How Shall the School for the Model Cities Program Be Organized? Policy Paper, No. 9.

Demonstration projects should bring the continuing presence of the larger community into the slum school. Toward the end of administrative change and innovation, a research and development officer is needed, whose authority can cross-cut existing channels of authority. School should be seen as a social system, as the high school especially is a crucial element in regulating the life chances of inner-city children. Two different teacher models that could be well adapted to the slum school are (1) the teacher-counselor who would be in charge of 10 to 15 students and act both as teacher and counselor, and (2) the teacher-manager. The latter model would act as coordinator between the classroom and the social agencies and family contacts. The teacher would have a staff of teaching aides and volunteers and the assistance of school-community agents. A continuous development curriculum (in which the student is evaluated every six to eight weeks until he is able to pass or repeat in variant form a given set of materials), three hours of individual attention per student each week, mutual support associations for teachers, mobilization of legal resources, public school responsibility for inservice training, cultural enrichment programs, and family participation through community contacts are recommended. [Not available in hard copy due to marginal legibility of the original document.] (KG)