T o ta l • Less employees' w ith h o ld in g T o ta l D isbursem ents CASH RECONCILEMENT Bank Balance 9 /1 /6 4 R e c e ip ts D isbursem ents Bank Balance 9 /3 0 /6 4 01,9 5 6 .3 6 1 6 ,9 2 1 .3 8 $ 1 8 ,8 77.74 5 ,1 61.25 0 1 3 ,7 1 6 .4 9 - 1,239-50 - - 29.40 310.49 41.61 '5 ,5 0 0 .5 8 339-33 $ 5 , 1 6 1 .'25 Expenses To D ate 7 0 0 .0 0 274.19 2 3 5 .6 0 23 9 .6 3 47 3 .9 0 9 .0 0 6 2 2 .0 0 1 0 0 .0 0 1964-65 Budget * —’• • ’ 2 ,1 0 0 .0 0 1 ,0 0 0 .0 0 850.00 4 0 0 .0 0 500.00 25Q.OO 250.00 100.00 1 ,4 0 0 .0 0 725.81 614.40 160.37 26.10 241.'00 (3 7 2 .0 0 ) — 1 1 0 .9 0 3 8 .1 0 2 , 500.00 190.00 2 ,3 8 9 .1 0 151.90 300.00 306.00 200.00 130.50 6 9 .5 0 1 ,0 0 0 .0 0 ’ 1 ,0 0 0 .0 0 500.00 - . 5 0 0 .0 0 500.00 500.00 200.00 2 0 0 .0Q 250.00 229.20 2 0 .8 0 500.00 .500.00. 500.00 500.00 35.00 35.00 $25,226.23 . $ 1 4 ,2 4 9 .3 2 $39,475.55 ■» /• > v«»« UWc-/hwnri! Tnhn»U 1\/ 1 BBHKr> ■ n» > oHHHc"W H H H H K H <H K H H H H fr Balance 5 /31/64 2 , 4 2 2 .0 1 4 ,5 6 6 .9 2 2 ,1 4 4 .9 1 1 ,4 6 5 .2 1 9 3 2 .7 1 532.50 987.00 987.00 159.00 159-00 453.00 10.01 442.99 1 8 ,7 8 1 .1 6 1 8 ,4 2 9 .9 1 3 5 1 .2 5 - CASH IN BANKS C larendon T ru s t Co. No. Va. Sav. & Loan 1 s t . Fed. Sav. & Loan . A rl. T each. C re d it Union ■-'•Reserve,. Running .Accounts E s t. by AEA Board 5/29/63 **R eserve, S p e c ia l Account E s t. by AEA Board 5/1 4 /6 4 C u rren t B alance * — $ 1 3 ,7 1 6 .4 9 133.66 1 2 ,2 1 7 .2 1 27.57 $ 2 6 ,0 9 4 .9 3 �ARLINGTON EDUCATION- ASSOCIATION AEA #61 October 7, 1964 RECEIPTS: September Membership dues Ads in Reporter #13-1 UESA reimb. telephone #12.3 Individuals fee toward LTI Cost's #23.2 Reimb. from NEA conv. #23.1 . , • •• • ' ' 1 DISBUR3EI.IENTS: , E le c te d O ffic e rs (1 -5 ) 1 .1 P re s id e n t v 2...1 P re s id e n t E le c t 3 .1 Vice P r e s id e n t 4 .1 T re a s u re r ' 5 .1 P a rlia m e n ta ria n 'Com m ittee Expenses ( 6 ) 6 .1 Budget ( a u d it) ■6.2 B u ild in g 6 .3 C itiz e n s h ip 6 .4 C o n s titu tio n . 6 .5 C re d e n tia ls 6 .6 L e g is la tiv e . 6 .7 Membership . 6 .8 P erso n n el P o li c ie s . 6 .9 P ro f. R e l. (TEPS) 6 .1 0 Program • __ 6 .1 1 Pub. R el. Community S erv . . 6 . 1 2 Remembrance . 6 . 1 3 R etirem ent . 6 .'14 S a la ry 6 .1 5 S o c ia l ' O ffice P e rso n n e l (7-11) .E x e c u tiv e S e c re ta r y (-7) 7 .1 S a la ry 7 .2 FICA >• 7 .3 R etirem en t In su ra n ce 7 .4 T rav e l (L ocal 0 90 / mi . ) 7 .5 H o s p ita liz a tio n . 7 .6 P u b lic R e la tio n s A d m in istra tiv e S e c r e ta r y ( 8 ) .8.1 S a la ry .8 .2 FICA 8 .3 .R e tire m e n t In su ra n c e 8 .4 T rav e l C le rk -T y p ist ( l / 2 t i m e ) ' ( 9 ) 9 .1 S a la ry 9 .2 FICA Bookkeeper C l.-T y p . ( 1 /2 1tim e ) 1 0 .1 S a la ry 1 0 .2 FICA E x tra Help (11) 1 1 .1 S a la ry 1 1 .2 .FICA $ ,000.00 16 9 0 .0 0 48.63 707.00 73.75 .$16,921.38 ■ September Expenses .i E xpenses To D ate 1964-65 Budget C u rren t Balance $1 0 0 .0 0 50.00 2 5 .0 0 2 5 .0 0 2 5 .0 0 $6 6 .9 8 50 .0 0 '25.00 25.00 2 5 .0 0 < • •:>* . '• /■. $33.02 — ^ . ' 1;V!• 175.00 . - ■. • !4 - 175.00 - — \ \ t -.: ' »V * .... • ;\ . > ; . T~" ■. 1 225.10 -’ 18 .5 0 290.37 - 2 2 5 .1 0 ■ •1 8 .5 0 1 5 .0 0 — 340.37 1 5 0 .0 0 2 5 .0 0 2 5 .0 0 25.C O 2 5 .0 0 2 5 .0 0 2 0 0 .0 0 2 5 .0 0 2 5 .0 0 3 0 0 .0 0 3 0 0 .0 0 3 0 0 .0 0 2 5 .0 0 50 .0 0 300 .0 0 ( 25 . 0 0 ) 25 .0 0 2 5 .0 0 2 5 .0 0 25.00 2 5 .0 0 (2 5 .1 0 ) 25.00 2 5 .0 0 2 8 1.50 285.00 3 0 0 .0 0 2 5 .0 0 5 0 .0 0 (4 0 .3 7 ) 923.06 31.54 2.95 3 ,9 6 9 .3 9 8 .3 4 400.00 9 9.22 1 3 0 .0 0 51.75 12 , 0 0 0 .0 0 174.00 4 0 0 .0 0 600.00 1 3 0 .0 0 2 5 0 .0 0 8 , 030.61 1 6 5 .6 6 500.78 198.25 500.00 1 10.00 2 , 0 0 0 .0 0 3 6 .2 6 f 3 0 .0 0 6 , 00 Q.0 0 174.00 405.55 1 1 0 .0 0 4 , 0 0 0 .0 0 137.74 405.55 8 0 .0 0 172.41 - t 689.72 1 2 .5 0 2 ,069.00 75.00 1 ,3 7 9 .2 8 6 2 .5 0 172.41 - 689.72 1 2.50 2 ,0 6 9 .0 0 75.00 1 ,3 7 9 .2 8 6 2 .5 0 160.91 40 7 .7 4 1 1.57 750.00 44.00 342.26 32.43 (1 0 ) - � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Treasurers' Report, September 1964 Description An account of the resource Treasurers' Report for September, 1964. 2 pages. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Arlington Education Association Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 9_0_18_1_15 https://projectdaps.org/files/original/4d9c214bcec5dbe211755fac464e3b00.pdf 5995f1d238154244d8bf1d71142aaf89 PDF Text Text AEA #50 ARLINGTON-EDUCATION ASSOCIATION Arlington, Virginia O c to b e r MEMORANDUM TO: 8, 196A Board of Directors FROM:'" ‘ Robert U. Bogen, Executive Secretary SUBJECT: Tabulation of AEM Questionnaire Last spring at the request of the AEA Board of Directors, a question­ naire was distributed to secure information and opinions from members. The results were to be used to guide officers and committee chairmen-in” planning their work this year. As evaluated by comments and constructive criticism, the questionnaire was felt to be too long and too detailed. Despite this handicap 928 ques­ tionnaires were returned. Many came in with a limited number of questions answered. The reason for this, as stated on several, was the fact that the teacher had not been in the system long enough to give a valid response to certain items. Considering the length of the questionnaire and the difficulty involved in completing it, the total response on various questions was good. Varia­ tions in the total number of responses appear in the results since questions were skipped for reasons known only to the individuals responding. One ex­ ample was pointed out above. Another serious handicap was our request for the name of the teacher on the first page despite our assurance of confidential treatment. Our next questionnaire of this type should be anonymous for a higher return totally and also on certain "touchy" questions. All in all, the results should help us considerably in developing this year's program. Please express our thanks to everyone in your building who cooperated with us by turning in a questionnaire. We want to thank all those who helped in the massive job of tabulating and compiling the results over several months. .. We are sending several copies for placing in the teachers' rooms. If any AEA members desire additional copies, we will run extra sets at a later date. Bring such requests to the next Board meeting an October 22. �ARLINGTON EDUCATION ASSOCIATION Arlington, Virginia RESPONSES TO SALARY COMMITTEE QUESTIONNAIRE QUESTION: Do you prefer salary payments in 10 months? In 12 months? Response Percent 10 Months 78 8.7% 12 Months 817 91.3% QUESTION: Should we be given option of drawing balance of salary due at end of school or leaving money for regular payments including interest accrued beyond school year? Percent Response Yes 612 81% 19% No 1A3 QUESTION: In which of the following areas do you feel the School Board should make an increased effort to assist teachers in complying with requirements of career scale? Response Percent Tuition 5A8 53. A% Travel Expense 13. A% 137* Salary supplements 196* 19.1% 13. A% Other 137 None 8 .7% * Includes AA, all three; 2 Travel & Supplement; 53 Tuition & Travel; A0 Tuition & Supplement. QUESTION: To date, how do you feel the career scale has affected morale of Arlington County professional personnel? Percent Response Greatly improved 3A A. 5% Somewhat improved 151 20.0% Remained the same 178 23.7% Detrimental 39.6% 298 12.2% Very detrimental 91 QUESTION: On the basis of your present information and observation of the career scale, to what degree do you feel it will bring about anticipated improve­ ments in the quality of the instructional staff of Arlington County? Response Percent 6.1% A2 Significant improvements 28. A% Some definite improvements 195 316 A 6.0% Few improvements 11.2% 78 Retard improvements 8.3% Weaken past improvements 57 QUE5TION: Do you feel the career scale is a "Merit Rating" plan? Percent Response 70.0% Yes A79 30.0% No 206 If yes, do you recommend "Merit Rating" provisions be: Continued 81 17.6% Eliminated 378 82.A% �RE5P0NSE5 TO SALARY COMMITTEE QUESTIONNAIRE (cont.) - 2 Responses to"'~AEA Priorities on Salary - Personnel Policies Number each of the following items uith a 1, 2, 3, A or 5, depending on whether you want f E l to consider it an item of: lf 1 - Highest priority 2 - High priority 3 - Average priority A - Lou priority 5 - No significance to AEA The need for a definite and effective appeals procedure in dealing uith grievances arising out of moving into and progressing along the career scale. Response Percent Response Percent 1 - 316 Al.5% A - 1A 1.7% 2 - 268 5 - 9 1 .1 % 35.1% 3 - 157 2D. 6% f, The need to reinstate the 1/6 provision for summer school teaching without the limiting ceiling of &1A0D (because this ceiling clearly creates an inequity for career teachers). Percent Response Percent Response 1 - 186 25.6% A - 68 9.A% 2 - 2AA 33.5% 5-28 3.8% 3 - 20127.7% -The need to accelerate the reaching of maximum on career scale. Response Percent Percent Response 2A8 36.5% 'A - 55' 8.7%"' 2 - 169 2A.8% 5-12 1.8% 3 - 192 28.2% Further clarification of the courses and equivalencies that are acceptable to be applied to career scale. Percent Response Percent Response 5.0% A - 3D Al.0% 1 - 2AA 5 - 6 1.0% 32. A% 2 - 19 2 2D. 6% 3 - 123 Further clarification of the evaluation procedures connected with the career scale Percent Response Percent Response 5.0% A - 29 A7.3% 1 - 277 .8% 31.2% 2 - 183 5 - 5 3 - 9215.7% Proposals for a Resource Teacher 5cale with a salary range of $8AD0 to $1A,AD0 be given exhaustive analysis as to all ramifications in order to avoid as many pitfalls as passible. Response Percent Response Percent 1 - 153 29.8% A - 52 9.8% 2 - 1AA 27.3% 5-18 3.A% 3 - 161 3D. 5% �RESPONSES TO SALARY COMMITTEE QUESTIONNAIRE (cont.) 3 The need to establish uniform salary practices in employing professional personnel in terms of past professional experience. Percent Responses Responses Percent A .0% A9.1% 1 - 233 ■ - 19 A 1.3% 2-86 5 - 6 18.1% 27.5% 3 - 130 - ... The need For the School Board to recognize a salary scale for those with flA degrees plus 30 hours of graduate credit. Percent Response Response Percent 5.3% 28.8% 1 - 166 A - 31 1. A% 5 - 8 2 - 222 38.3% 26.2% 3 - 151 The need to develop -an attractive administration and supervisory salary schedule with a definite relationship to the teaching schedule. Percent Percent Response Resoonse A. 2% * - 19 + 1 - 180 AD.0% 2.8% A6. 3% 5-12 2 - 208 3-30 6.7% That steps on the basic and career scales be established as annual increments. Percent Response Response Percent 3.8% 1 - 233 * - 20 + AA.3% 1.9% 2 - 182 5-10 3A.6% 3-81 15.*+% The need to establish a comprehensive and well-defined set of personnel policies with participation by representatives of the AEA. Percent Response Response . ..Percent . ..... 5. A% * - 2+ + * 56.6% 1 - 250 2.5% 5-11 2-31 7.0% 3 - 126 28.5% That all elementary teachers be relieved of supervision of the children at least during their lunch periods. Percent Response Response Percent "I"'- 351 3. A% A - 20 59.1% 2 - 1A9 1.8% 25.1% 5-11 3-63 10.6% That means be provided to eliminate clerical and routine duties so that teachers have more time to devote to preparation and instruction. Response Response Percent .Percent 1 - 338 55.2% A - 13 2.1% 2 - 165 5 - 6 27.0% 1.0% 3-90 1A.7% �RE5PDIM5E5 TO 5 ALARY CONWITTEE QUESTIONNAIRE (cant.) - A - Professional Personnel Survey QUESTION: Average number of hours sperit per week on""school-related matters beyond the regular school day (include faculty meetings, PTA meetings, lesson preparation, grading papers, preparing recdFds" home visitations, etc.) Response Percent 102 20 hours or more 16.7 % '-■63 ■'“ ■ 16-20' ’ hours 10.A % 15A 11-15 hours 25.3 % 5-10 hours 280 A6.0 % 1.6 % Less -than 5 hours 10 QUE5TION : Do you 'have a period in the daily schedule during which you are free from teaching responsibilities? -,, ResponsePercent Yes 513 65.3% No 272 3A.7% QUESTION: To what extent do you effectively participate in a cooperative develop­ ment of the general policies within your school? Response Percent Substantially 265 33.7 % Somewhat 319 AO.6 % Very little 1A0 17.8 % None ■ ■ 62 7.9 % QUESTION: To what extent do you effectively participate in a cooperative develop­ ment of the general education policies for the Arlington school system? Response Percent Substantially 121 15.5 % Somewhat 255 32.7 % Very little 265 3A.0 % None 139 17.8 % QUESTION: Are you employed in non-school employment during this school year? Response Percent Yes 99 11.7% No 7A0 88.3% QUESTION QUESTION: How do you rate the physical facilities in your school? Response Percent Excellent 15.2 % 128 Very Good 30.8 % 260 Good 235 27.9 % Fair 166 19.7 % Unsatisfactory 5A 6.A % i do you rate the quality and quantity of your teaching Percent Response Excellent 132 18.3 % Very Good 239 33.3 % Good 259 35.9 % Fair 10.6 % 77 Unsatisfactory 1A 1.9 % �RESPONSES TO SALARY COMMITTEE QUESTIONNAIRE ( C d r i t V ) 5 - Professional Personnel Survey UUESTION • Do you consider your--teaching load to be reasonable? Percent : ’ .- .y - .i Response , •• ■ J. , .. ■ ■ 8A .0 % Yes 16.0 % No QUESTION: Do yo.u find pupils and parents reasonably cooperative? Response Percent Yes 803 97.6 i No 20 2.k % QUESTION: What is your estimate of teacher morale in your school? Response Percent Uery high - £5 8.0^ High 271 33.2 % Average 339 A1.7 % Lou Ilk 1A.0 % Uery lou - - 2 5 - .. : • 3.1 % QUESTION: What is your estimate of teacher morale throughout the school system? Percent Response 1 .6 % 11 Uery high lk 6 22.0 % High 5k. 3 % Average 360 19.6 % Lou 130 2.5 % Uery lou 17 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Explanation of Salary Questionaire Including Common Critiques Description An account of the resource Explanation of questionnaire including criticisms of questionnaire. Questionnaire developed to guide officers and committee chairmen in planning their work for the year. Following 5 pages are respones to salary committee questionnaire. 6 pages. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Arlington Education Association Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 9_0_18_1_16 https://projectdaps.org/files/original/1cbe2e8e58a956ffa068530656216812.pdf 7b4f687a9c028c49e4e15360b7dac148 PDF Text Text �a Qj 2 ^ < - Cm - f< ? ^ 6 "" O cr& *X c (2& 4U t x - * ^ ll $ m . C V a v 7 7 / 7 77 2 '^ z yt /u . < & ic x . ^ » ; ' ^ 7 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Handwritten Notes on Racial Mix of Schools Description An account of the resource Handwritten index card concerning racial mix of District Schools, lacking context. Verso total students, by race, in elementary, junior high, senior high and Teachers College. 2 pages. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource unknown Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1940s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 9_0_18_1_19 https://projectdaps.org/files/original/153e9b1e802a327c19d8e19f15b62938.pdf 1eefe1233ec0b82a97dfe91dfcc78de9 PDF Text Text DRAFT ARLINGTON EDUCATION ASSOCIATION Arlington, Virginia AEA # 6 3 10-8-6A AEA Legislative Positions for VEA-VTA Conventions Reaffirm oppositon to poll tax as a prerequisite for voting in local and state elections. Commend those responsible for the passage of the constitutional amendment eliminating the poll tax in federal elections. Commend those Virginia citizens who have persisted in the effort to bring about fair representation in the apportionment of our state legislature. Urge continued efforts through legislative and judicial actions tD bring about a proper reapportionment of the Virginia legis­ lature with all deliberate speed. Urge state financial support to be allocated to those school systems which institute qualified public kindergartens and programs of public education for grades 13 and 1A„ Commend and support the Arlington School Board in its recommendation that the Virginia Legislature provide at least one coeducational teachertraining institute at the earliest possible date. Urge legislative action that will bring about a proper selection of Virginia's State Superintendent of Public Instruction by the State Board of Education. The September issue of the VEA Journal (p.A5) points out that this was a goal in the September 1929 issue of the VEA Journal-"The State Superintendents should be elected by a State Board of Education . . . Urge the passage of permissive legislation that would allow Virginia communities to petition for a referendum if they should choose to change their present method of selecting school board members. The referendum would permit both elective and appointive methods. Urge the repeal of legislation which provides for tuition grants from public funds being used to finance private education for grades 1-12. Urge Legislation be enacted to reestablish Virginia's compulsory attendance laws as formerly constituted. Urge the repeal of legislation which permits local fiscal bodies to have an undue amount of control and influence over school budgets and expen ditures. Urge the support of legislation which would expand Virginia's efforts to set up a state-wide educational television network and foster the development of regional stations within the state. Urge enactment of state legislation to develop and encourage sound programs of educational research at the local and state levels. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource AEA Positions Description An account of the resource 11 positions the AEA will promote. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Arlington Education Association Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 9_0_18_1_20 https://projectdaps.org/files/original/36beffb3c652a6cd4cff4278e0fd847d.pdf 297e3a07a519e4f8d94a3fd2b28d88d3 PDF Text Text October 6, 1964 - 2 - Comprehensive Insurance and Bonding coverage for AEfl Office On a comparative three year basis, making the one year payments would amount to $733.05 while on a 3 year basis (where available) the payment would amount to $660.00 thereby giving AEfl the savings of *73.05. In order to take advantage of this substantial saving of association funds, the budgeted item of $250 was overspent by $372 with approval of the officers in June. Actually the entire budget for insurance and bonding of $240 was unspent from last year's budget since we delayed payment on this item until we could properly assess the needs for a comprehensive program. When .next year's budget is formulated, this item of insurance and bonding will consolidate these expenditures and set up a running account to take advantage of the three year savings without affecting any one year's budget drastically. �ARLINGTON EDUCATION ASSOCIATION Arlington, Virginia MEMORANDUM AEA # 60 October 6, 1964 TO: Board of Directors FROM: Robert U. Bbgen, Exec. Secy. SUBJECT: Comprehensive Insurance and Bonding coverage for AEA Office AEA Insurance and bonding coverage in the past has been limited to a blanket fidelity bond. After consultation with insurance and bond advisors, the following coverages were recommended for AEA as giving the association proper protection from various liabilities encountered in the running-of a business office of our type and size: Type 3 year Premiums Savinqs 1 yr. 3 yr. Office liability Policy 325/50,000, Bodily injury *5,000 Property Damage 316.00 #48.00 Fire insurance on contents of office 310,0D0 (80% coverage) 17.00 45.00 * 6*00 Workmen's Compensation insurance on all employees 22.00 50.00 16.00 Office Theft insurance to cover contents of office *2,000. 20.50 55.DO 6.50 3. Employees Non-Ownership Liability Insur­ ance *25/50,000. Bodily Injury and *5,000. Property Damage (This coverage will protect the employer for any liability imposed upon him by one of his employees using their car while an business for him.) 19.00 6. Commercial Blanket Bond (FidelityO cover­ ing Directors and Office Staff .15,000. (Last year the premium was :,.110.16. The increase is because of the inclusion of all Building Directors who handled dues collect­ ion this year, thereby giving AEA complete coverage.) *149.85 405.00 3244.35 *603.00 a/ a/ The total premiums paid in July amounted to *622. the &19 for the one year premium noted in item 5. #44.55 -1 #73.05 This included (over) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bonding and Insurance Needs Description An account of the resource Explanation of bonding and insurance needed for the business office including costs and coverage. 2 pages. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Arlington Education Association Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 9_0_18_1_21 https://projectdaps.org/files/original/37b9e003cec62a386c943efc3b29a6a5.pdf 71d40349efc898a04ebf113f06a9103b PDF Text Text A C O M P A R A T IV E STUDY of TEACHERS’ SALARIES in ARLINGTON COUNTY, VIRGINIA ARLINGTON EDUCATION ASSOCIATION 4500 Old Dominion Drive Arlington, Virginia �PER CAPITA EFFECTIVE BUYING INCOME* A COMPARATIVE STUDY IN 1963 FOR JURISDICTIONS IN THE OF TEACHERS’ SALARIES WASHINGTON-BALTIMORE COMPLEX In the course of studying teachers’ salaries in Arlington, Virginia, the Salary Committee of the Arling Montgomery........................ S 3,282 ARLINGTON ....................... 3,193 comparative charts. Realizing that interest in teachers' Washington, D.C..................... 2,943 salaries extends far beyond our own professional organi A le xa n d ria ........................ 2,727 Fairfax ............................ 2,600 they might reach any and all who would find them of in Prince G eorges.................. 2,389 terest. Baltimore C ounty................ 2,320 Baltimore City .................. 2,185 Falls Church .................... 2,185 Anne Arundel .................... 2,146 ton Education Association has compiled this set of zation, it was the wish of the Board of Directors that these figures be published in sufficient numbers that The sole purpose of this publication, then, is to make available to others the facts and projections that the Salary Committee has compiled in order to judge the relative ability of Arlington County to draw and hold both new and experienced teachers. The sources for all material in this report were the Research Divisions of the National Education Asso PER CAPITA EFFECTIVE BUYING INCOME* IN 1963 ciation, Virginia Education Association, and the per sonnel offices of the particular jurisdictions unless United States . . . .............. $2,103 otherwise indicated. M aryland.......... .............. 2,314 Virginia .......... .............. 1,795 The Salary Committee, Arlington Education Association Harvey Wynn, Chairman William A. Brooks Barbara Jureidini Edward Milani Jay Rothouse John Sasscer 1 Effective buying income is the income remaining after all taxes have been deducted. Excerpted from Sales Management, "Survey of Buying Power,” 92:2, p. 558, June 10, 1964. 2 �1964-65 BEGINNING SALARY FOR 1964-65 BEGINNING SALARY FOR TEACHERS WITH BACHELOR’ S DEGREE TEACHERS WITH MASTER’ S DEGREE IN THE IN THE WASHINGTON-BALTIMORE COMPLEX WASHINGTON-BALTIMORE COMPLEX Y/ashington, D .C ................................... $ 5,350 Falls Church, V irg in ia .......................... 5,200 Falls Church, V irg in ia .......................... 5,700 Alexandria, Virginia ............................ 5,100 Alexandria, Virginia ............................ 5,600 Montgomery County, Maryland ................ 5,040 Montgomery County, Maryland ................ 5,520 ‘ ARLINGTON COUNTY, VIRGINIA . . . . 5,000 ‘ ARLINGTON COUNTY, VIRGINIA _ _ _ 5,500 ‘ Baltimore C i t y .................................... 5,000 ‘ Fairfax County, V irg in ia ........................ 5,500 ‘ Fairfax County, V irg in ia ........................ 5,000 Prince Georges County, M aryland............ 5,400 ‘ Prince Georges County, M aryland............ 5,000 Baltimore C i t y .................................... 5,350 Anne Arundel County, M aryland.............. 4,900 Baltimore County ................................ 5,270 Anne Arundel County, M aryland.............. 5,200 * Jurisdictions with the same salary are listed alphabetically. 3 Washington, D.C...................................... $5,850 -----------------------------* Jurisdictions with the same salary are listed alpha betically. 4 �In comparing maximum salaries, there are two factors to be considered. One factor is the salary fig ure itself, and the other is the number of years one must teach to attain that figure. All jurisdictions studied listed a particular number of steps, but since varying credit was allowed for outside experience, no correlation existed between years of experience and number of steps. AVERAGE BEGINNING SALARIES OFFERED NATIONALLY TO MALE BACHELOR’ S AND MASTER’ S DEGREE CANDIDATES IN 1963-64* BACHELOR’ S DEGREE CANDIDATES Technical.......................................... S 7,368 Non-Technical.................................... 6,180 In Arlington the present implementation of the career scale does not reflect years of experience. As a result, people with varying amounts of Arlington ex perience are appearing on the same steps. For these reasons the following two tables com pare only the maximum salaries attainable at the present time without regard to the number of steps in individual salary programs. No table is included comparing Doc toral salary schedules since there are only four teachers in Arlington on this scale. 1964-65 MAXIMUM SALARY FOR TEACHERS WITH BACHELOR’ S DEGREES IN THE MASTER’ S DEGREE CANDIDATES WASHINGTON-BALTIMORE COMPLEX P h y s ic s ............................................ S 8,640 Washington, D .C ..................................... $ 9,350 M athem atics...................................... 8,532 Chemistry.......................................... 8,112 7,752 9,120 *Baltimore County, Maryland .................... 9,000 ‘ Fairfax County, Virginia ........................ Business Administration and Commerce ................................ Montgomery County, Maryland .................. 9,000 Falls Church, V irg in ia ...................... 8,840 ‘ ARLINGTON COUNTY, VA. (Career). . . ‘ Prince Georges County, M aryland......... 8,800 8,800 Baltimore City, Maryland ........................ Alexandria, Virginia .............................. 5 8,200 ARLINGTON COUNTY, VA. (B a s ic ).. . . * College Placement Council (Report No. 2), March, 1964. 8,600 7,900 * Jurisdictions with the same salary are listed alpha betically. 6 �1964-65 MAXIMUM SALARY FOR TEACHERS 1964-65 SALARY DIFFERENTIAL WITH MASTER’ S DEGREES FOR 30 HOURS BEYOND IN THE THE MASTER’ S DEGREE IN THE WASHINGTON-BALTIMORE COMPLEX WASHINGTON-BALTIMORE COMPLEX Montgomery County, Maryland.....................S 10,080 Falls Church.................................. S 300-570 Washington, D.C ...................................... 9,850 B altim ore...................................... 270-540 Falls Church, V ir g in ia ............................ 9,690 Prince G eorges...................................... 400 Baltimore County, M aryland...................... 9,540 Baltimore City ...................................... 350 Fairfax County, V irg in ia .......................... 9,500 A le xa n d ria ............................................ 250 ARLINGTON COUNTY, VA. (Career) . . . 9,400 Fairfax ................................................ 250 Prince Georges County, M aryland.............. 9,200 Montgomery .......................................... 240 Baltimore City, Maryland ........................ 8,950 Washington, D.C ...................................... 200 Alexandria, V irg in ia ................................ 8,700 Anne Arundel ........................................ 200 ARLINGTON COUNTY, VA. (Basic) . . . 8,300 ARLINGTON ...................................... NONE Anne Arundel County, Maryland 8,150 7 I I 8 �The following two tables are projections. As is any projection, they are based on assumptions, and there fore no absolute validity is claimed for them. In Arling ton County, however, we have a salary schedule that is projected to the school year 1971-72. At that time, pre sumably, the maximum salary attainable with a Master’ s degree w ill be $12,000. In comparing this figure with the salaries of other jurisdictions, one cannot operate in a vacuum, and therefore some sort of projection is necessary. The following figures were obtained to the nearest ten dol lars by finding the average rate of increase from 1959-60 to 1964-65, and assuming that the same rate of increase would continue from 1964-65 to 1971-72. PROJECTED MAXIMUM SALARIES FOR PROJECTED MAXIMUM SALARIES FOR TEACHERS WITH MASTER’ S DEGREES IN 1971-72 WHEN THE PRESENT ARLINGTON SALARY SCHEDULE WOULD BE FULLY IMPLEMENTED Washington, D .C .................................... S 13,700 F a irfa x.............................................. 13,210 Falls C hurch...................................... 13,040 Montgomery........................................ 12,290 Prince Georges.................................... 12,280 TEACHERS WITH BACHELOR’ S DEGREES IN 1971-72 WHEN THE PRESENT ARLINGTON SALARY SCHEDULE WOULD BE FULLY IMPLEMENTED Washington, D.C..................................... S 13,200 Fairfax County, V irg in ia ........................ 12,290 Baltimore City ................................... 12,030 Montgomery County, Maryland ................ 11,670 Baltimore County.................................. 12,060 Prince Georges County ........................ 11,600 ‘ ARLINGTON (C a re e r)....................... 12,000 Baltimore C i t y .................................... 11,540 Alexandria.......................................... 10,800 Baltimore County ................................ 11,520 ARLINGTON (B a s ic )......................... 8,300 Falls Church, V irg in ia .......................... 11,360 *ARLINGTON COUNTY (Career).......... 10,500 Alexandria, Virginia ............................ 9,880 ARLINGTON COUNTY (Basic) .......... 7,900 * If the present Arlington career maximum is projected on the same basis as those above, the result is $11,880 in 1971-72. 9 If the present Arlington career maximum is projected on same basis as these above, the result is $12,760 in 1971-72. 10 �1964-65 SALARY DIFFERENTIAL A COMPARISON OF ARLINGTON TEACHERS’ INCOMES WITH INCOMES OF OTHER ARLINGTON WORKERS FOR TEACHERS TRANSFERRING TO ARLINGTON FROM OTHER JURISDICTIONS IN THE WASHINGTON-BALTIMORE COMPLEX OF COMPARABLE EDUCATIONAL Years of Experience Salary Differential B.A. 5 10 15 S 100 Loss 0 900 Loss M.A. 5 10 15 100 Loss 100 Loss 900 Loss B.A. 5 10 15 S 100 Gain 100 Gain 1,200 Loss M.A. 5 10 15 300 Gain 200 Gain 1,100 Loss B.A. 5 10 15 S 200 Gain 50 Gain 1,100 Loss M.A. 5 10 15 250 Gain 100 Gain 850 Loss B.A. 5 10 15 M.A. BACKGROUNDS 5 10 15 Jurisdiction Degree Alexandria Anne Arundel AGE Baltimore City Teachers in Arlington County— Source: AE.A. Questionoire. Workers in Arlington County who completed four years or more of college and who worked forty weeks or more.----- Source: I960 Census of Population, Bureau of Census. Special Hand Tally of Unedited Schedules for Arlington County, Va, projected by using a 4.5% annual increase rate as recommended by the research division, N.E.A. Baltimore County (Cont’d) 11 12 S 50 Loss 300 Loss 1,100 Loss 180 Gain 170 Loss 1,240 Loss �Fairfax Years of Experience Salary Differential 5 10 15 5 10 15 410 Loss 680 Loss 1,200 Loss B.A. 5 10 15 S 560 Loss 760 Loss 1,540 Loss 5 10 15 710 Loss 1,135 Loss 1,990 Loss 5 10 15 S 280 Loss 860 Loss 1,820 Loss 5 10 15 500 Loss 1,100 Loss 2,380 Loss Degree B.A. M.A. Falls Church Montgomery B.A. M.A. Prince Georges B.A. M.A. Washington, D.C. RANK IN 126 JURISDICTIONS IN VIRGINIA S 410 Loss 580 Loss 1,100 Loss M.A. Jurisdiction 5 10 15 5 10 15 $ 0 300 Loss 1,500 Loss 100 Gain 300 Loss 1,500 Loss B.A. 5 10 15 $ 395 Loss 470 Loss 1,495 Loss M.A. 5 10 15 395 Loss 570 Loss 1,595 Loss 13 IN 1962-63* Ability to Poy for Education Rank A b ility * * ARLINGTON 1 $ 54,151 Alexandria 3 43,256 Falls Church 5 40,562 22 27,100 Fairfax Effort in Paying for Education Rank E ffo rt* * * Falls Church 6 1.02 Fairfax 8 .96 ARLINGTON 30 .75 Alexandria 39 .71 * 1962-63 Ability and Effort and 1962-63 Cost of Education (ADA) in Virginia and U.S.A. (pamphlet from Virginia Education Association Research Service) January, 1964. ** Real estate and public service corporation 1962 true values divided by the average daily attendance in 1962-63. *** 1962-63 local school expenditures divided by teal estate and public service corporation 1962 true values times 1000. 14 �NUMBER OF YEARS** A TEACHER MUST BE EMPLOYED IN ARLINGTON COUNTY IN ORDER TO QUALIFY FOR AN FHA LOAN Cost of Home Salary Required for 30 Year Loan** $ 18,000 20,000 22,000 24,000 26,000 S 7,320 8,040 8,700 9,360 10,020 Basic ........ ........ ........ ........ 11 N F *** N.E. N.E. N.E. Years* a Teacher Must Be Employed Bachelor Master Career Basic 9 11 N.E. N.E. N.E. * Assuming he is permitted to advance one step each year. ** Following the method for salary determination used by Y/eaver Brothers, Washington, D.C. *** Not Eligible. 9 12 N.E. N.E. N.E. Career 7 9 10 11 N.E. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Facts and Projections Related to Recruitment and Attrition of Teachers Description An account of the resource Facts and projections compiled in order to judge the relative ability of Arlington County to draw and hold new and experienced teachers. 9 pages. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Arlington Education Association Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 9_0_18_1_22