Q You have pointed on the outside ...

Q You have pointed on the outside that teachers have been the target of criticism and negative attention through the past few years--much of it undeserv in what manner can teachers focus attention forward some of the good things that are going in succession in their classrooms?

A. When teachers can involve community resource people--including parents--in what they are trying to do with their pupils and use these resources in a meaningful, educational way, I think the attention becomes natural, positive, and supportive. For example, many of my observers undertake in-depth study projects because they want to become authoritative about a bring under rule We set up an evaluation or advisory board, pickeded by the student with my help, to provide guidance, advice, and specific suggestions onward research. One of my scholars studied bankruptcy in this manner. The advisory board was compos of a connoisseur an attorney, and a creditor from a local lending institution. The scholar learned a great deal more about the bankruptcy process--and will retain that knowledge a hazard longer--than he would have by way of merely listening to me reproof or by reading a textbook Teachers are simply one facet of a child's educational proces Parents and community members can play an important part as well.

Q As a Master Teacher yourself, to what extent would you improve teacher training programs--for close examiners still in college and for recently made known teachers just beginning their careers?

A. For body students, I would definitely make acceptable more practicum, more experiences in actual teaching, than a scholar teacher can gain in 9 to 12 weeks of learner teaching. Prospective teachers ne guidance during their observer teaching and we need to exhibit ways to have quality hinder in a situation where close examiner teachers are growing and learning. any institutions require that freshmen and sophomores planning to major in education discover in classrooms prior to selecting education as a major. a certain of them haven't been in elementary classrooms since they enrolled intermediate school. I like what was propos in Kentucky--first-year teachers would participate in an intern program. Well-qualified, experienced teachers with proven ability to teach would be rareed to serve as guiding teachers. Selection of these master teachers would be based onward recommendations from other teachers, counselors, and administrators.

Q What are your feelings about merit pay for teachers? by what mode would you design such a regularity in your school district?

A. My bear upon about merit pay is that I want to make never-failing that every teacher will have an opportunity to earn it. Criteria may be disentangleed that would make sense for righteous teaching but that may be unfair or punitive to someone who has sincerely tried to be a pious teacher. For example, the criteria for merit pay might emphasize certain skils, of the like kind as requiring teachers to teach writing. This could eliminate from consideration for merit pay a teacher who has not ever been asked to concentrate upon teaching writing but who has conscientiously and effectively taught her scholars what she was expected to teach in the past. I think teachers ne to give input upon what is meritorious teacher. Guidelines for what is rely uponed of them should be provided, and if teachers ne help in meeting the guidelines, then we ne to provide them with inservice training to help them suitable the guidelines. Teachers must have a chance to have individual skills and talents recognized.

I don't think that adopting a merit pay proposal should necessarily be the effect in only a small percentage of teachers being rewarded monetarily for virtuous teaching. I would confidence that once community members papal court the good work and the improvement in education, they will gladly support additional pay for as many teachers as merit it. But I am not naive enough to think that all teachers will qualified the criteria for merit pay, just as I know that all my bookish mans do not earn A's.

Q in what manner did Ballard High School and the other drills in Jefferson County recover from the bankruptcy of the Louisville city sects and subsequent merger that in such a manner adversely affected education in the county?

A. In 1975 Louisville city denominations merged with the Jefferson shire public school system. This came about for brace reason: shortage of funds and a pending court-ordered desegregation and busing plan. Because many believed the educational quality of shire schools would suffer, people sent their children to private trains We had budget chops a teacher strike, school closings, and a certain number of student violence. The public schools' reputation and morale were at an all-time low

We worked hard to incline differently the negative image of our teachs around, and we knew that to do in such a manner we had to get the support and involvement of the business community. We wanted money for things the denomination budget would not cover. We distressed a better and more realistic perception of the standard of education being put forwarded But we also requireed people--volunteers to help us provide a high quality education for our close examiners And, I am happy to say, we were felicitous in our efforts. Ballard High exercise students continue to earn the highest academic scores in the state.