xt71rn305r04 https://exploreuk.uky.edu/dipstest/xt71rn305r04/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1936-09 volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. bulletins  English Frankford, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "The Training of Rural Elementary Teachers in Kentucky", vol. IV, no. 7, September 1936 text Educational Bulletin (Frankfort, Ky.), "The Training of Rural Elementary Teachers in Kentucky", vol. IV, no. 7, September 1936 1936 1936-09 2021 true xt71rn305r04 section xt71rn305r04 mu

0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN

 

 

 

 

 

THE TRAINING

 

 

of '
RURAL ELEMENTARY TEACHERS.

In

KENTUCKY

 

 

Published by

DEPARTMENT OF EDUCATION

H. W. PETERS
Superintendent Public Instruction

 

 

 

 

 

ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

Vol. IV 0 September, 1936 0 No.7

 

 

‘ \TJU’ ac- "".;:

 

 

 

 FOREWORD

One of the most significant things in educational progress in g
Kentucky in recent years has been the improvement in the training
of teachers. Thisis especially true when we consider the progress
made by the teachers in rural elementary schools. This Bulletin
attempts to describe the progress made in the training of rural ele-
mentary teachers in Kentucky over the past few years and to give the
educational status of certificated and employed elementary teachers
during the school year, ending June 30, 1936.

The material in this Bulletin was compiled by the staff of the
Division of Teacher Training and Certification, under the direction
of R. E. J aggershDireetor of the Division. It is hoped that it will
promote a better understanding of the teacher training problem in
the State.

 

H. W. PETERS,
Superintendent of Public Distraction.

 

 

 

 

 

 

 

  

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:THE TRAINING OF EMPLOYED ELEMENTARY TEACHERS
IN COUNTY SCHOOL SYSTEMS IN KENTUCKY

Are children in the rural elementary schools under the leadership
of trained teachers‘.2 An attempt to answer this question was under-
taken through a study in 115 county school systems for the school
year ending June 30, 1936. Five counties had not filed their salary
schedules at the time the study was completed, in such a manner that
they could be used; therefore, this study is confined to 115 counties.

A county school system, as used here, includes those schools out-
side of independent districts, and under the jurisdiction of the county
board of education. Data were taken from the salary schedules filed
by county boards of education, with the State Board of Education,
and cover the school year of 1935—36. Each salary schedule lists all
the teachers employed in the system and gives the training of each
teacher in terms of semester hours. The grades taught by every em-
ployed teacher are also included in each salary schedule.

Data were tabulated according to the size of the school in which
each elementary teacher worked. Size of school refers only to the
number of teachers in the elementary grades; therefore, a three-
teacher elementary school, for example, means a school with only
three teachers in the elementary grades. A school with 4 teachers
in the elementary, and three in the secondary grades, means a four-
teacher elementary school, in the-light of this study.

Number of teachers and size of school. The training of 9,450
teachers was studied on the basis of size of school. Table I shows
the. distribution of these teachers according to size of the school in
which they are found and according to the number of teachers with a
SPecified amount of training. More than one-half of the elementary
teachers in county school systems are in the one—room schools and
another 21% are found in the two-room schools, making a total of
73.9% of all elementary teachers in county school systems in the very

small schools.
TA B L E 1

Training of Elementary Teachers in One, Two, Three and Four-or-More-Room
Schools According to the Number of Semester Hours of Training (1935-36)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Training in Semester Hours and Number of Teachers
Size of School | | l
N. c.* ‘ 1-31 32-63 I 64-05 96-119 ’ 120—up Total %
I
l | I
On“teacher l 205| 241 1.613i 2,127 288 340 5.005 52.9
Tgmmacher { 143} 81 516| 901 127 216 1,984 21.0
F ree-teaCher 21 16 136’ 327 54 119 673 7.2
Our—teacher or |
m0“? 33' 37: 325 875 176i 340 1,788 18.9
T l I
Mal 594 375: 2,590 4,230 645’ 1,015 9,450
tN- 0- (No college training.)
3

 

 

 

 

 

 

 

 TABLE II

Training of Elementary Teachers in One, Two, Three, and Four- or More- Teacher
Schools in Terms of Percentages with DiffeIent Amounts of Training in
Semester Hours

 

Semester Hours and Percentages

 

Size of School

 

 

 

N. C. E 1—31 32~63 64—95 06-119 120—111) viii——
I No. I Median
l l l l

One—teacher l 7.0 4.8 52.2l 42.5 5.8 6.3 5,005 67 2
Two—teacher l 7.9l 4.1 26.0 45.4 6.4 10.9 1,934 72 6
Three—teacher E 3.1 2.4 20.1 48.0 8.0 17.5 673 78.0

Four-or—more— .

teacher E 2.0 2.1 18.2 48.0 9.81 19.0 1,788 82.2 E
I »

Totals E 6.3 3.9 27.4 44.9 6.8E 10.7 0,450 72.8

 

 

 

 

 

 

 

1 Training of Employed Teachers and Size of School. A glance at
‘ Table II will show that as the size of the school increases, the level

of t "aiming of the teacher is increased. More people with no college

training are found in the one-room and two—room schools than are
fund in schools with three rooms or more. A greater percentage of
‘ teachers with four years of college are found in the larger elementary
schools; and the average training of teachers in the larger elementary
schools is approximately one semester higher than those in the one-
teacher schools. . .

TABLE III

The Training of Employed Elementary Teachers in County School Systems Wi"h
Different Salary Levels, and in Terms of the Percentage with
Given Numbers of Semester Hours

 

 

 

 

 

 

 

 

 

 

Semester Hour Groups and Percentage 2
of Teachers fig
Groups of Counties ‘ 53
N.C. 1— 31 E 32-63 64-95E96—119 120—up Md. fig I
10 counties paying maximum 55E i
of $75 per month to ele- I s1
mentary teachers II 4.3I .5E 30. 8E 46.0 6.6E 6.8 69.5 6..
10 counties paying minimum E
of $75 per month to ele~ 910
mentary teachers 2.0 1.4, 20 4 42 1 10.0 24 1 93.0E

 

 

 

Salary and Training. The training level reaches in 10 commes
paying 110 elementary teacher more than $75. 00 per month was com
pared with the training level in 10 counties paying 110 elementary
teacher less than $75. 00 per month It was found that in the 10
counties paying a $75.00 minimum salary to elementary teachers that
the average teacher had 83 semester hours of training, while in the
10 counties paying a maximum of $75.00 per month to elementary
teachers the average teacher had 69.5 semester hours, or almost 0119
semester less training.

 

 

 

 

 

 

 

  

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TRAINING OF ELEMENTARY TEACHERS BY COUNTIES

Tables I to III inclusive give summaries of materials found in
the Tables labeled IV and V. In Table IV, all the elementary teach—
ers employed in the 115 county systems are distributed according to
the amount of training. The training level of each county studied,
is given. For example, Adair had 15 teachers employed in 1935-36
with no college training, 3 with less than a year of college training,
33 with training between 82 and 63 semester hours, 59 with training
ranging from 64 to 95 semester hours, 2 with training ranging from
96 to 119 semester hours and 3 with 120 semester hours or more.
Finally the median training for the teachers of Adair County equals
66.8 semester hours.

Table V shows the distribution of teachers in schools of differ-
ent sizes. For convenience the elementary schools have been divided
into four groups, namely: one—teacher schools, two-teacher schools,
three—teacher schools and schools with four teachers or more. No
high school teachers are included in this study.

Inspection of Table V will show that most of the teachers With
training below college level are to be found in the one-room and two-
room Schools. It will be found also by examining Table IV , that the
following counties have ten or more teachers without college training:
Adair, Bell, Breathitt, Breckinridge, Elliott, Estill, Floyd, Jackson,
Knott, Lawrence, Leslie, Letcher, Lincoln, Magoffin, Martin, Mc-
Creary, Perry, Pulaski, Rockcastle, Rowan, and Wolfe. .It will be
found also that forty-two counties have no teachers employed in the
elementary grades, who do not have some college training.

TABLE IV

The Number of Teachers in Elementary Grades in County School Systems with
Different Amounts of Training (1935-36)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

College Semester Hours and Number in Each Level Median

Name of District l l Sem.

N.c.1I 1—31 ‘ 32—63I 64-95 96-119 '120-up Total HTS-

. I
fig“? \ 15 2 33 50 2 3 114 66.8
A “n 9 18 29 7 4 70 68.5
Bnderson I 7 s 10‘ 3 5 42 74.0
Ballard | I 1 3 30 5 11 , 59 84.3
““311 I 3|] 6 31 57 2 7 106 70.3
11321111 I 2 16 24 7 4 53 75.0
Ben I 13 14 73 40 10 11 161 54.7
BOOM I 1 4 15 12 1 8 41 65.6
BourbOn 21 20 16 ' 57 107.0
ON 14 25 2 4 45 73.2
goyle l l 1 2 22 8 11 44 90.6
BraCRen 1 1 s 24 1 3 33 75. 0
Breathltt, 13 11 54 22 3 7 120 52. 3
BreQRmrldge 11 5 24 41 5 11 97 69.6
“11m 4 32 2 4 42 80.0
Butler 7 1 31 44 4 6‘ 93 68 4
8351‘le 1’ 9 34 7 4 55 79. 5
(1: Way 2 13 22 15 25 32 93.5
Canfpbell 1 13 15 3 32 57.3
“516 | 1 10 23 6 1 41 76.2
1N. C. means no college credit.
5

 

 

 

 

 

  

Different Amounts of Training (1935-36)-—Continued

. TABLE lV—Continued
The Number of Teachers in Elementary Grades in County School Systems with

 

College Semester Hours and Number in Each Level

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Median

Name of District 1 Sem.

N. 0.1 1—31 32-63 64-95 96—119 '120-np Total HrS-

l | I

Carroll 7 10 3 4 24 79.0
Carter 9 6 54 58 3 . 10 140 63.5
Casey 2 2 47 54 3 3 116 67.1
Christian 3 7 36 12 18 126 82.7
Clark 6 31 8 22 67 91.4
Clinton 3 1 17 29 2 52 43.5
Crittenden 1 23 36 4 5 69 76.0
Cumberland 7 15 32 6 7 67 74.5
Daviess 20 61 8 20 109 81.1
Edmonson 1 5 25 32 5 2 70 67.0
Elhptt 12 11 .23 9 1' 56 38.0
Estlll 11 14 33 27 6 2 93 51.8
Fayeue 1 9 16 58 84 127.8
Flemmg 1 15 33 3 5 65 74.4
Floyd 51 16 94 103 7 6 277 55.3
Franklin 1 21 28 1 4 55 69.3
Fulton 3 26 ' 3 12 44 56.8
Gallatin 2 4 10 3 1 20 76.0
Garrard 1 1 16 24 4 12 58 77.8
Grant 1 8 26 9 3 47 81.0
Graves 7 81' 10 17 115 33.0
Grayson 4 2 33 52 6 5 102 70.4
Green 4 2 31 34 2 1' 74 63.5
Greenup 8 4 37 34 3 5 91 60.0
Hancock 2 10 23 1 41 72.7
Hardin 2 1 22 44 4 10 33 75.0
Harlan 7 6 94 88 16 33' 244 68.4
Harrison 30 6 4 40 84.8
Hart 8] 5 23| 51 ‘ 3 7 102 72.4
Henry 1 4 35 9 5 54 83.1
Hickman 5 36 7 9 57 g“)
Hopkins 3 2 30 92 5 15| 147 76-5
Jackson 12! 3 27' 31 6 5 84 50"
Jefferson 1 2 12 119 23 71 233 93.1;
Jessamine 6 31 7 11 55 35-7
Johnson 9 18 43 ' 47 3 120 50-3
Kenton 1 1 14 6 23 45 120-3
Knott 16 26 43 7 22‘ 114 74..
Lame 2 4 6 33 2 4 51 101
Laurel 8} 4 53 ' 50 6 2 123 69.9
Lawrence 16 3 44 34 2 1 105 510
Lee 1 4 34 22 5 2 68 58-3
Leslie 13 11 43 26 7 5 105 52-2
Letcher 15 11 85 75 14 8 208 603
Lewis 2 33 35 4 4 78 66.7
Lincoln 10 2 26 31 12 6 s7 68.:
Livingston 4 2 14 30 5 4 59 73-6
Logan 3 6 33 54 10 14 _ 120 73-4
Lyon 1 1 101 23 3 3 41 78-3
Madison 4 2 10| 55 15 26 112 86-
Magoffin 43 11 30 32 1 126 56:
Marion 2 17 47 9 2 77 4.9-;
Marshall 1 11 35 11 16 7 5350
Martin 45 5 15 25 2 3 95 133
Mason 1 5 ' 26 7 14 53 59'
McCracken 1 33 16 11 66 _ 933
Mcci-eary 10 1 34 25 6 9 85. 6 g,
McLean 1 12 35 2 7 57 2;;
)[eade 3 1 18 38 2 7 69 ‘4'3

Memree 4 2 22 10 1 5 44 5 4
/

 

 

 

1 N. C. means no college credit.

 

  

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Different Amounts of Training (1935-36)—-Continued

TABLE lV—Continued
The Number of Teachers in Elementary Grades in County School Systems with

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

College Semester Hours and Number 1n Each Level Median

Name of District Sem.

N. 0.1 1-31 32-63 64—95 96-119 120—111.) Total Hrs.

| I, | '
Mercer 1 12] 41 5 3 62 77. 0
Metcalfe 4 2 23 31 2 2 64 66 . 1
Monroe 6 5 26 36 3 4 80 65. 7
Montgomery 5 30 4 13 52 85.4
Morgan 6 16 54 47 7 130 56. 5
Nelson 3 12| 50 8 13' 86 81.0
Nicholas 2 11 17 2 5 37 73 . 3
Ohio 4 12 33 78‘ 8 9' 144 72.4
Oldham 1 30 3 9 43 84.8
Owen 4 2 17 25 ‘ 3 8 59 7 . 3
OWsley 2| 1 2!) 24 5 _ 61 61 . 3
Pendleton 2 2 15 17 2 5 43 69 . 9
Perry 21 9 64 73 10 16 193 64. 1
Powell 3 2 16 21 ' 4 2 48 67. 6
Pulaski 29 3 85 61 7 10 195 55. 6
Robertson 9 6 6 21 71.0
Rockcastle 22 8 32 2S 6 3 99 50. 5
Rowan 10 3 27l 24 8 14 86 67.0
Russell 7 7i 43| 28 1 5 01 54. 4
Scott I 13[ 27; 7 17 64 84. 7
|
Shelby l 4 41 2 8 55 81 . 3
Simpson 1| 36 6 4 47 83.0
Spencer 11 13 27 2 43 69.5
Taylor 2 1 21 43 3 1' 71 71 . 6
Todd ’ 14 35 3 11 63 79 . 0
Trigg 4 mi 26 24 3 10 77 61.7
Tl‘lmble 2 I 3 16 4 5 30 83 . 0
Umon | 1 34 4 10 49 85.7
Warren 1 ll 11 57 11 21 102 S4. 3
Washmgton 1 2’ 19 41 7 3 73 74 . 3
Wayne 0 5| 45{ 33 ‘7 8 107 59.1
Webster 11 ll 10 48 5 3 68 77. 6
Whltley S 6 67 66 8 3 158 62.0
Wolfe 19 9 23 15 4 1 76 42.4
Woodford 2 8 3 25 38 126. 7
| .
Totals Il 595] 375l| 2,590 4,230 645 1,015 9,450 72.0
|
1 N. C. means no college credit.
'I

 

 

 

 

 

 

  

 

 

 

 

 

TABLE V

The Training of Employed Elementary Teachers in County School Systems in Kentucky in 1935-36, and the Number of Teachers with Given
Number of Semester Hours, in Schools with One Teacher, Two Teachers, Three Teachers, and Four or More Teachers”

 

Schools XVii'h Four

7 7 u ~ 7. 2 «> >_ ‘ a ‘ >43
One—Teacher Schoolsl Txxo-Tomhei Selmols Tlnoo leachei Schools or More Teachers“

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Co. Dist.

School
District

 

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ll—l 2~ . 1— 32— 611-— 36— 120 64— 96— 120 1— I 32— 641—( life 120
N.C.5k 31 ’ l, H N.C. 31 ll 63 95 119 up . . ‘ 95 119k up . . 31 I, 63 } 95 l 119 up

Total E1.
Tchrs.

 

 

 

 

 

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Adair Co.
Allen Co.
Anderson Co.
Ballard C0.
Barren Co.

Bath Co.

Bell Co.

Boone Co.

Bourbon C0.
. Boyd Co,

Boyle Co.
Bracken Co.
Breathitt Co.
Breckinridg‘e
Bullitt Co.

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Butler Co.
Caldwell Co.
Galloway Col
Campbell CO.
Carlisle CO.

Carroll Co.
Carter Co.
Casey C0.
Christian (‘0.
Clark CO.

Clay C0.
Clinton Co.
Crittcnden Co.
Curnburlarnl Co.
Liavless Cu.

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Edmonson Co.
Elliott C0.
Estlll Co.
Fayette Co.
Fleming Co.

Floyd Co. '
Franklin Co.
Fulton Co.

Gallatin Co.
Garrard Co.

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Grant CO.
Graves Co.
Grayson C0.
Green Co.
Greenup CO.

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Hancock Co.
Hardin C0.
Harlan Co.
Harrison Co.
Hart Co.

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Henry Co.
Hickman Col
Honkins C0.
Jackson C’o.

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Jefferson Co».
Jessamine Co.
Johnson Co.
Kenton Co.
Knott Co.

Knox C0.
Larue Co.
Laurel Co.

1 awrenee Co.
Lee Co.

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Leslie Co.
Letoher Co.
Lewis C0.
Lincoln Co.
Livingston Co.

 

 

 

 

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TABLE V—Continued

The Training of Employed Elementary Teachers in County School Systems in Kentucky in 1935-36, and the Number of Teachers with Given
Number of Semester Hours, in Schools with One Teacher, Two Teachers, Three Teachers, and Four or More Teachersii—Continued

Schools With Four

One-Teacher Schools1 Two-Teacher Schools2 Three-Teacher Schools“
or More Teachers‘

in

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School
District

 

Tchrs.
C0. Dist.

1
1— 32— 64— Dfr 120 1— 32— 64— 96~‘ 1201 1— 32— 64— 96— 120
31 63 95 119 up . . 31 63 | 95 119k up, . . 31 I 63 95 119 up

Total

 

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| |

 

Logan Co.
Lyon Co.
Madison Co.
Magoffin Co.»
Marion Co.

Marshall Co.
Martin Co.
Mason CO.
McCracken Co.
McCreary Co.

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McLean C0.
Meade Co.
Menifee Co.
Mercer Co.
Metcalfe Co.

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Monroe Co.
Montgomery Co.
Morgan Co.
Muhlenberg Co.
Nelson Co.

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Nicholas Co.
Ohio C0.
Oldham Co.
Owen Co.
Owsley Co.

 

 

 

 

 

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Pendleton Co.
Perry Co.
Pike Co.
Powell Co.
Pulaski Co.

 

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Robertson Co.
Rockcastle Co.
Rowan Co.
Russell Co.
Scott Co.

Shelby Co.
Simpson Co.
Spencer Co.
Taylor Co.
Todd Co.

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Trigg Co.
Trimble Co.
Union Co.
Warren Co.
Washington Co.

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Wayne Co.
Webster Co.
Whitley Co.
Wolfe C'o.
Woodford Co.

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241l161312127| , 340|5005ll 143|1 81 516 21]l 16i‘13i‘yll 327I 54l1119l‘ 673I| 35| 37 325 875[ 176
l

Total
1 l |
l l | | l l l
Percentage 7.9 4.832.21426 5.8 6.8 100 7.2 4.126. 45.4 6.410.9 3.1a 2.4ll20.1[l48.9 8. {11.5% 100]l 2. %Z.1N18.248.9|| 9.8 ..
l I | .

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1One teacher to the elementary grades, i. e., from 1-8 and 1-6.

=Two teachers to the elementary grades, 1. e., from 1-4 and 5-8 or 1—3 and 4-6.

8Three teachers to the elementary grades, i. e., 1-3, 4-6, 7-8 or 1-2, 3—4, 5-6.

‘Bour or more teachers to the elementary grades, i. e., 1—2, 3-4, 5—6. 7~S or 1, 2, 3, 4, 5, 6.

“N. C. means no college training. . ‘
fferent sizes was derived from information on the salary schedules. For example, if a teacher

6The number of teachers in schools of di
taught grades 1 to 8, or 1 to 6. it was assumed she was a one—room teacher. If she taught grades 1 to 4, or 5 to 8, it was assumed

that she was a. two-room teacher, etc.

 

 

  

 

 

 

4,9»)..- , _ .7.-. < .7

 

INCREASE IN TRAINING OF EMPLOYED ELEMENTARY
TEACHERS

Increase in the training of rural elementary teachers has been
conspicuous during the past decade. Donavan,1 in 1925, studied the
training of elementary teachers in Kentucky. His study of 5,076
rural elementary teachers employed in county school systems showed
that 75.6 percent had no college training, and that only 9.5 percent
had what is thought of as the minimum training for elementary
teachers, namely two years of college.

TABLE VI

The Training of 5,076 Employed Rural Elementary Teachers as reported by
Donavan in 1925, and 9,450 Rural Elementary Teachers Employed in 1935-36

 

 

 

 

 

 

Training 1925 1935-36

No college training ' 3,840 595
1 to 63 semester hours 751 3,965
64 to 95 semester hours 368 4,230
96 to 119 semester hours 45 645
120 up semester hours ' 72 1,015
Totals 5,076 9,450
Percent with no college . 75.6 i 6.3
Percent with Z or more yrs. college I 9.5 l 62-3

‘l
1Donavan, H. L. A State’s Elementary Teacher-Training Problem (Ken-
tucky), p. 39, Table X.

 

A recent study of 9,450 teachers employed in rural elementary
grades in 115 county school systems in Kentucky shows that only
6.3 percent have had no college training and that 62.3 percent have
had two or more years of college training. The average rural ele-
mentary teacher in 1920 had not completed all her high school course,
while the median rural elementary teacher in 1935-36 had 72.8 semes-
ter hours or 21/4 years of college training. Table VI gives a comllam‘
son in the training of rural elementary teachers in 1925 with those
in 1935-36.

PROGREsS IN TRAINING OF CERTIFICATED TEACHERS

The training of persons applying for certificates during the
scholastic year, ending June 30, 1930, with those applying for cer-
tificates during the scholastic year, ending June 30, 1936, shows a d?‘
cided trend toward a high level of training for teachers. This 1S
revealed in a study of Table VII. Inspection of this table will Show ,
that in 1935-36, less than 10% of the certificates issued and renewe
were issued to persons of training below one year of college. 011 the
other hand, nearly 60% of the certificates issued in 1929-30 were
issued to persons who had less than one year of college training-

12

 

  

RY

been
1 the
3,076
)Wed
'cent

tary

 

TABLE VI]

Training of Teachers to Whom Certificates were Issued, Re-lssued, and Extended
in 1929-30 and in 1935-36

 

 

 

Training Bases of Issue
Year 5 Yrs. 4 Yrs. 2 Yrs. 1 Yr. Less Than Total
College College College College 1 Yr. Col.
1935-36 35 2,533 4,177 3,175 1,020 10,940
1929-30 ‘ 773 2,312 None 4, 326 7,411

 

 

 

 

 

 

 

This trend will tend to become accelerated as the years go by.
No certificate will be issued on training below two years of college
and no certificate will be subject to life extension unless the holder
has one year of graduate work.

It should be pointed out that many persons who hold certificates
based upon four years of college actually have as much as five or six
years of college training. At the time their certificates were issued,
the highest type of certificates were based upon four years of college.
The rapid increase in the number of high-level certificates and the
rapid decrease of low-level certificates during the past two years indi-
cates the rapid strides with which teaching has been moving toward
a profession in Kentucky.

CURRICULA FOR THE TRAINING OF ELEMENTARY
TEACHERS

-Teaching in the elementary grades in Kentucky has become a
profession since all persons entering teaching must complete definite
curricula designed for the preparation of teaching in the elementary
grades. No person may be certificated to teach in the elementary
grades who has not completed a curriculum two years in length in
which provision is made for the prospective teacher to have definite
training in the subject fields offered in the elementary grades, and
professional training which shall include a study of the learning
machinery and learning needs of children at the elementary level.

There are two curricula for the training of elementary teachers,
namely,’ a two—year curriculum, and a four-year curriculum. The
f0111fyear curriculum includes all the requirements of the two-year
Curriculum. A person who completes the two-year curriculum may
be issued the provisional elementary certificate valid for three years.
The first renewal of this certificate may be made upon two years ex-
perience, but succeeding renewals are made only upon the submis-
sum of 16 additional semester hours of training earned atter' each
aSt renewal : ~

TWO—YEAR ELEMENTARY CURRICULUM
:1. Education, including ’ '

1- Educational Psychology or General Psychology 3 hours
2. Fundamentals of Elementary Education .1 4 hours
3- Supervised Stude’nt'Teaching' ' ' ' ‘ 3 hours
4. Elective Course in Education 3 hours

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b. English, including

1. Oral and Written Composition 6 hours

2. English Literature or American Literature or Survey

Literature 3 hours

3. Children’s Literature 3 hours
c. Social Science, including

1. American History and Citizenship (integrated) 6 hours,

2. Or American History 3 hours

3. and Citizenship (separated) 3 hours

4. or History of Civilization 6 hours
d. Principles of Geography _ 3 hours
e. Public School Music 2 hours
f. Public School Art 2 hours
g. Teacher’s Arithmetic 3 hours
h. Public Hygiene and Sanitation 2 hours

i. Science (Biology, Chemistry, General Science, Geology, Physics) 5 hours

j. Physical Education 2 hours
R. General Agriculture, or 2 hours
Industrial Arts, or 2 hours
Home and Social Problems, or 2 hours
Rural Social Economy, or 2 hours
Principles of Sociology , 2 hours
1. Elective 12 hours

Total 64 hours

It is the general belief that the minimum length of the training
period for elementary teachers should ultimately be the same as the!’5
of secondary teachers. To that end, the training program for ele-
mentary teachers points to a four-year curriculum. The two—year
curriculum is the first step toward the four-year curriculum. A per-
son who completes the four-year curriculum may be issued the
Standard Elementary Certificate. This certificate is valid for four
years and may be renewed upon a minimum of three years’ expen-
ence during its life.

If the holder of a Standard Elementary Certificate completes the
requirements for a Master ’s degree, this certificate may be extended
for life.

FOUR-YEAR ELEMENTARY CURRICULUM
3.. Education, including

1. General Psychology or Educational Psychology 3 hours
2. Fundamentals of Elementary Education 4 hours
3. Supervised Student Teaching 6 hours
4. Educational Measurements 2 holll‘S
5. Child Psychology 3 hour5
6. Teaching Reading 3 hours
*7. Elective in Elementary Education 9 hellr3

.—

*Six semester hours may be selected from administration and super'
vision by those who desire to qualify for administrative positions.

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b, English, including ,
1. Oral and Written Composition 6 hours
2. American Literature or English Literature or Survey of
Literature 3 hours
3. Children’s Literature 3 hours
4. Elective ' 3 hours

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Science, selected from Biology, Chemistry, General Science,
Geology, Physics 12 hours

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. Social Science, including
1. American History and Government or History of Civilization 6 hours

2. Principles of Sociology or Rural Social Economy 3 hours
3. History, Government, Sociology 0r Economics 6 hours
e. Teacher’s Arithmetic 3 hours

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. Art, including

1. Public School Art 2 hours

2. Elective 2 hours
g. Music, including

1. Public School Music 2 hours

2. Elective 2 hours
h. Public School Hygiene and Sanitation 2 hours
i. Physical Education 2‘ hours
1 Geography, including 3 hours

1. Principles of Geography, 2. Elective 3 hours
It, Elective ‘ 27—35 hours

Total required—Plus degree 120-128 hours

All certificates issued after September 1, 1935, are based upon
one of the above curricula.

DIFFERENTIATION IN TRAINING OF TEACHERS

Up to this time, a uniform curriculum has been required for all
lvho receive elementary certificates. In other words, persons teach-
mg in rural elementary schools and city elementary schools com-
plete the same requirements. There has been some agitation for a
dlifel‘entiated curriculum for rural teachers, but so far no official
actlon has been taken. This means, of course, that the standards for
t 9 training of elementary teachers in rural communities are as high
as thOSe required for the training of teachers in a city system.

. Before the passage of the 1934 school code, all high school cer-
tificates issued were valid for teaching in both elementary and sec-
OHdary grades. Under this system, a person might make definite
DreDeflation for high school teaching and receive a high school certifi-
cate, If she failed to procure a position in a high school, she could
accept a position in the elementary grades. Under the new school
Code, Elementary certificates are valid for teaching only in the ele-

15

 

 

 

 

 

 

 

  

 

 

 

 

 

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mentary grades and high school certificates are valid for teaching
only in the high schools.

There are still many certificates in force, issued under the old
law. This means that all high school certificates issued prior to Sep-
tember 1, 1985, are valid for teaching in both the secondary and ele-
mentary grades. This will continue, of course, as long as such cer-
tificates remain in force.

WHERE ELEMENTARY TEACHERS HAVE THEIR FIRST
EXPERIENCE

It has been the general understanding for many years that most
of the inexperienced teachers in Kentucky are found in the small ele-
mentary schools in rural areas. Figures to verify this belief have
not been available, and no one knew to what extent the assumption
was true.

Salary schedules filed in the Department of Education by
county boards of education for 1935-36 were studied with a View to
discovering the size of school a new teacher has his first experience
as a teacher. Only 97, out of 120, salary schedules were available for
this study. Each schedule gave the name of each teacher, his training
in semester hours of college work, years experience, and grades for
which. he was employed.

The study of the 97 counties shows that there were 920 teachers
who had no previous experience. These were distributed according to
size of schools as follows:

In one-teacher schools 606, or 66 per cent
In two—teacher schools 202, or 22 per cent
In three-teacher ‘schools 7, or 1 per cent

In schools with 4 teachers or more 105, or 11 per cent

Inspection of these figures shows that 808, or 88 percent, of all be-
ginning teachers in the 97 counties studied are located in the one-
teacher and two—teacher schools, and only 12 percent of these teachers
are found in schools with three or more teachers. ,

Data on this question were not obtained for independent d13-
tricts. It may be inferred from a study of the county systems the
very few new teachers are admitted into the larger schools such as
are found in independent districts.

Since elementary teachers receive their first experience for the

most part in one—teacher and two-teacher schools located 111 Tu”

areas, it becomes important that their pre-service training should an-
ticipate as far as possible the problems connected with th1s type 0
school situation. Such questions as the following should be answere
before curricula. for elementary teachers are set up: Are there PTO '
lems to be faced by the teacher in the small rural school, thCh are
different from those faced in larger schools? If so, in what ways 3.1.6
the tWO tTYPes of situations different? Should the teacher have specmn
training in the understanding of problems which she is to face Whe

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‘she enters teaching? Do the present‘curricula for elementary teach-
ers meet the needs of those beginners, who must begin teaching in the
small rural schools? The figures constitute a challenge.

TRAINING INSTITUTIONS

Kentucky has made liberal provisions for training the teachers
for the public schools. This means that a person may receive train-
ing for practically any position in the public school service in a state
supported institution, including superintendent, supervisor, princi-
pal, high school teacher, elementary teacher, kindergarten teacher,
attendance officer and teacher of any of the specialized fields.

Since this Bulletin is concerned primarily with teachers for the
elementary grades, it is well to point out the facilities the State has
provided for training teachers for the elementary schools. Four State
Teachers Colleges and the College of Education at the Univesity of
Kentucky have made provision for training elementary teachers in a
very Pfiective way. Each institution bases its elementary curricula
upon the curricula prescribed by the Council on Public Higher Ed'i—
cation (The curricula prescribed by the Council are included in this
Bulletin), and makes such adaptations as will meet the needs of per—
sons teaching at the different levels of the elementary school. Train—
ingtor Kindergarten and pre—school work is provided in the State
institutions.

Each State institution has provided well-organized training
schools in which observation, experimentation, demonstration, par-
tieipation, and student teaching may be done. In most instances, the
elementary training school includes a kindergarten. The training
SChools are fully equipped and supplied with adequate teaching-and-
learning materials to carry on a child—centered program of training.

Two colleges have nngraded rural schools as a part of their ele-
mentary training school program. Teache