The supervisor knows how to administer standard tests, and is prepared to stand by the findings. He is willing to point out the need of special educational treatment in specific cases. He must be prepared to place especially talented children in their place and without fear. Each child should have his opportunity, according to Dr. Virgil Dickson. This is real democracy.
The penmanship supervisor should at any time be able to demonstrate his subject with the aid of the class for the benefit of the teacher. One thing is an essential, however: The supervisor must do this in an artistic manner, and vastly better than the teacher can do it. Demonstration lessons are no doubt the most popular help that can be rendered to teachers. Teachers like to see how some one else meets the classroom problem, and it is a golden time for the supervisor to inculcate sound educational principles and good practice.
The supervisor should be prepared to administer details such as routine matters, to plan visiting days that are really worth while, to select texts, material, etc.
Supervisors should not only be constantly preparing themselves for greater usefulness but should stand ready through courses provided by themselves to offer encouragement in extension work, worth-while meetings, and in the planning of educational exhibits. Such exhibits should be kept by the supervisors in order to show new teachers what has been attained in former years. Standards can easily be made clear in this fashion.
RATING
The much discussed problem of rating of teachers, first used in 1896 in Milwaukee, is the cause of considerable “grief” among many. We are all rated in one way or another, and after all why be sensitive about it? A good cure is a self rating card, filled in carefully, prayerfully, and then laid aside until next self rating day arrives. Self competition is bound to yield good results. Let us learn to look in the mirror without flinching.
Whatever system is used the teacher should have a copy of the score card and thereby learn upon what qualities to place values. The score card is especially valuable for the reason just given. No teacher should rise or fall on the strength of one rating, or on the strength of the rating of one person. Boice, Elliott and Rugg have all contributed much in the way of score cards. Mr. Cook of South Dakota explains a most interesting and meritorious system in use in his state.
It remains for Katherine Taylor Cranor to present the first self scoring card for the supervisor as an aid to efficiency in school work. It offers to each one upon whom the mantle of supervision has fallen food for thought. It must provoke any thinking person to a critical evaluation of himself and his work. The six main topics covered are in substance as follows:
1. Educational, social, and personal qualifications: These include liberal education, tact, tolerance, poise, appearance, disposition, leadership, loyalty, ability to speak in public, patience, 260 points.
2. Course of study: Cooperation in making it, ability to interpret it, 140 points.