ADVERTISER Montgomery County 127,018 Total Combined Cireutation ‘ey Dorothy Wootton Dawson: ‘TER BLUEPRINT ‘The folowina in brief is the Educational Program for ‘Montgomery County Schools 8s proposed by Dr. Nicholous L. Enalehardt and Associstes. Consultants, and written by Dr. Walter D. Cockina. New York Cry, Apri 1, 1946. n the (Star cof Transmittal, they asked that the BroRram"eROUld Be puting ‘eration araduall.” ‘The introduction stated that Montgomery County “ie unique |. amon the 3000 counties in the 48 states because of its ‘broximity tothe nation's caital and in the fact thet more of its residents in the future willbe government offcials — who cary (on ther individual civic duties and responsiblities in the Stato of * Marland. Weed movements and policies wil be chartored in \Washinaton. D. C. Certain movements and developments cen be anticioated. Many outside factors now larmely. if not totaly unimoortant will influence the life and develooment of the people in the County: Montgomery County is located ih the ‘shadow of what is destined to become — the unofficial capital of the world Here will be formulated proposals affecting all imankifd The job isto find the pronram of education which ia really needed and to have the will and sbilty to put it into operation” ‘The study sets forth the maior outines of the eduestionsl roaram witich will meet the needs of children, youth and ‘duts_and demonstrates. the character of an éducationsl ‘rogram which ean affect end shape living in all its manifold ‘aspects The proaram which follows hes been derived in the light of known facts. prinebles of modem philosophy and isycholday, aud the environment of the curent scene, The Power of Education “Education is the preatest force both for SIERBBIREER and {or harmonious social living. Or. Paul Morand othars have ‘eccumulated evidence which shows 8 period of almost 60 vears between the establishment of need and the school proarams geared to meet it If the schoo! as an agency of society is to justi itself forthe Period ahead of us. it must be accepted thet its fundamental function is to serve the people ofthe entize community. the vary 'youna chiren. the children of middle years, eariy adolescent ‘youth older youth, and the adults as well It must find a way 10 s2n@ individuals, the family aroup, and the entire community ‘Then, AND ONLY THEN, can it be said that the school is serving the entre community, and hence achieving its function” a April 11, 1973 The Teacher for the School of Tomorrow “The task of the teacher of the future is @ areaty different {task than that which teachers usually performed inthe past. The [finer ensomert expected of he itcher of vsterr }was knowledae of the subject he tauaht. Modern education ‘demands teachers who are acquainted by exoeronce as well as ‘by study with our democratic society and who partcioate ‘ctvaly in the life of the community. They must have a broad ccultural backaround and an understanding of world conditions. ‘Teacher educetion institutions have not prepared taachers to do these things, Primarily theic emphasis has been upon subject ‘mater and mothod. f we are to have the type of teachers wo ‘eed in the future, teacher education institutions must recicaly tevise their pronrams to prepare teachers who cen administer ‘educational pronrams of the character outined inthis report.” ‘The Educational Program "A modem school program has two msior divisions which wo shall callin this report INSTRUCTION AND SERVICES. ‘Slowly. but with increasing rapidity, and st public demand. 7 schools are adding a numberof services to thei proarsim These services are not primary formal teachina services — but are provided in order that tie schools may be of areater benefit to the ontico iy, Tho followina then, are the maior ‘purposes of @ total instructional proaram which the schools of ‘Montgomery County in the future should seek to achieve: 1. Continuing and improving the teaching of the tools of Yearning: reedina, wirting. arithmetic, and related activibes, 2. Continuing end imorovina the teaching of the cukures of the past 3. Dovelopina the ability to communica 4, Develooing the abiity to think, 5. Develoning desirable personality and character traits, 6, Discoverina'and davelooina worthwhile interests. 7. Dovolopina respect for others. or intercultural relations, 8. Protecting and promoting health 8, Safequardina life and preparing Deonle to lve safely 10. Develooina wholesome home and family lie, (Other agencies must acceot at least some of the responsiities {rrmeriy bome by the family. The school must study the roblem intensively. it must experiment) 11. Developing tove and understending of the out-ot-doors 12. Develocina wholesome habits and understanding of (Werk, (Good members of society cannot be develoned if they ‘re ianorent of work and wht goes into it. In the yours which fie ahead. * would appear thatthe school is the ONLY AGENCY which society has which can be expected to accent ths ‘eaponsibity. IT MUST BE DONE. 13. Developing understanding of, princioles. and forces, {Emphasis must be placed upcn the economic orincioles ‘end forces which are operating at that time rather than upon V1 those of the pest) otoctvely. sa(To develop ‘what is commonly known as social and civic competence: how {0 five with others: understand obligations es a member ofthe ‘and to give wholeheert oesl. state national and ‘nd unselihly service to his (A walt-belenced ‘emotional Me isthe final test of @ well-educated person. tis our bolet that all people are religious, that relimions finds. its {in the school of the future, provision must be made not only for children enrolled but toa young ano) " taltag tans (knchvooms ae racesary acini of | wall rounded proaram but every indicston points to @ much broader develooment of these services in the future. not only for chron bt foro of he peo in he comm wn at tn connection with actual Teedina, there wil be provisions for canneries. community gardens, food locker, refigeration services, food storing services, snd expert dietary suidance) (Much mare ground must be set {ide for these uses. Many more fits of al kinds must be ‘ect is now) {The leary wil not oniy make available ‘the best Books. but also works of art and sculpture, eucio-visuel fecities, etc) (Guidance ie ofa least four Tends: Educations, pereonal, social and vocational. No school ofthe future on be sai to have comoleted its prosram ‘uti. ageauet in al these lines is provided) fe know that much ofan individual's Iie i shaped in tho Communities re ing To expect the schoo's ih the future to provide a wide va related hid) (Many problems needing ecisions. are community of grou wide. All involve the necessity for fact-finding analysis end research, The school of ‘the future willbe asked to take lnadership in the development of (Tho past records of physical, ‘mental and socal development ar important data with relation to emoloyment. We may expect & very larze develooment in this erea of activity) (Schools wil bacome t anter fa woven of tout aude oven. Co marae Droorame in which gaat fone nthe ns of he oroarams haaré ovr tne sel esa cantare at the shoal. The possblitesin thes ins ar nyt crown, Make Tow fortis Govcomant) (the schol wi nt ots Yo seve atthe corcoson of formal techn poor nor il ie scutes be confined to school burn, More nd toe the mocarn schon wifi way tobe tlt ver famiy inorona enlace wre rand, bo wich wey anki cunie) (More and more the sctoot budge may be expected to become the cea Imes tact to the sonriee corarur) ‘Forinstarce. may become te crt of fed Crows erties of Communty Crestor any oer wells ond sara ug ania rove bythe comunity. Te ect ase be found mn tis area) i apined, the community will demand other resuts_arw that the fhe Tn the future development of school proarams, the service ‘prosram wil receive increasing emphasis until the school Metzger, Julius Stadier, H. Stanley Stine and Mrs. Helan C. Walker. In 1949, Dr. Theodore Brameld, Professor of Educational Philosoohy. New York University. and Vice President of the ‘American Education Fallowship, wrote a Freedom Pamhlet = THE SCHOOL-CENTERED COMMUNITY with SE. Torsten ‘Lund and Frank N. Trager fot the Ant: Defamation League of na. Brith incorporating mony of he same as From the Merviand Teacher. May. 1953: Dr. Edwin W. Broome ennounees retirement from Suoerintandency by Mra Florence Messay Black, BCC High School. “Edwen W” Broome, the phosooher whe took John Dewey out of his writings and tut him to werk inthe classrooms of Mortnomery County, 8 brina honored upon hi retirement this yer by vorous groups in tha Stat of Merfand end ine cw Coury. He has sewed thirsix years ar aupetntindent of schools end frtnine ‘vrs in th county syst. Grey inuence byte te John Dewey. Edwin W. Broome set t0 work to show by enalony, soecife examole, and. curiculim develooment. how each teochor could bron that Slosop into is work And wo it was that John Dewey came into the clesroome of Mortaomory ‘Personal not: Ths witha the above Bhaprin. Freedom Pamphet and Marvind Teacher in bw tle nd personal ‘wood the Blueprint fr Montaomery County for Dr. Brome to ‘eaant tothe Bond of Edveton in 1946).@ADVERTISER * UL) castes Dorothy Wootton Dawson Change Agent fs ave been named from the Montgomery County schoo! system 10 pursue academic activitios at the University of Maryland through a Department of Health, “Education and Welfare grant. The program of studies represents: an ertempt 10 realize an “BCGRmrNGoeY gS n Yo ren of tucatonal change Jula Jones, Stepen Ber, John Graham, Fecha Kely, Gilet Valen and Thomas Robinson wail wo wath Dr. Robert Stephens, Chairman’ of Education ‘amination, Univers of Manin foro of session ot two daye each per somecier and wath overnights Morigorery Coury wi pay an imparant row nee Change ‘get roe tor he idonoteaton Teo tapers willbe paced on potestonal lave who salay ut the school system wil pay retrerant and employee bevel Bars for them. The sa wil bo commited to pursue 8 progam SF coer! study atthe Unvraty of Maryland end ere hosen forte rest the utara ena She projet Yor Montgomery County puble schoo wil Be rete te change, gous ted to the wea. ergection sccordng to cuen ing Cental tothe program designe v5.0 " behavior Teisted scanats.« E or Se eaceaeseea ae ‘Stephen Robr. ‘rofessional personne! sta’ works forthe system, wil provide ‘he Board with periodic status reports. "A total of $59 milion has been awarded to 21 instutions biahar education nd the Disvct of Columb 10 Drepare educational personnel to "become cation Funded by HEW' Office of Education, the program wil ofer_459 fellowships to those who with to becom ire focusing vainng on improving sil and competencies. in such scipines 8, menegamaa aristi yo. te bara cane, rd eccaon, on fange Agents had been impounded but the, money wos released. in June. ‘Announcement of the proposal by Dr. Joan Duval of HEW was made on August 7, with final soloction made on August 17. 100 collages made proposals but only 21 received grants. The program is authorized under Part C of the Education Professions Developmant Act (Tile V of the Higher Education Act of 1865) which proves for yeaa te ever Br Btephons, of te University of Moryand, is in contact boratory “ting to package « des! with the NavongL Taina Laboratory other nd (2) September 19, 1973 NT, orginated in 1986 28» Laboratory in GESUB ORE | with Ronald od Leland Bacto “Suudy and plement hat go! of certain typeof behaviors sciontet= human change and how to bing about. wh teochors and school edminattors becoming change agent, ‘and social engi iter Tits Toth Elementary and Secondary Esicaton ‘Act (ESEA) funded money in 1985 for “planned change in education” and provided the link between the bohavria! scientist and the schools through Pscesstiec in Innovation ‘Speaking before 2 2-day conference on education. Dr. James A. Sensenbaugh, State Superintendent of Schools, told Brincipals to become “change agents in the public schools” and that “there is pretty ganaral agreoment that the administrators the most important ‘change agent’ in education.” Later Dr. Albert Leas, supervisor of social studies for the County schoo! system whose doctoral thesis was on “Change ‘Agents: formed the MAFIA (Montgomery Administiators for Innovative Action) and pegged the principals as Chango Agents 0 install» new elomentary social studies curriculum dovoloped ft Harvard end MIT known 1s9 of In Apri, 1970, Or. James C. Graig. Assistant Schoo! ‘Suporintendent, became the official Change Agent when ‘epproved for the position by the Board of Education to make “hard evaluations of adopted innovations.” Later 8 Human Relations Department was formed under the direction of Mrs. Ruth Bates Haris to help indwiduals to become “Change Agents” from various vantage points in the system in implamenting good humen relations practices” ‘The President's Commission on issue No.9, cs eae Deca Mung sate nthe ‘Social Inte-ection model of change the assumption is made that the Change Agent is the decision maker about the innovations. That ig, itis assumed that ho docides wit tho ‘adapter would change to. Ths is 8 serous problom fortwo very {00d reasons. One i, people cannot be forced to change unt they_ore aly, the Commssion ending be mede avaiable for ores sush, tz tis, buna ion oat anal examin cash, ‘And 0 the money Ta RTS ir 200. Change, Agents 16 be tained in 21 + deworiion in the U.S. wah fdr funding,