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Page 26 text:
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group spent most of its time dealing with re- search and development proposals and trying to generate better communication of new ideas between the different schools of Great Neck. As might be expected, red tape con- sumed a considerable amount of time and ef- fort. The CDC has at its disposal certain funds which must be spent on research and development proposals. The proposals, by defi- nition, must relate to curriculum in some way and above all, they must be innovative or ex- perimental in nature. Among the research and development programs that the CDC has im- plemented are: Independent Leaminq Centers at Cumberland School, Improved Diagnostic Techniques at Kensington-Johnson School. Language Arts Tape Recorder Project at Park- ville School, Classroom Libraries at North Jun- ior, and Senior Values Seminars at North Sen- ior. This past year, the council has become more and more interested in developing new basic curricular philosophies designed to meet the needs of a generation that is demanding that its curriculum be relevant to today’s world. Of its twenty-two members, those from North Senior were Dr. Herbert Isaac, Mr. M. Elliot Noyes, and Mr. Daniel Laskin. The Instructional Council, consisting of stu- dents, teachers, and administrators was formed in February. It was designed to review and recommend new methods of instruction. More specifically, the council was charged with de- veloping self-evaluation techniques for teach- ers, implementing new curriculum materials, and involving the district in teacher education and preparation. Alice Friedman and Stephen Messner, both sophomores, served as student representatives. Under the chairmanship of Mr. Kenneth Can- field, the Building Curriculum Group pro- ceeded in much the same way as last year: its most controversial issue being Health. With the pass-fail grading deemed a failure, Mr. Noyes concurred with the recommendation that grades be reinstituted into the Health pro- gram, thus making most sophomores quite un- happy. The three student members, Reuben Cohen, Judy Pollack, and Marc Rosenwasser, voted independently and not as a student bloc. However, the BCG stood unanimous in its attempt to improve communication with North Junior and in its charging the central administration with ignoring the group. Early this year, the S.O. requested student membership on the Building Representation Committee; a group of teachers elected by the faculty to handle any pertinent educational matter including tenure, orientation of new teachers, school rules, and teacher working conditions. While the BRC did agree that some of its discussion included legitimate matters for student concern, they felt that there was not enough to warrant direct student participa- tion. Therefore, a compromise, the Student- Faculty Advisory Board, was proposed. The committee consisted of eight members; four student members and four faculty members. The SFAB concentrated most of its efforts on student evaluation of teachers, conversation study halls during lunch periods, and the avail- ability of outdoor space for students during free time. The student members were Matthew Edlund, Marc Machiz, Judy Pollack, and Rick Reibstein. Mr. Cartee, Mrs. Harrington, Mr. Morrison, and Mr. Porter represented the faculty. In addition to continuing to teach physical education, in his new role Mr. Morrison strived to prevent system-student polarization. His new title, Administrative Assistant for Student- Faculty Relations, succinctly defines his new duty—the improvement of student-administra- tion relations.
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Page 25 text:
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most apparent when the question of maintain- ing a relationship with the Board of Education was raised early in the year. Finally, after many hours of heated discussion among last year’s student deleqates, the Board trustees, the principals from both high schools, and the Phipps administrators, an agreement—the Memorandum of Understanding—was reached and subsequently endorsed by the student gov- ernment of both North and South. Elections were held, and the following Mon- day night student deleqates William Aronstein, Reuben Cohen, and Marc Rosenwasser met a hostile community and an unpredictable Board of Education. The community changed little and the Board became more predictable and sympathetic. The deleqates, as well as serving as student representatives at public meetings, met reaularly in private with the Board. With Dr. Miller, Superintendent; Mr. Abramowitz, Assistant Superintendent for Instruction; and Dr. Sobel. Director of Secondary Instruction, they discussed such topics as Draft Education and Registration, Freedom of Mobility, and Flaq Desecration. The Curriculum Development Council, estab- lished by the 1968 Great Neck Teacher's As- sociation-Board of Education contract, repre- sents an attempt to involve teachers and stu- dents. as well as administrators, in the process of initiating and influencing curriculum change. The CDC has accepted a working definition of curriculum as every experience the child has under the direction of the school and every- thing that the school contrives to shape the life and insiqht of the individual. The scope of the CDC's work is vast, and its members include professionals from all branches of the school system. During its first two years of operation, this FAR LEFT: Mr. M. Elliot Noyes, Principal: ABOVE LEFT: Mr. Henry Boro- viclca, Assistant Principa : CENTER: Mr. Mortimer Abramowitz. Assistant Superintendent tor In- struction. Dr. Ridgley Bogg. Assistant Superin- tendent for Business: ABOVE, left to right: Dr. Thomas Sobol, Director of Secondary Instructior Dr. Marion E. Wiles, Execu- tive Assistant to the Superintendent. Dr. John L. Miller, Superintendent of Schools: LEFT: Mr. Ed- mund Fontanella. Assis- tant Principal. 21
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