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Show '''''''iWPsiii'Cenad leeeadv " csked dl the eccad beard 'candidates a series cf si questions ia cn eUst to lafcira car readers where the .candidates stood ca the issaes. Use following ere the fary School teacjaer Pat JThitfleld ? jamsssccd early that she will ::e;arlt.ia : titiM--;: eatodtdate ; iotisc!2ooI ; RlrsfcSeli raazfzg frdra Districi Aher hlrsfjpp&fths .. cceS!1 Ibwr.':- c- M',tij::- :c c-?. I' !.- ro-.':t -t-? ,v f I -st t-.v....'M V' .-,.i-r"-sJ - "; 1 I. ythy dogyca ;bs! Jfetl- yipa are ..ssZfisA? t6 tit fea1 the Pcrk-Cltyc&tscl besrd? '5-. 'r'-- I ; r ---"-'-..V'rVjf ,.-; S . jAvrrc;v, J As everyone is weiLatare PaCf m AfHJst ew reinie nave seen real estate: prices-soar prices-soar and the building indus-" indus-" trooln tfierTone : segment ,of our, conimiiiuty , Cohere growtht ;izt4j&S J evident to tiie1 ;:: vver and that is "M-tSlxnh i$chools.It S;S0rtcfac53! fieactionfirst itjiejtifts:? fgBund, ; then6al6Tat' house oniirino'laihiiiyycu,: , vfiU;tnejrdistJ: v':, b'selildxeeeldi Jijuafityij?jdncalid )0itipr(ok..t&i W': fi'; t v wool Ji disciaster plan are to Se Eelieved (we've already exceeded t- enrollment -expectntions -by f 60 students in only the first f 10 years), thenfenowrte-; sident we better! bike Iplcur pants and get ready to work because our schools face a tremendous challenge in the p 80s. Many timely and tough decisions need to be made. 1 iVMqmMbfksf additional, i dismct y ptope; the con-t con-t -stnictipnjofcnew facilities on ?tjeil4rds creased com-Jv com-Jv pensation for district em-l em-l pl6yeei&t onlrht they 7 1 ? might better combat the high g cost of living, that is evident I o every1 coMmunity but 5: especially unique here in I Park City; all of these needed I vietfin theface ofpo ? DisHVeryexcitingtane t !.:fi nity t-cfi scur own. y ! Vrh is drcctcd ln 1 : , positive manner, providing , the best possible educational . experience for our children. Ienjoy a proven dedication to serving the,young people . of. Paik City. I am a good listener, willing to entertain i C and all opinions. 4 may not always ftgree, but I wUl allow afl views, an opportunity to ; surface.. Yes, I. have the ' concern. , ;Yes - I have ; the ' timem, ;and yes;I most certajnly have the, deica- V; In less than a month I will bqa jt.ray. fourth, , year sof coichinj in the basketball loaat the hhchQon ''2 what Jias become,u a very r.jyalsable teaching experience . for ise As board member, n I wiU bring with me a unique blend of qualifications combined com-bined with an exceedingly keen interestrf.l-vt; v IterrdEsss ' ; 1 1 have : no special degrees ' or tides that gives me any super qualifications. I have been invblve;ihu business 'riianiieiit, ;as, ! owner operator: !I have not gone wrong ltt life's decisions ' using plain common sense. Listen, weigh the evidence 1 and make the decision' v a .Gslnh Dale I believe my educational background "and experience as an educator should be :5bt!fir : jeS$ j of r studentsv As Ine-ivho invplyed . inVthe tjd2fe4ucat, "t feel kwciile beneficial to afpsdn;ith:is ecfefjence.' Our expanding paMcn Vi iguire many icspcttint decisions that will lc;ve ia; efect ,on5 education .rfcreafs to'conie-,; 1 5- ' ; i ' ' a ' -i i i - 1 " t - ' As" a lawyer, I have had experience in working with many of the problems faced by the school board. :yj ' hav wbrked on problems ; :- involving eminent dbmain, real property, personnel, budgetary matters, and taxation. taxa-tion. h 0 experience in : real estate development and in vestment has involved me in ', the building of buildings, landscaping buildings, buying buy-ing and acquiring property, the purchase and - use of equipment, and all of the financial and practical implications impli-cations related to these matters. I have : managed, and am managing and am familiar with bre; budgets both m the private and public sector. I am familiar with the legislative process, haying had experience at the federal and state lsvels; cfEoyern- j - lx3; how veranient 4 ; works; how boards and ccnuaisdoss cuke decisions : and; how - they - effectuate policy j Having come from a family of educators, I have had insight into the problems .faced :by , teachers, parents ; and administrators. n my-. my-. . self , haye, been v both a a ; , : student and a teacher and am familiar with the educational educa-tional process. I think there is a great need in: the Park City School bistricf "for . ; people who have had ekperi- ;' ence ; Hticl background in ; areas of the private sector that would give insight or ' wouldpbel; helpful In "the problerntaced bjr the bdard. In a'wbrdj it takes more than being Ustian interested parent tor do a good job on ' the school board; " " . LUl Nancy McComb -r, , J : V3 1 7 have -,been .involved vwith. the ' schools on all levels from the classroom to the State Legislature. I have' set up programs in the schools, have eserved as Chairperson : of both the Marsac- land Middle School councils; have . -taught Math Lab, Great Books. Readers Theater, was, instrumental in incorporating incorporat-ing and ; redrawing of tiie newldistricted mti me f sch'ool! disfrict;' w!as partially - responsible fbrthe building of Jf the r- new 1 elementary school; have' been to a majority of the board rneet-irigs rneet-irigs over the last six years 'and nave a working know- " ledge of boardmanship, jaw, and finance. I have a good rapport 'with parents, . administrators.' admin-istrators.' City officials and the public support of the Teachers' Association. I am running for the school board because I can make a -contribution. No one has asked me o run; I serve no special interest group; my decision is not a last minute one. The people who vote for me will be making their own choice, because they know I am the most effective, knowledgeable, and fair candidate. They know I listen and weigh all decisions from both sides without bias. They know my service record and my desire to make .the schools the best in the State. I am strong-willed and I will not be a "rubber stamp' board member. ...-. . . Betty F. Roach - The qualifications that would enable "me to be considered ' a worthy Park fGty School Board' Member rare as fdllpwi a. ' BA. !in education', 6YU;' b. r M.Ai in educational ; psycnblogyr 'U. of ' U.;; c. -18 ye'ari as' a professional educator, Ariz., Califahdltah: v; 1 . 13 years teaching P.E. , English, health, drama and ... m . r ...... j.-' 1 . i W - ' S ; speech; ;2. 6 years as counselor; 3. 1 : year as assistant principal. ' d. 7 years as co-owner of , "The Skier's Lodge"; e. participation in community cpuncil, t PTSA etc.; , f. , A greatt deal of concern for the best education possible for .all of ou students (K-12) jn .f-'all' areasl '.Jll,".. Pat Whitfield i-yv" . -To , begamwitlr; my, entire professional life has ; been committed to education, : My , bachelor's degree from . , , r. J UCLA, is in Speech Cprnmun-jcn,t;yMaijter!s Cprnmun-jcn,t;yMaijter!s ifrpm Uniyersityr NavadatReno oin Educational Foundation, and I've done post-graduate work in gifted education, multi-1 : ; ; cultural studies;" and perhaps most important, in commttfl-ications. commttfl-ications. lVe been a class- ; room teacherand edticat- 1 ; ional consultant,. and part, of .5 a research unit on pre ? r ; ; I . delingquent, children at the university level? at: presents am a college professor. In these roles, Hs beerifneces-oSary beerifneces-oSary ;tp worjith gqyetrhent- aj, agencies, , withe concerned - special intrestSr groups, : and : ;with ;abtod ros$i section; of individuals of varied back-n .grounds. Ljud v:i I'j nr-1 ?believe' that; tbeyond - being concerned and willing t6 commit the tinie4? and energy rto a school board position I offer a dual perpective. I have been f a parent with a child graduated graduat-ed form' this school system and whose academic future has been affected by educational educat-ional policy in" this district and I am ah educator, who understands what goes on in . classrooms and how it affects children's learning; Further, the decision making systems of this district and the chain of command is familiar, to me. I believe . that I am sensitive to some of the concerns 'communicated ' to me by Park City parents. Beyond that the district that I wish td represent is going to be a high growth area over the next few years and will be highly affected by future Board decisions. It is an area that needs a representative sensitive to its special needs, yet is khowledgable about educational policy and cur--riculrh and understands citizen-school board dynamics! dynam-ics! I believe 1 can offer that type of perceptive representation represent-ation founded on a solid knowledge base. ' " ' ' Susan Williams ' have had training in how to be' an effective member of a board. I . have had experience on many committees commit-tees both in Park City and in Salt Lake. I know most of the ' people in my precinct and I feel positive that they can talk to me candidly and be ; comfortable feeling that I will represent them and their 2. 116 W do yea tzt lz division divi-sion of reE?cs2es bet-( bet-( ween the Sc&dcl CJcrrd sad the SaperiSristt ' - . ....- '-. . " ' ' GaryAvlss-s-:-fJ: As legal dSchls cf the ' state and the daljr elected local representatives cf the general public, scfcdcl beards ' ate obligated to provide the best possible programs and faities'tele g'thost important dn!e asct in ! providing air Excellent learnih' cUoat is 'he : selection cllasESed iand -capable professional and classified staffs. The key vhtenVbcxft ii sbrjeTmtendeaf cf &o&& 'Asitilefisxtitte suiMehrl$at areibimpcr- i tarit '.tfti the snccessfnl and ii harmonic Operation of a school district; trdh boards iare finding one cf their most ?- important 'tespcasbilities is theielecxloirrf.aie surierimaefitind estib-; estib-; lishing that person as the j ejieciltive officer of the board. In this capacity , heshe -: often serVes as ' a professional adviser to an official representative cf the . board; v-'V':,"-' i -ti':. Without a doubt the main . responsibility ? vested S in a school board is the absolute authority to establish review cr idt school district policy. This anthority is assigned to the beard by law : and may not be ' delegated. . l It is critical to the effective operation of the school . system that the performance expectations cf the superintendent superin-tendent be clearly communi- . cated to the superintendent c jby the board and that at appropriate times daring the period of the contract the board ; should evaluate the performance cf their superintendent super-intendent to see if it measured up to the criteria established; It would be prudent for board members to individually Ispecify what areas of education they deem most important to the overall educational experienced and then get tbgetfier and rank them so the surrinndet has some idea of where to reorganize and' what prof grams to emphasize, ' ? ' ' ' ;l ; Darrcl Caras' . " ' The school board and superintendent shcaia work the same as the Coard of Directors and the President '-'i t ' ' '; r ,' : f v.- should have frequent, honest and thorough evaluations so -that if it fhe end of the first three years a contract is not renewed, there are no suprises. If this procedure were followed,, there would be no need ' for due process proceedings after a' contract is not renewed. ' -X'''-i ''.-:S St?'v v"? Bob Harrington I think non-tenured.. teachers teach-ers 'should be treated fairly arid-openly 1 tfir event" the " board chooses not to renew ' their contract. This would include an ; appropriate and timely r notice no-tice that the contract was not going to be renewed plus a full and accurate explanation of the reasons for nonrenewal. non-renewal. : The Park City School Board must maintain its independence and its right to h ire and fire anyone it chooses. However it is my view that the school board's right would-not be jeopardized jeopar-dized by providing proper notice and full disclosure to 'the teachers in questionl ' In the end analysis, this question is framed -poorly inasmuch as "due process", as that term is used in the ' law, may not include -the things I have outlined 'V'herem Nancv McComb 3. Under Uath State Law, a teacher has no rights to due :rbWiunng the. first three 'contract years. ' In ..' other words, no explanation for a nonrenewal of contract must be ( given i. Ethically . I believe any employee should; be given reasonable chance to prove his competence, and reasonable notice of failure to live up to standards set by the employer. During the three probation years. " the teacher and administration , of a corporation . the board makes the policy and the superintendent carries it out; Ralph Hale Obviously, there is a need for cooperation between the school board and the superintendent, super-intendent, but in the final analysis it is the school board's responsibility to make decisions and. the superintendent's responsibility responsi-bility to carry them out. The superintendent must jiave the freedom to function as , an administrator within this framework. Bob Harrington The school board's responsibilities res-ponsibilities are mandated by the state legislature. The school board establishes the philosophy and the pojicy of the school district.ujhe superintendent has the res-, ponsibility of effectuating , the t policy of the school board. The superintendent is also, responsible for the day to dayfiinptioningand running of the schools; One of the major problems in this campaign as I see it is that some of the candidates want to do the superintendent's job, be the principals of , the schools, and attempt to tell the teachers how and what to teach.- I think that ' it is essential in order for a school obard member to be effective . fpr. that Aboard, .member , to have a broad and objective view of what is in the best interest of the school boafd and not simply attempt to initiate "net projects." . The school board relies upon the superintendent for information and data. However, How-ever, the school board does ; not rubber stamp proposals made by the superintendent. On the contrary, it reviews proposals and information in an objective and even-handed way. The f superintendent is a resource for the-school f board and t as ? suchHis responsible for implement-; implement-; ing the desires-of the board. I think it is imperative as a principle of good management manage-ment that the board maintain a good working relationship with the superintendent and at the same time, maintain a healthy arm's length position in order to maintain their objectivity. . .' .. f , Nancy McComb f .2. The purpose of a board of education is to guide the ; direction of the district by developing and implementing implement-ing strong policies for building the budget, pro- . " ; grams, curriculum, for staff qualifications, commumity . relations, pupil personnel management, maintenance and operations, and for , research ; and development. Bv law, the mandatory and discretionary authority : i - necessary for the operation ; of thcsch(wf rests solciy with the -board of education and may NOT be delegated. , . One important responjs-... ;ibility of the board is; thel: appointment of a stiperin tendent of cschools ,for a term of two years. The role of the superintendent, as chief , administrative officer,? is to administer th policies of the board in complete harmony with the guidelines and under the direction of the board in a manner consistent with due process. Responsibilities Respons-ibilities of the superintendent superinten-dent include 'open and complete communication with the board concerning law. budget, school operation operat-ion (andadvice concerning need for new or updated polides); development and improvement of staff by attracting and retaining the : best possible personnel; : xooperation with the com- munity 5 to ' allow maximum . use of education resources; provide leadership in development! devel-opment! and assessment of curriculm ot meet agreed- , . upon educational goals; : . demonstration of thorough under-standing , of school finance, and the building of budget : designated to meet district needs. " ' ' Betty. FHcsch j The superintendent is the districts professional on the administration level, that provides the board with the information and input needed, need-ed, for the board to make intelligent decisions on , school district rules, policies, budget, personnel growth, development, curriculum, etc. (not necessarily in that order). The board then discusses, debates and finally fin-ally votes oh the issues. They reaph their decisions then the superintendent implements imple-ments and enforces the affirmative votes Both the board and the; superintendent superinten-dent should be "available for , consultation or input from - the public - ' ' , , Pat Whitfield U : I The school loard-supeririterident : relationship in our . county .has, had an .interesting nistbrx in that,, theoretically, the superintendent is em- ployed by, the board as an executive assistant, as it were. The board, representing represent-ing community concerns, then delegates responsibility to the Superintendent to carry out in the best interests of the students, the parents arid the educators in the district. In practice, that is not usually what occurs. Because of the , increasing complexities, in law. in , budgetary matters, in cur- . ricular knowledge and infin-; infin-; itum, boards have vested ; more power, in the Superintendent; Superin-tendent; In the decision making processes so crucial . to running a district, board frequently permit superintendents superin-tendents to formulate policy, iijf vWi ri4 1 h rather than advise on policy. What was., intended as. ; advisory relationship in te-- presentative-government- then because a sort of benevolent dicatatorship. This all happens with no malice aforethought. It's simply an end product of the complexities facing a modern school district.l believe the traditional model has much merit and clearly delineates ;who has responsibility for what. Susan Williams The school board has the alternate responsibility to set district policy and make final decisions on all district matters. The superintendent has the administrative res-1 res-1 ponsitylities entailed . in effectively ef-fectively running the schools as well as responsiblities .to make recommendations to the board. 3. Do you think non-tenured teachers should be given due process if the teacher's contract con-tract has not been renewed? . Gary Avlse -t I believe any employee has a right to know before the ax falls just why he or she is being considered for 'termination. 'termin-ation. The current board, since their controverial decision de-cision last year not to renew the contracts of three non-tenured non-tenured faculty members has : tried to address this problem by enlarging the teacher 1 evaluation forms as well as listing specific areas of instruction which . need improvement. im-provement. Hopefully; increased in-creased candidhess and open , communication between faculty fa-culty and administrators will : minimize such embarrassing confrontations in the future. Darrel Burns I am not informed well - enough at this time to make ayes or no answer to this question. Too much money is spent today in the courts over trivial matters Ralph Hale Everyone is entitled to due process. An agreement needs to exist between the teachers' association and school board concerning non-tenured teachers. Nori-tenured Nori-tenured teachers shoudl be " subject to review periodically to ; determine if they are meeting the needs of the district. Problems arise when administrators do not communicate com-municate with teachers as to their performance during the year. Reviews should take place between, the teacher and the principal and submitted sub-mitted to the superintendent . and board. If satisfactory, a . contract should be : issued. : The recruiting of top teachers teach-ers may prove difficult without agreement as to performance expectations. Uu-jff ..v:i ' r,:-' ""!'.,,.;Lf.i."'';.,,v .v '-( A ' Darrel Ezras .. I feel that 1 would like to do more, research on the current curriculum before answering .this question.. There are,yery few people in this school distirct that really know why 7 the curriculum is run the way it is. If I am elected I will make a concentrated effort to : research all avenues and then make recommendations in the direction I feel it should or should not 1 fee adjusted. ! 1 ; -' :i ; .. '" ' v Ralph Hale , I am not currently prepared prepar-ed to recommend ahy curriculum curri-culum adjustments However, How-ever, the smaller the school population the more difficult it is to offer all the classes we would iike We can hire only so many, teachers who can teach so many subjects. The. key is getting the, best possible teachers. Bob Harrington , ; One of the major challen-ges challen-ges of a school board member is : to find creative ways to improve the curriculum curricu-lum within the parameters of a "bare bones' budget. , I think that aside from the empty rhetoric of those , who would make numerous additions addi-tions to, the curriculum, t the most significant need is for , an immediate across the board evaluation of the substance of the present curriculum. It is imperative that the schools deliver a quality education for all of the students in the school district, not just a select few. Quality education shoudl be based on sound basics and fundamentals. My greatest concern is that all of : the students! in the school district have a good foundation and basic educational skills that include reading, writing, mathematics, an exposure to t science and language, I do not support the suggestions of those who intimate that we need a "razile dazzle" curriculum. We do, however, need to be' sure that we are : taking ; every necessary step to insure that basic educa- . tional skills are being taught thoroguhly in the classroom. Nancy McComb ; 4 . The most important adjustment that the current K -1 2 " curriculum needs is continuity and cohesivehess. v Each grade level must have a specific idea of its yearly accomplishment, and this goal must be 'made clear to not only the students and parents, but to; the entire school staff. In .this way, ' a V- 1 v. :" . x . i ,f ' ;'l-tr S'" - .. ' ' , ' ' '' -f - "-'.iv there would be no confusion, ; overlapping, . or omission of certain aspects of basic education. There should also be competancy tests at pre-set intervals in a child's s school career to avoid a student's getting 'to the upper levels of his education without knowing how to read. ;s ; '' ' ' ' Barring any budget restraints, re-straints, in the elementary and middle school levels, I would like to see immersion courses in foreign languages in all the schools I would like to see "future" oriented courses, such as problem-. sloving. forecasting, computer comput-er sciences and program- ? ming, and "mini classes involving community!partic-ipation community!partic-ipation in science, econ-mics. econ-mics. government. Our stud- ' ents need to be able to cope under the rapidly changing society. They "need' to be flexable and innovative. The school must eventually change their basic structure to adapt to these needs. We must also examine the quality 'arid content of thY courses now offerred in the high;. school. To meet the vocational and college pre- wKl ' ' " ' ' 1 t . '' . n .l ' . The policy of tenure is a . -difficult subject. Even many teachers agree that at times it is a passport to non-- v.,-growth. v.,-growth. All teachers, just as . all employees in the non- - academic community , should t -. be: constantly striving to improve themselves. Tenure is a state issue which needs to be reexamined to protect not ' only the untenured teachers, but. assure the school patrons that the best possible teachers are attracted attract-ed to arid . retained in the ' district. Detty F. Reach I feel anyone working for the . district should be given r notice of poor performance in - - their duties; as soon as it becomes . evident , to the ' : administration, along . with suggestions, and helps that might better the performance. performan-ce. The individiual, then, is ' 1 not caught by surprise nor , ' . . has cause to be offended by any action taken : by : the . administration even if it be ; termination. This is . a courtesy, cour-tesy, not ; an obligation, we owe another person just because ' heshe is another person not a machine. . PAT WHITFIELD 7 1 believe that any professional employee in any organization has a right to know specifically specific-ally why they have1 been terminated and should have ' access to due process. Susan Wiiiisnis I feel that any employee can personally gain from honest evaluations and that it is his right to have them explained. Due process is a fair principle which should be allowed any teacher. . : V- - i ...... : ( 4. How do you think the current cur-rent curriculum (K-12) needs adjusting? ' . .: 1 ' ; " . ' ; v t ! Gaiy Avise ' , ... The curriculum being offered of-fered at the high school is presently the only one with which I aril familiar. It's not so much that courses (at the high school again) arent available for the students to enroll in, rather the requirements require-ments as set forth by the State of Utah aren't challenging challen-ging to the students. All too often.; many seniors are required., to ' take only a couple of classes and the rest of their time is spent taking meaningless classes or worse no classes at all.' "AH this takes place when we are supposed to be preparing these young adults for college or a career, helping them to make an often difficult social adjustment. By providing this sort of relaxed academic atmosphere, atmos-phere, wej arent being fair not to the students, not to their parents and , not to society,- v . . -u, . t With regard to the curriculum curricu-lum offered at the "elementary "elemen-tary and middle school levels I would listen to the iniput of the teachers principals and superintendentand evaluate their opinion before making and decisions.' They are the pfofessisonals.?v 5 1 ; Ralph Hale . My concept. of a "Community "Com-munity School" is one that is accessible to the commun-. ity. Communities can profit from -night and' summer programs. Summer 'programs 'pro-grams should be available for enrichment and remediation remedia-tion of our students. These programs can be self-sup-porting, v 4 . , v" " ' T i-' ' ' ' '" v -. 'r -.' -"' V V. : ' ,' .-. Bob Harrington My concept of the community com-munity school is a relationship relation-ship between the school district and the community that allows the commun-ity commun-ity to take the highest' and best advantage of all .of school facilities and resources. resour-ces. However, 'this' cannot and should not be .ttp j the exlusiojn "of any of the needs of fiie, children' in the school district. It ' is' also true . that the school board operates' on a very limited budget. In the event a community school . concept is adopted in Park City, it must be done so with the view in mind" of being . 'self-sustaining: The ?. school board has limited resources thatmust be devoted 100 percent to the education of its pupils'."''. " ,T ;v ; - I think one of the major concerns in Park City has been .. .the use of school facilities for community athletic ath-letic :events I... am. not opposed to this. At the!same time, I think there has been a conflict between the community com-munity use and the use of the chidlren. The facilities of the school district are created by law for the use of educating the chidlren. As a result, ; they ahve a priority; use of those facilities. lf the school ; board can -accommodate the community without interferr-ing interferr-ing with this purpose,: then I would recommend the school board do so. It: is my own . personal feeling that this can be achieved in Park City in a , very compatible way . ; I am hopeful that in the future the y community will enjoy greater uses of the resources of the school board without inter-, ferring -with the use ; of the students. Nancy McComb '.k , ' r5.- My concept ' of a community school is based on a model school in New : Jersey. In; after school hours arid on weekends; this school is usedby the entire town for continuing education classes in : everything' frpni art arid dranjaV to shop and sports. The school.. is used as,, a center .for 'jibn?basicVV-and "non-academic" classes not taught during school . hours. Jt is the social (and ' . , academic), gathering place of the town throughout the year. . 1 do think that with -roper communication arid coop-' eration with the entire city. Park'Citv "Cummunitv . School" would be an exciting asset to our town. ' ' ,. ..',,.'. rVr- . ; '..-'V ', 'li'ri , .(" Ui:,;--'? v''vT ' K:-:';-'--',; . t ..... . ' there miist be an excellent continuation of learning in - K12, which should not be broken each time a child changes schools in his district. 5 ' - '. ' : 1 . ; J " - v-: : - ? . ' -' i . . ,,.:! ; , v. ' ", v , ' . . ;' i . ' : . ' ' " 5. What is your concept of a "Community School' and do you think Park City should adopt that concept? Gary Avise . . My concept of a community commun-ity school woudl be a facility where usage were not limited to the :180 days "of occupancy required' by state law. Not limited use from th bell commencing first period to !the one that ends "the academic day, No public schools are just that owned by the district totally supported by the "public. Every segment of the community com-munity pays-to keep those doors open , and in return they should remain open to the community. If an indivi-dual indivi-dual or group5 can rdem6n-. rdem6n-. strafe' a 'need arid responsibility respon-sibility t6 use district facili-ties facili-ties for argobd purpose; tht artsr public meetings, vocational voca-tional training, adult education, educa-tion, recreation or even the use of the kitchen facilities, then let's encourage such use. Yes, I think Park City should adopt this coricept!! Barrel Burns " I feel that the community arid the' school could work together. ' The usage of physical buildings if controlled con-trolled In . the proper way could double, the effectiveness effective-ness of your tax 'dollar. The question of cpsts of administration adminis-tration enters .into the - picture!. Control and liability ;&are, other questions. Re- : search in all of these areas and others must be done before a good decision can be made. paratory goals of high school . students, wc should develop a strong basic curriculum in the 9th and 10th grades, and two tracks in the 11th and 12th grades. Depending on a students career choice, Ve should offer a vocational track, jto include Business pnglish, Consumer Math, Consummer. J.aw. Current Events Cereers, industrial Arts, Homemakingand . , : Secretarial proceduresland a college! prep, track which would jnclude emphasis on research, literature, advanced advanc-ed sciences, mathematics and spcjal studies. ' . . ! ... The most disturbing aspect as-pect of the high school now is the state ordinance : that a senior must spend pnly ltwo hourt! a . day -in v school, providing all his require-ments require-ments have been completed; The j senior, should be , the most rigorous and challengr ; : ing, in, : order , to prepare stydejnts for, a career jorf! college., I would like tQ. see the requirements for gradv uatiori raised:, I would like, to s see all students spend aiill day in. school. For students' who have completed ..their requirements or gone beyond be-yond what the high school curriculum offers, I would like -to see an t advanced .. - program developed in conjunction con-junction with the University. I would also like to see a P.E. program which requires all students to participate In . team and life-time sports.' :v r At the risk of being labeled idealistic, I prefer to aim at high goals, ' rather- than1, at mediocrity. Many of these , " . goals can be accomplished ' without inreeasing the budget. bud-get. In any event, because of . the growth in Park City, the current financial squeeze will ;! probably correct itself, within two or three years. Betty F. Roach - I think that the past few years has seen a real growth and! expansion program in the K-12 curriculum. A student; who desires, can gain a very meaningful education with our present curriculum. We have teachers, teach-ers, as a whole, who are specialists in their fields. - Our student population li- mits the district financially, I - do feel there is-on main problem area and it is riot the fault of the curriculum or the teacher. AThe music depart- j . ment needs to be revitalized, first, .we need a music teacher who would commit himself, by contract, to stay at least five years; This would enable him to start at the middle school and build from that point: The district could buy school instruments to loan to'Students. This way we might generate enthusiasm enthusi-asm for a much needed program. But if initiative Proposals A and B pass, we might be deleting subjects and adjusting backwards instead of expanding forward.-; '--'to " - . ' ' ! Pat Whitfield ; : ' At present Park City lacks a cohesive ongoing curriculum froih grades K-12 subject; area. Last year ; an 1 attempt .was made, during teacher, in-seryice days to formulate what educators call, ''scope and sequence' ' in curricuiair areas, but it was just a start.Beyond thati and it's hard'to avoid educational jargbhesehere, any curruc ulum has to take into account .; riot' only the Ciirrerit emphasis emphas-is on "back to basics" but it has to take into consideration the cognitive, social and affective uniqueness of the Park City student population ' arid their very specialized - needs. ; Any curriculum has to reflect not just academic concepts and - skills but i learners' "making "under ', standing' ' and 'feeling' capacities at any pdint in' ., time. Overall, one' should be able to see the cbntinupsly expanding concepts in evry .ciirricular area and know what is being taught in each grade, or what is expected to be taught. There should be certain consistency of quality and content threading thr-. oughtout the entire curriculum; curric-ulum; still allowing for individual differences and special needs, not the current "shotgun "approach. Susan Williams I do not have specific recommendations. I feel that -.'.-v H w ' ' servant? in both the class- t room and the conimuhity, !it is incumbent1 upon the district fo try and resolve this ' financial dilemma.' There appears to be two areas form which to attack this problem; The first ' an dmost obvious solution would be to give the teachers more money. I fact, 'the new master plan suggested sugges-ted increasing salaries as rapidly as possible to favorable favor-able compete with, the highest paid districts. The theory being that if a district offered more money then it' would attract more competent compe-tent educators and encour-a ge them to stay. A second possible solution would be for the district to provide for its ; employees some: form of affordable v faculty housing. However, one could see how a difficult situation might arise where ; the school district not only becomes the employer but : the landlord as well. A better solution might be to allow some aprtments to be constructed con-structed by a private" develo-. pe at his expense on donated, district property and a number of these could be permanently reserved for school district personnel, but the colelction of rents and management of these units would rest with the developers. develo-pers. . . - it Darrel Burns Bents in this area and ,' housing for teachers; has been a question for a long time. I feel that it would be a hard thing to set down a hard fast rule. Not all teachers ' rent, buy or commute. When ' you provide for one group, -you must compensate the others. People in other professions involved in this area are faced with similar problems. .1 feel that, (at present), it must be worked out on an individual basis. Ralph Hale I believe that to recruit and maintain top teachers In Park City, it would be helpful to provide some sort of housing', assistance;' However,- I am not sure the board should be involved in the housing business. Cheaper housing may be found in the Salt Lake area only 30 minutes awya. " - Bob Harrington I think one ot, the most improtant priorities of the school district is to retain and keep good competent people. Housing can be extremely difficult in the Park City area but there are some alternatives. alterna-tives. I think there are some IJMy "concept of a' VCom-munity VCom-munity School' Ms where any grotfp withm the'ro can use the building, or its facilities 24 hours' a day as long as rit does not infrhige on tiie educational system for which' the building was constructed. ; These groups, ' however; need to be scheduled sche-duled tn an agenda, for obvious reason, by one who has . been delegated to assume that function. I can't feel that we should accept; the '(Community School" .concept j as stated above because of our unique i situation in Park City. Being a resort tpwn we have a higher percentage of recreation:minded community commun-ity members. This could run into a real problem over conflicts of usage on the ball fields and gymnasiums. To my knowledge we have never had ayone denied the use of the school facilities cxlcept in thee two . areas. The adult education classes, political meetings, wedding receptions and any number of worthwhile meetings have been held in the school buildings. The Park City recreational program has even been given permission, upon request, to use the ball fields and middle school gymnasium. The high school , gym and football field have been kept for the use of the students. Their practices and -competitive sports must come first, and this is where conflict could raise its ugly head. We don't want this. The district is responsible for maintenance and care of the buildings and grounds in the 1 district therefore, some " control must be taken to keep our schools in the best: possible condition. . f " , y ' ,4 . .. ...,..' PatVWtpe!d A community, school is bne that f unctipns as an integral part of ; a community, one whose doors are open not . only from 8 to 4. It is an entity that can be whatever, the citizens of a community agree it J shall be- a community center, a recreational recreat-ional center, an intellectual center. The cummunity f schol's concumers can range from 8 4 months to eighty years and beyond, depending depend-ing upon the cooperative decision made determining its focus.f The community school is flexible, changing its services as the needs of the community changes. It is a year-round organization that can be whatever, people want it ; to be, I think the concept could work well in this community. . - Susan Williams I hate to see a beautiful expensive facility which the community people Ipay 'for not being used except eight v hours a day when there is need for everyone for greater learning experiences beyond the school curriculum. Yesi there are ways to share our schools with our whole community. 6. Considering rents are so high in the Park City area, housing for teachers is a problem. pro-blem. -What suggestions would you propose to improve im-prove this situation? Gary Advise ; . Without question the cost of housing : within the Park, City District is out of reach of even the highest salaried school employees. Because teachers. are such tireless business on a whole scale basis. Ta be able to provide housing for even 50 percent of the teachers would be a major undertaking. Some M negative points on ah under- taking of this kind are: V A. A real estate under? taking in competition with realtors in the area; b. teachers being together all day. professionally, and having hav-ing each other as neighbors .' all :. night; , c, The. financial obligation that Would fall on ; , the district.,, ; . Affirmative points: A. Lower cost housing for teachers;, b. teachers with their talents, could remain or live in community; c. someone some-one living next .to school to keep an eye on it at night against . vandalism, the district dis-trict has limited housing now (and even ;this "has , been a , problem oyer who :- was- to reside in them);, but we must remember, if the district can help with housing -j great still it is the individual's j, responsibility to secure his her own housing. - Pat Whitfied . ' - : : Each year "PariCity;; School v District has 1 a ' tremendous turnover in teachers because new teachers find they simply cannot afford to live here. Rents are' prohibitive' for someone " making a beginning salary and,' unless they have some other firianc- ia) resources, buying is utterly out of the question.' - By losing these newer faculty; we are sapping the ; district of a certain vitality . that comes with the infusion of new ideas and depriving talented, dedicated teachers who really wish to stay and 7 : who love our children the 1 chance to live in and ' contribute to the community . in which they teach. Further, it saps' administrative time - and energy to call hundreds of appications each year, the high rents negate " all the' : other plusses of our beautiful ' montain community. But ' what the district can relistic-Vl ally and ; legalley do to alleviate this is 1 a 1 real ' challenge. Teacher housing , could be an answer but . X equitable system would have to be devised to equalize this, benefit so that those teachers ' : approach as the most fei- -"sibler . n .. '! jvhodid not need it could be compensated. Some businesses busin-esses in high rent areas that do not pay high rent salaries offer a housing subsidy. Thid could apply. . As a .major, employers to encourage . the building of reasonably priced , rentals ,or, access to low. interest loans for its employees.. employ-ees.. Right now, no middle, income Park City resident can qualify for the federally, ; guaranteed low income loans1 coming to Utah because although they might .be able to build and buy a Jot for : under $48.000. . the . finished value cannot exceed ; that amount. With inflated real : estate values in this area. , Park City teachers have1' even i that avenue closed to them. I , favor most the coalition 7 v'. 't Kv7 "') 7 ;.'--7' v.,r.44.4;.i.';;::.r,.;: Susan Willisms 1 ,1 am in favor of the highest ; salary we can give'' to .our " teachers.' I 'havir listened; to the many suggestions for" this problem and need more facts and imput from various sources to form definite opinions. outlyc: are la the county that are not a great distance to cosusste that are less expensive. Summit Park being sn example. There are other ssssEer communites a few ininctes cf travel time from Pari City that may also offer, sense less ; expensive, housing. The school district has, , in the past, offered doms housing to, some of its teachers and I am in favor of continuing this policy in order jo maintain, good - personnel. The;; school district dis-trict could do several , other things: 1. Acquire housing that is in the school district and rent it to school teachers for a' reasonable rate, 2. Consider hoastng subsidy as ' part of a1 remuneration package lor teachers in their contract 3. Attempt - to develop or have developed for them on school property some bossing that would not be ovehelming for teachers teach-ers financially. I think ft is important that school- teachers live in the community in which they.; teach. 1 am hopeful that we can resolve this problem to - allow them to do so and at the, same time keep an eye on our tight budget. Nancy F.IcCcb 7. The goal of the school board isio attract and retain the best possiable teachers possible, using, whatever if x. :. . ;.'i-.:. ., - riif. . means arc within their legal authority. While there is ; nothing in State Law that . prohibits boards of education from using their discretionary discretion-ary authority to provide bousing1 for staff members, housing would be a complicated comp-licated issue to control. To overcome this problem,! would suggest that the school board cooperate per-' per-' haps through a land tradp jor favorable zoning with a ' developer (or with the City) . : who will bull low-cost units, v and who would in turn agree to make available to the district on a perpetual basis a certain number o these units. In this way. the district itself . would . have nothing to do v i with the building, ownership : or renting .of;. housing,' but ; would -still be able to provide housing for its. teachers. The ' developer would retain control con-trol of, this property, and : would be s. guaranteed !full .tenancy.. I , would propose , v tHat " any " such ' housing J br ; built as cjose in to Park City : ; ias. possible.' ' l ; r 1 k ' Betty Roach - u . mousing for teachers is not a responsibility of ine school district. But I feel if the ."district can help locate new r VVteachersif it - is available ' '(service. However, I do not believe .the- school' district ( rshould go into the real estate , |