LETTERS

School Administrator, Nov, 1996

An Aggressive Message

BY HENRY G. WALDING

Principal, Westwood Elementary School, Oklahoma City, Oklahoma

* I compliment Paul Houston on his thoughtful article, "From Horace Mann to the Contrarians," in the May issue. His remarks were right on target.

As principal of an inner-city, multicultural school serving disadvantaged students, I am concerned about the future of public education. Many detractors want only to divert public funds to private schools. Should this occur, public education as we know it will cease to exist. Private schools will drain fiscal and human resources, leaving public schools with fewer resources for the poor and less-capable students left behind. This outcome is unacceptable.

The general public is clueless about the quality of public schools across our country. What is needed are public schools becoming more aggressive in communicating the message of excellence that prevails in public education.

We ought to be at least as aggressive as the press is at communicating that our schools are ineffective.

My concerns about the future of public education are based, in part, on my own public school experiences. As the son of a sharecropper in Mississippi, I had little chance ever to be accepted into a private school. Quality public education is what allowed me to become a contributing citizen. Public education was an investment in my future.

Non-School Learning

BY ALLEN L. DERKS

Director of Community Education, Whitehall District Schools, Whitehall, Michigan

* I was pleased to read Don Thompson's President's Corner ("Engage Parents in Education") in the April issue. His chosen theme needs to be an ongoing call to action for every public school and community large or small in this country.

The gains that can be made by children within the classroom are indeed a local and national priority. While vitally important, these benefits are limited in comparison to the vast opportunities that exist in the home and community during nonschool hours.

As a society, we need to value and improve the learning that takes place outside of formal schooling. Children spend 9 percent of their time in school and 91 percent of their time outside of school, according to one recent report.

Parent involvement needs to be more than parents helping schools. Rather, we need a communitywide process of mutual support for families and schools.

As president-elect of the Michigan Association for Community and Adult Education, I urge Thompson to use his national leadership role to bring this important issue to center stage.

Seeking Examples

BY ALLAN A. GLATTHORN

Professor of Education, East Carolina University, Greenville, North Carolina

* I would like to talk to readers who are aware of any school or district using some form of differentiated supervision.

Differentiated supervision gives experienced, competent teachers a choice about the type of supervision they receive.

I can be contacted at the School of Education, East Carolina University, Speight Building, Room 112G, Greenville, N.C. 27858; 919-328-6961.