Adlai Stevenson High School - Aurora Yearbook (Livonia, MI)

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Scbool Board ave Guidance by General Pohczef School Board members for the 1967-1968 school year pro- A. Edward Katz, Strelsa Schreiber, William Craft, Domi- viding direction not only for Stevenson, but the other nick A. Taddonio, and Lonnie Brashear. schools as well, were: Geraldine lloyner, Edwin G. Brown, W 2 W? Q RA Benton Yates llll Llllglll ip ,L l'l--l' The school system's nerve center may not have looked imposing from the outside, but such was by A not the case. Administrative personnel recruited by the School Board E ,-1' are the executors of the policies set forth by the elected mem- ' H bers of the Board. The selection of personnel for the positions Pau1E. Johnson such as superintendent and his assistants, reflected not only the good Judgment of the Board, but of those who elected them. Board Members Strelsa Schreiber, VVilliam Craft, and A. Edward Katz were continually searching for more effective educational techniques. Rolland H. Upton Cecil H. Alford

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I I 1 I I I f l ,' I I I :fc .... ' E Theory and Practice : Give Understanding ACADEMICS tit the school gathers the opinions, theories, s an en y, facts, and fancies that men of all times have expressed nature, his science, and per- as their conception of man, his petuates them in the classroom as knowledge preparatory for l' in the 20th century. Thesis. ife The student leaves the confines of his institution of education, and is struck by a barrage of data - realities . I . S f which can only be perceived through experience. ome o the dogma which he has been led to believe is enforced. Some is destroyed. Antithesis. The student must accept ambiguity or effect a recon- ciliation between belief and reality - Synthesis. , Amt,

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General Board Policies Tranrlatml to Speenie Procedures la M 71 Fownnna Mr. Formsma's job was to serve as the link be- tween such various factors of the educational pro- cess as School Board, department chairmen, teach- ers, students, and the administrative personnel of the board oflice. In bringing these forces into a semblance of coherence, Stevenson High School emerged from modular schedulingis pitfalls with minimal injuries. By keeping all concerned in- formed as to the course the new system was to take, a new effectiveness was added to Stevenson's program. In translating broad School Board policy guide- lines in specific incidents, Mr. Fonnsma, with other administrators, provides a working basis for the Stevenson policies that would be further re- fined not only by departmental chairmen but by the individual teachers as well. ln doing this, Mr. Formsma was effective. Another facet of the principalis job not often noted was the explanation of Stevensonls modular scheduling to sometimes dubious groups so as to assure people that the program was in the best interests of the students. All of these varied duties were but a part of the egort to further improve the quality of education offered by Stevenson. Communication between department heads, such as Mrs. Dick, and lllr. Forsma aided the determination of policy. G f MM Wilma? .. .4 . .... ,.,' ft' A' .U ,'..-' Mr. Forrnsma was not one to Arlene Petruski let responsibilities prevent personal contact. Harold Rousakis' smile could have been interpreted several ways.