ASCHOOL COMMUNITY NEEDS ASSESSMENT OF THE ALBIA ...

not a simple process. P....ob I ems"" . h
' >. --. url.se Sue as oversensitive professional
educators who sometimes are Qiven to overr.e.-a-ct-"on. 0-"'41n9 to- .
- ... T...... prl.or experlences
where impetuous board me-mb-ers - - - or pressure groups mae d a mess of
things.
Cawelti suggests that boards of education establish B policy of
setting major instructional goals on a yearly basis. l Many districts do
this routinely and successfully according to CaweIti; many more do not"
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or if they have given it a
try" it has been in sort of a vague, halfhearted
manner that bespeaks disinterest on behalf of board members.
School district goals centering on
the curriculum should be ambitious but
without pie-in-the-sky overtones" and always they should be representative
of what the community aspires for its children. 2 He states that board
members must seek opinions from taxpayers, teachers, administrators, and
students in setting goals.
Cawelt! feels that boards of education that
sincerely wish to set goals and objectives must be willing to budget money
for such things as materials, inservice for teachers, evaluation,
visitations and other processes necessary to carry out the plans.
Cawelt! states that boards of education are to demand sound
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evaluation methods and insist upOn completeness.
The tendency prevails
today to emphasize only the growth that is measurable through standardized
achievement tests" and he holds that this is too limited a view. Board
members have every right to suggest, even to insist upon the inclusion of
leordon Cswalti, "How to Get Your Hands on Your Districts
Curriculum, II American School Board Journal ( ,1974), p , 37.
2I bi d•
3 I b- . I
, j, c • , p , 38.