Most Teachers Corps interns have shown great dedication and idealism. Enactment of this change in salary would, in our opinion, take undue advantage of the dedication of these young people. We, therefore, urge that the subcommittee retain the present basis of payment. When we began work on this program in 1965, our goal was the establishment of a flexible and imaginative educational program to deal with the most severely disadvantaged children in the United States. Despite the growth and improvement in America's system of public education, the poor and the needy students have not fully shared in programs of quality education. We owe these children increased attention and consideration to enable them to break out of the bitter cycle of poverty that now engulfs them. It remains our intention that control over the teams in operation be maintained by local school officials. Individual superintendents and principals may discontinue programs at a moment's notice. We would, however, urge that the subcommittee not apply further restrictions to the program. The Teachers Corps, by attracting more able people into the teaching profession and training them, is designed to meet a national need. The subcommittee should make it clear that nothing in this act be construed to mean that experienced teachers must be chosen from within the district where they will serve. In practice, teachers are generally chosen from the districts in which they work, but we would not wish to have this written into the law, imposing further restrictions and further curtailing the flexibility of the act. The issue of local control of education was very carefully considered by the framers of this legislation. The legislation was drawn so that local school authorities would have more control over Teachers corpsmen, in most cases, than over their own staffs. Corpsmen may be hired or fired at will. Our intent remains that the Teachers Corps program be permitted a maximum degree of flexibility in the continuation and expansion of its program. We hope that the subcommittee will agree with this judgment. When the Congress originally funded this program, a commitment was made to the Teachers Corps interns. Participation in the 2-year program could earn them a master's degree, as well as enable thousands of educationally disadvantaged children to reverse their course of academic failure. On the basis of its 8 months of operation, we believe the continuation of the Teachers Corps is justified-not only because of the commitment made to the interns, but on the merits of the program itself. A recent survey of principals and superintendents taken by the National Education Association showed an overwhelming majority of those working with Teachers Corps men favor the continuation of the program. It is very difficult to recruit teachers to work in slum area schools. Many distinguished educators, such as Dr. James Conant, suggest a formula of differential pay and added bonuses to those experienced teachers willing to undergo the difficult and often trying task of working in the slums. Under the Teachers Corps program, this problem is highlighted and added value is placed on the job of teaching in the disadvantaged school district. Through the Teachers Corps, dedicated and sincere young people are recruited to perform this vital work. Teacher recruitment has become increasingly difficult in the United States over the last several years. A national teacher shortage of close to 100,000 has created a crisis in American education. Teacher's salaries are woefully inadequate. A high school teacher of physics or chemistry earns a starting salary of $2,000 a year less than his colleague in private industry, both having the same education and the same background. It is, therefore, apparent that creative and imaginative new efforts are needed to attract young people to the teaching profession. The Teachers Corps interns exemplify the type of person the teaching profession so desperately needs. We are confident that favorable action by the subcommittee will be repaid manifold by successes in the program throughout the country. We ask that several letters we have received from principals and school officials who have worked with corpsmen be inserted at this point in the record. VIEAU SCHOOL, OFFICE OF THE PRINCIPAL, Milwaukee, Wis., February 17, 1967. Hon. GAYLORD NELSON, DEAR SENATOR NELSON: Last June three interns of the National Teachers Corps and a supervisor were assigned to Vieau for the summer session. Since the administrator of the sumer school was my vice principal, I received a fine briefing on their performance and thereby had a good idea of what could be expected of them in fall. Then, too, I attended an orientation meeting in late summer which served to acquaint me fully with the program. My expectations have been more than fulfilled. With the addition of two more interns (in January) we have a fine team of alert, conscientious and energetic young people in the process of learning and practicing the arts of teaching. These interns, under the excellent immediate supervision of Miss Mary McLaughlin have been a boon to our school and community. They have done some excellent work in small group and "one-on-one" intensive tutoring and counseling. They have taken "class disturbers" and have given these children a willing ear in which to pour their attention needs. They have increased the self concept-the sense of importance of our love starved problem children, and thereby alleviated the regular classroom teachers' frustrations on this score. Our interns have organized and rehearsed various groups of children for school programs in connection with special projects and holiday recognition. They have refereed scheduled intramural athletic contests. They have gone into the community, visited parents and have improved the school-home rapport. In a word, they have been invaluable to our school and community. Currently, they are engaged in full scale “practice” teaching. Each intern works under the classroom supervision of a master teacher. While it is impossible to continue the diverse activities afore mentioned while intensively engaged in student teaching, many of the individual tutoring programs are still maintained where there is a need. In closing let me say that we at Vieau feel very fortunate in having the NTC with us. Their dedication, their flexibility (which is, perhaps, one of their greatest attributes) and their cooperation, have meant much to our school and community. They are valuable members of the team; we hope their training here will make them valuable members of our teaching profession. Sincerely, K. G. PLACE, Principal. RUFUS KING HIGH SCHOOL, Milwaukee, Wis., February 17, 1967. Hon. GAYLORD NELSON, Senate Office Building, DEAR SENATOR NELSON: I am very happy to restate my sentiments, concerning the National Teacher Corps. Here at Rufus King High School we have seen the results of a remarkably happy marriage between an ingenious plan and a team of intelligent, sympathetic, energetic, and devoted, young Corps members. There has been a lessening of the work load for all; a marked increase in teacher morale; and, most important, an abrupt about face in attitude toward citizenship and scholarship on the part of some of our most difficult pupils. We have exposed the Corpsmen to the entire scope of school experience, and they have passed each test admirably. Solultions for many of the problems they have tackled are not readily apparent. However, their ideas are fresh, and their concepts are new. They are not tied down to old, worn-out practices. We have every reason to hope that in the foreseeable future the National Teacher Corps will contribute valuable insights into methods of dealing with deprived youngsters. Very truly yours, J. A. POWERS, Principal. WELLS STREET JUNIOR HIGH SCHOOL, Hon. GAYLORD NELSON, DEAR SENATOR NELSON: As we enter the second half of the school year which offered our first experience with the National Teacher Corps, I should like to take this opportunity to report to you on the progress of our Teacher Corps Team. Wells Street Junior High School is a central city school with a non-white enrollment of approximately 60% and a large number of culturally disadvantaged pupils of various social and ethnic groups. Our total enrollment is 1068. Our Teacher Corps Team consists of four young interns, two men and two women, and a very competent team leader who has had teaching experience at this school. I must admit that I had some reservation regarding the effectiveness of a National Teacher Corps when I was first approached regarding the assignment of such a group to this school. I questioned the administrative and teaching time involved and the facilities required in relation to expected results. I also considered the matter of relations between the team members and our regular teaching staff. However, my apprehensions proved to be groundless, and the Teacher Corps Team, under the capable direction of its team leader, has proven to be a valuable asset to the school and to its instructional program. Corps members have involved themselves in community activities and home contacts. They have offered valuable assistance in our attempts to improve attendance and tardiness, both of which are severe problems at this school. They have offered academic help to pupils individually and in small groups and have involved themselves in counseling on a one-to-one basis with problem pupils. They have acquainted themselves with pupil control problems by assisting our regular staff in the supervision of corridors and cafeteria. The one problem which presented itself during the first half of this year was beyond the control of our school system and the University of Wisconsin-Milwaukee. This resulted from the uncertainty of funding when the Congress failed to provide the funds to carry out the program. Should the program continue-and I strongly recommend that it should-it is most advisable that the people in the program be given the status and security that comes with knowledge that their efforts are acceptable. Every effort should be made to provide funds and to plan for the coming year well in advance. On behalf of the teaching staff of Wells Street Junior High School I wish to offer my sincerest appreciation for your interest and efforts in making the Teacher Corps a reality. Sincerely yours, JOHN SCHERTZL, Principal. Hon. GAYLORD NELSON, GARFIELD SCHOOL, UNIFIED SCHOOL DISTRICT NO. 1, Senate Office Building, Washington, D.C. DEAR SENATOR NELSON: Garfield Elementary School in Racine has a Teacher Corps Team on its staff this year. As principal of the school, I feel they have been of much help to us. Garfield is an inner-city school with many socially, educationally, and economically disadvantaged children among its enrollment. The Team has been working in the areas of tutoring individuals and small groups, helping teachers with units of study in the classroom, making home visits and contacts, and operating after school activities for the children. We have seen positive results educationally for many children because of the individual help the Team has provided. With the help of a Team member, the classroom teachers have been able to try and accomplish some exciting and interesting projects that have motivated learning for their students. The after school activities are correlated with learning situations during the regular school day. Because of these activities many children have a more positive attitude towards school and life in general. I am looking forward to having this Team with us again for the next school year. I trust funds will be made available for this purpose. Sincerely, ROGER M. JONES, Principal. N. FIFTH STREET SCHOOL, OFFICE OF THE PRINCIPAL, Milwaukee, Wis., February 20, 1967. Hon. GAYLORD NELSON, DEAR SENATOR NELSON: The National Teachers Corps interns who have been a part of our teaching staff since September are making a decidedly significant contribution through their work with children. At the same time they are developing understandings and skills that will enable them to work successfully with the disadvantaged. We have long known that children with serious emotional problems would be greatly benefited by individualized instruction. Twenty-six children are seen daily in tutoring situations by the four members of our teaching corps. This forty minute period in a one-to-one relationship or as a member of a small group represents a most valuable advantage for each child involved both in terms of individualized learning opportunity and the psychological help given the child in the small group inter-change. Each intern works with class-sized groups in a student teaching situation for a quarter of a day and participates in classroom activities for the entire day on Thursday of each week. This daily contact with the children is enabling them to develop competence with techniques in their training period, that are now usually attained by teachers in service. Interns who develop confidence in their own ability to work successfully with disadvantaged children will be a genuine asset to our profession. In addition Mr. Whang and Mr. Lawhorn are offering a forty-five minute supervised physical education program after school, two afternoons each week. Miss Owens and Mrs. Roth are setting up a study program for mothers to assist them in helping their children with homework and to encourage them to appreciate the importance of their interest in promoting the progress of their children. These community-oriented projects will further deepen the interns understanding of the disadvantaged. At the same time, they will be supplying enrichment experiences of real benefit to children and their parents. The success of this program is significantly sharpened by the constant guidance and evaluations of such experienced team leaders as Mr. Litscher. Teachers in training rarely have this concentrated a degree of guidance. Those of us who have worked with Central City children for years have been aware of a need for specialized preparation for the teachers of our children. The approach inaugurated by the National Teachers Corps is truly an encouraging one. Efforts seem to be directed toward setting up a program that will seek creative solutions for the problem of preparing teachers for their vital task. Very truly yours, GLADYS CAUGHLIN, Principal. Senator RANDOLPH. Commissioner Sullivan, I believe we can find room here at the table for all of you who are here from the administration. It will be sort of an all-out frontal attack. Mr. Sullivan, you might wish to introduce the members of the panel for the record. Your prepared statements will be inserted following your testimony. STATEMENT OF HON. J. GRAHAM SULLIVAN, DEPUTY COMMISSIONER OF EDUCATION; ACCOMPANIED BY RICHARD GRAHAM, DIRECTOR, TEACHERS CORPS; B. ALDEN LILLYWHITE, ASSISTANT COMMISSIONER, DIVISION OF SCHOOL ASSISTANCE IN FEDERALLY AFFECTED AREAS; HUGH PARMER, SPECIAL ASSISTANT TO THE DIRECTOR, TEACHERS CORPS; AND ALBERT L. ALFORD, ASSISTANT COMMISSIONER FOR LEGISLATION Mr. SULLIVAN. Thank you, Mr. Chairman. On my immediate left is Al Alford who is our Assistant Commissioner for Legislation. On my immediate right is Dick Graham, Director of the Teachers Corps; and Mr. Lillywhite is the second gentleman and Hugh Parmer of the Teachers Corps. Senator RANDOLPH. Thank you. Mr. SULLIVAN. Mr. Chairman, I have had a number of opportunities to appear before Senator Morse's subcommittee and yours, as a representative of a State. This is my first opportunity to appear before you representing the U.S. Office of Education and I assure you that it is a real pleasure. Senator RANDOLPH. Thank you. You proceed as you desire Mr. SULLIVAN. All right. Senator RANDOLPH (continuing). With the testimony, with the arrangement of the witness discussion. Mr. SULLIVAN. Thank you. First, I do want to commend you for the statement which you made in introducing this indicating the urgency of action on this legislation, and the problems that are involved as a result of the delay. Then to you and to Senator Kennedy and Senator Nelson certainly to express, I was going to say, for the Office of Education, and for the educational community at large, and for the parents and the children who have been served by this program, our thanks for the very enthusiastic support which you are giving to the Teachers Corps. We want to make this a matter of record also. In the interest of time and repetition because some of the things which Senator Kennedy and Senator Nelson said are included in my testimony, if we can make the written testimony a matter of record then I will just refer to some excerpts in the testimony. Senator RANDOLPH. Mr. Sullivan, all of your material will be included in the record and if you would highlight it. Mr. SULLIVAN. I will make a very brief statement, Senator. |