Wayzata High School - Wayako Yearbook (Wayzata, MN)

Page 24 text:

Adt hu6katU tv Absorbed PudbLcw, iCeptCchwl Ri-uuuaCj SwwtMy Mr. Roald Johnson, as principal, maintained public relations between the school and community. His area of responsibility included administration and supervision. The recruitment and proper placement of new teachers and compilation of the school schedule briefly describe administrative functions. Supervision entailed instructional and personal assistance to teachers, establishment of leadership, and the development of the curriculum. Someone had to make the all-important decisions of a complex high school metropolis, and this jurisdiction fell into the qualified hands of Mr. Johnson. Wayzata could not function properly without the expert administrative talents of its principal. Mr. Roice Horning, co-ordinator of all school activities found himself the topic of many a heated discussion as students tried to define their rights. Being responsible for the activities of thirty-one organizations was bound to cause some friction. As advisor to the Student Council, Mr. Horning helped schedule assemblies, homeroom meetings, and other all-school projects. Attendance problems and student behavior outside the classroom were controlled by the Assistant Principal. To add to an already burdensome job, Mr. Horning had to cope with the teenage world of fashion when tight white levis, beltless shifts, and hanging shirt tails become the thing. ROICE HORNING Assistant Principal Oirector of Student Activities 20 ROALD H. JOHNSON Principal Office secretaries attended to daily chores. Pictured are, l-r: Miss Feser, Mrs. Reinertsen, and Mrs. Tendall.

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Du Rdmfc LpJj AJ(Mgptou Cckooh TWugk Wecfto, but Qoti fji.jutg Ve u- WILLIAM G. GAVARAS Debonair Business Manager skillfully handled all District finances and purchases. The ladies of the gray tower take an unaccustomed coffee break. L-r: Miss Violet Holden, Mrs. Loretta Hanson, Miss Kathy Dunn, Miss Nancy Cox, and Mrs. Eunice Nielsen. HOWARD E. BERGSTROM Director of Instruction DR. ROBERT D. SNYDER Superintendent of Schools Dr. Robert D. Snyder, District 284's Superintendent of Schools, again provided the Wayzafa community with the educational leadership so necessary for individual and community success. Under Dr. Snyder's direction the curriculum and school building program of District 284 met the challenges of an inflationary economy. Progress plus was the hallmark of the Snyder-directed administration which skillfully blended and programed the activities of over 4200 students. The growth of the senior high curriculum to satisfy both college-bound and terminal students was significant. Howard Bergstrom, Director of Instruction, was the second ranking administrator in District 284. Mr. Bergstrom held countless meetings with all faculty members and gave total direction to the District 284 curriculum. 19

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OFFICE HELP Back Row, l-r: K. Johnson, D. Erickson, C. Liljequist, B. Davis, M. Dorfer, B. Schultz, L. Nelson. Row 2: M. Moir, J. Towers, S. Anderson, R. Revak, M. Pierce, M. Joy. Row 1: M. Coughlin, C. Marlin, N. Kinney, B. Peterson, T. Gould, M. Thiegles, Mrs. Tendall. CouttSe W F C i 760 MORRIS NESS Counselor LESTER HORN Guidance Director But our family can't afford that college, I just don't know what to do! What am I going to do about that class? Counselors contended with these problems and many more as Seniors prepared for college and the Juniors and Sophomores planned future class schedules. The counselors' job was to individualize education, giving the student more significance than just a name and a number. If anyone had a problem, the counselors attempted to help the student help himself in reaching the proper decisions. Too often Mr. Horn and Mr. Ness were known as the testers. This was understandable, due to the stiff entrance requirements of colleges. PSAT, MSAT, SAT, ACT, Co-op English Test, and ITED were only a few of the tests a counselor had to explain and evaluate for students and parents alike. Also, there were aptitude tests and personality evaluations. Everyone perceived the counselors differently. The non-college student looked for aid in obtaining future jobs. Special emphasis was placed on post high school education at the various business and trade schools and in the military services.