Publication Date


Document Type


First Advisor

Alexander, Virgil||Clettenberg, Joseph E.

Degree Name

M.S. (Master of Science)

Legacy Department

School of Education


School districts--Illinois; Schools--Centralization


The purpose of this study is to show how once community, Deerfield, Illinois tackled the problem of co-operation without consolidation. The report was prepared for those concerned with area wide planning and co-ordination of local school districts. For the benefit of those interested, the introductory chapter briefly presents the types and history of school districts is the State of Illinois. The chapter serves as an overview of the local school districts in the Deerfield, Illinois area. Community co-operation and planning could not have taken place if it were not for articulation and communication amongst the people in that area. This paper was presented to show that obstacles could be over come in many ways, if we search for them. For a period of over ten years that educational administrators, principals and superintendents of the seven school districts had been meeting at intervals for exchanging information relative to school problems. Faced with growing school population, and increasing tax rate and lack of classrooms, the seven governing school boards and school superintendents set to review and discuss their common school problems. The preparation of an outline of the general objectives of the Curriculum Committee and the creation of Sub-Committees was the first order of business. To aid in the study it was evident a review would have to be made of the basic philosophy of each school district. Interested segments of the public became aware of the endeavor and were anxious to know about the plans, now the plan became a community project. As one of the duties of any active group the participants took a critical look at itself. The Committee decided its work could best be accomplished through teacher participation on the committee to be formed in the future. They were motivated in their thinking by the belief that the leadership was becoming more democratic as the group process was used; indeed several members felt that better communication would result from teacher operated Sub-Committees. A short report was given on the study of foreign languages. Since no previous historical background to guide this committee was present, it afforded them the opportunity of a new and fresh look. Outside aid in the person of a consultant was asked to assist in finding a solution to the problem and it was decided to start the foreign language program in the third grade. With sound concepts all problems can be contained within the curriculum which provides a pattern of learning and growth without needless repitition. There are, however, many questions that have a direct effect upon the curriculum, especially the development of a program for the community that will also include the [?] schools. One of the basic considerations to curriculum and other problem solving is to be sure that the elected school boards realize they are not representative of a majority or minority, rather a representative of the whole. The group process must also have strong educational leadership. Identifying himself with the curriculum-instructional process the administrator should not think of himself as the institutional type of leader but rather the persuasive type of leader, getting work done, through and with people to meet the needs of a social situation. Each person is thus made aware that everyone in his or her particular role doing his job as required. A sense of belonging becomes part of each individual and the committees become adaptive organisms, able to understand and develop for the future the program that can be interpreted in the every day life of the students.


Includes bibliographical references.


36 pages




Northern Illinois University

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