groups, 9. It is clear from this distribution that the developmental activities reported upon by these State departments of education have involved a great number and variety of cooperations. It seems especially significant to note that nearly one-half of them have brought the layman into these studies and discussions, thus giving recognition to the importance of continuous social interpretation and lay participation in the total process of educational study and planning. There were 5 States in which cooperations with all groups listed were reported.

Altogether 24 of the 29 affirmative responses were amplified through descriptive statements and in several cases through impressive documentation. The many variations in approach and practice are apparent and in some cases are suggestively described in the statements submitted by the following States:

FLORIDA

IOWA

Discussion under this point necessarily overlaps the discussion under many of the other points below; hence, most of the efforts we have made are broad enough in scope to deal with a number of phases of the problem.

(1) One of the earliest steps was through the work of the Florida School Code Committee. This committee consisted of representatives of prominent lay and professional organizations appointed by the Governor to study school laws and to propose a plan for improving school laws. Of course many of these laws related to administrative practices and procedures. Before the committee could formulate a definite plan for improving laws, it was necessary to agree upon a philosophy of school administration.

(2) One of the steps involved the preparation of the School Code, itself. Proposals for the School Code were discussed with principals, teachers, county superintendents, board members, trustees, and others, including laymen, throughout the State. This was all a part of the process of developing a philosophy of school administration.

(3) More recently, a number of handbooks on various phases of school administration have been developed, and these are now being discussed. These handbooks attempt to carry out the philosophy incorporated in the School Code.

(4) A year ago, the State Department of Education directed a survey of the schools of Dade County, which is the largest and most populous county in the State. This has been published and made available, not only to Dade County but to all counties.

During the past summer, the Florida Work-Conference on School Administrative Problems was organized, giving graduate students an opportunity to consider further the problems in these fields and to propose solutions. The main objective was the preparation of the handbooks to which reference is made above.

Most of the work this department has done with reference to this question has been through direct county-wide meetings with boards of education and superintendents, in annual State-wide school board conferences, through meetings with school board officers and superintendents as we visit the various school districts, and in connection with a series of professional meet

ings conducted each fall for faculty members and school board groups on a county-wide basis. In addition, from time to time we have set up in the State, educational commissions of one type or another on which representative laymen serve, thus keeping in close contact with the lay public through these efforts. For the most part the activities in which we have engaged along this line have been encouraging from the standpoint of the results obtained. We expect to continue work along these lines in the future.

MARYLAND

The cooperative development of a philosophy of school administration has been going on in Maryland for 25 years or more. The survey of the schools in 1916 by the General Education Board did a great deal to establish a sound policy of school administration in Maryland. As a result of that survey, many recommendations regarding administration were written into the law. MICHIGAN

The philosophy of school administration has been developed as a part of the development of a total set of policies in the State curriculum study. In addition to such outcomes, we have asked a number of out-of-State education consultants to participate with us in conferences to discuss administration.

MINNESOTA

During the school year 1939-40 the State Board of Education adopted new requirements for the issuance of the superintendents' certificates. In this connection numerous meetings were held with representatives of the Minnesota Council of School Executives, which is a State-wide organization to which most superintendents belong. Representatives of the University of Minnesota also participated in these conferences. As a part of this program one of the city superintendents conducted a study as partial requirement for the master's degree at the University. This study served as a background for the final recommendations to the State Board of Education. This entire procedure, of course, involved a question of philosophy of education since standards cannot be adopted for training superintendents without considering this factor. A similar series of conferences is now being conducted with respect to the requirements for high school principals' certificates.

During the past two summers, members of this department have taught courses in summer school at the University of Minnesota. Among those which related to the philosophy of school administration were classes in State School Administration and Minnesota School Laws and Regulations taught by the deputy commissioner of education. These classes enrolled a large number of superintendents. Other courses were taught in the field of Agricultural Education, Education of Handicapped Children, School Libraries and Vocational Education

This Department conducts each year in practically every county of the State, conferences with local school board members. A full day's program

is provided and is designed to educate rural school board members with respect to their official duties.

MISSOURI

We have had a committee of administrators developing a statement of philosophy and purposes as a guide to our secondary-school curriculum program. This statement was discussed in 100 meetings throughout the State and over 320 school faculties evaluated it in tentative form before it was drafted in its present form.

PENNSYLVANIA

UTAH

Many conferences were held prior to the development of administrative and supervisory certification requirements. Conferences included teacher education, faculty, administrative and supervisory officials, and State administration officers. From these conferences a philosophy of school administration was developed from which standards for the certification of school officials followed.

The State Department has from time to time called together superintendents, high school principals, leaders in higher education, advanced students, and some classroom teachers, and presented to them the problem of building a philosophy and a program of education in Utah. At one time, about 1934, through this method we developed what we called a "Ten Point Program of Social Education in Utah," bearing particularly on secondary education. Last year the Legislature appointed a committee of fifteen to investigate the educational units of this State. Each division was asked to write a statement of its philosophy as of that date. In pursuance of this request, groups on each level were brought together and summarized their best thinking on philosophy of education for their division. These are available if desired.

VERMONT

One of the most successful means of developing a philosophy of school administration has been through the principals' discussion groups originated around 1938 by our Supervisor of Secondary Schools and continued through the cooperation of the State Coordinator for the National Association of Secondary School Principals. All public school principals were organized into discussion groups according to the district in the State most convenient for them to attend. Private and parochial school principals were

invited and most of them attended.

Definite meetings were devoted to similar publications of the Educational Policies Commission and bulletins of the Secondary School Principals' Association relating to philosophy and general principles of administration. Other meetings were held and devoted specifically to practices and programs which principals wish to have discussed.

All superintendents and supervising principals are also organized into discussion groups or associations. This practice has been in operation since before 1920 and has proven a great source of professional improvement for experienced superintendents as well as younger members of the staff.

The School Directors or School Board Members have been organized into a few regional and one State Association. They not only consider general philosophy and principles of education but also consider desired legislation and practices that will improve the school boards and education in general. Another agency starting since 1935, which has developed the policies of school administration has been the Professional Relations Conferences at the University of Vermont for the last two years and the stress laid on this topic in regional and State educational meetings. A definite continuing committee has been organized to make this a definite part of our Professional Conferences for each year.

2. Have specific efforts been directed in your State toward setting up qualifications necessary for administrative personnel?

a. If the answer to number 2 above is "Yes," please describe

such efforts and their results briefly, with particular reference to the following:

(1) Extent and nature of the cooperations involved.

(2) Extent to which such standards are made available to, and applied by, employing boards as a guide in the selection of administrative personnel.

(3) Extent to which such standards are reflected in certification requirements for administrators.

One State responded negatively to this question, one of the 5 States which at present require no legal qualifications for administrators. While it is true that in all other States reporting, specific efforts have been directed toward setting up qualifications for administrative personnel, the situation with respect to the reflection of these standards in terms of certification requirements and the employing practices of school boards is one of considerable variation. Having in mind the relative recency in many States of movements for certification for administrators, this situation is understandable. Again it can be said that this problem is a live issue in most of the States canvassed and that real progress is being made. Some of the varying degrees of progress and achievement are apparent in the statements sampled below.

CALIFORNIA

For a number of years the State Board of Education has set up standards which must be met by those seeking administrative credentials. Both the rules and regulations of the State Board of Education and the School Code make it necessary for an individual holding an administrative position to have met the qualifications and to have secured the school administrative credential. Higher qualifications are required for the city school superintendent than for the high school or elementary school principal. CONNECTICUT

Standards for Superintendents have not yet been worked out except as specified in the certification regulations. The turn-over among Superintendents is not great in this State. The certification regulations are considerably in advance of the employing practices of local Boards. In other words, the certification regulations probably constitute a maximum requirement for many Boards.

DELAWARE

1. Standards for Superintendents are arbitrarily set by State Department. 2. Employing boards required to follow standards. 3. Certification directly follows standards.

FLORIDA

The School Code Committee recommended that all county superintendents should hold at least a college degree and should be trained in school adminis422000°-427

IOWA

tration and supervision. This provision was proposed to be included in the School Code, probably be introduced as a separate bill.

Principals of all larger schools are now required to hold a certificate in administration and supervision.

A number of county boards have now adopted qualifications which go considerably beyond those required by the State.

Certain qualifications from the standpoint of training and experience are required of all administrative personnel in the State. In the past these requirements have been 9 semester hours of graduate work with a minimum of two years of teaching experience. The training requirements, however, are being gradually increased. Beginning July 1, 1941, all candidates for the superintendent's certificate would be required to have a minimum of 15 semester hours of graduate work and beginning July 1, 1946, to have a master's degree.

These requirements are arbitrary in that all schools approved for tuition purposes must employ administrative officers who meet these requirements.

LOUISIANA

1. This Department, the State Board of Education, and the State Superintendent of Education have cooperated in setting up qualifications for parish superintendents, supervisors, and principals of schools. 2. These standards are required on the part of local school boards employing administrative personnel. 3. The standards are set up in the State-wide plan for the certification of teachers and are strictly observed by all parish boards of education.

Parish school boards throughout the State are required to observe the professional qualifications applicable to administrative personnel.

MARYLAND

The qualifications necessary for administrative personnel are required and followed in making appointments. All certificates are issued by the State Department of Education. Any county may have higher requirements.

In Maryland the by-laws passed by the State Board of Education have the force of law in respect to educational matters. Under this provision certification requirements may be and have been raised by the State Board of Education. There is a certification committee of county superintendents who recommend changes which, if approved by the entire group of superintendents, are presented to the State Board for approval or disapproval.

MISSOURI

Representatives of the State university, teachers colleges, and school administrators and teachers worked on committees to recommend changes to State Superintendent. State Superintendent adopted recommendations of advisory committees. The following committees cooperated:

(a) Educational Conference-presidents and deans of all State and municipal teacher-training institutions.

(b) Advisory Committee on Certification—

2 teachers college deans.

2 university faculty members.

2 city superintendents.

2 high school principals.

2 members of state department.

2 elementary school principals.