in August. Two reports were presented, including the work of the Summer Institute and a document written by the LTI Directors that emerged from the work of the Summer Institute. After the presentation and discussions each member of the Summer Institute was asked to make final revisions in his work. The report that is provided in this volume includes the documents from the Summer Institute that have undergone revision and the additional papers that were written on the history of school reform, and school administration. Each paper is complete in itself. It sets forth an analysis of its subject in terms of the literature and the reflections of the author. It neither grows out of the preceding essay nor leads into the one following. In short, the papers taken as a whole do not constitute a systematic, coherent treatment of school reform. The purpose of these essays is not to set forth a plan for school reform but rather to treat selected aspects of the school system in depth in the belief that this would be more valuable in planning for school improvement than a design for reform worked out under the serious time restraints imposed upon the Summer Institute. The work of the Summer Institute could not have been completed without the energetic response of the participants. Their willingness to work hard, their attention to detail, and the honesty and candor with which they reacted to one another were carried out conscientiously and professionally. The members of the Institute were under pressure to think clearly, and prepare documents that were responsive to the major problems in the preparation of school personnel. They responded well to this demand. The support and assistance of Dr. William L. Smith, Associate Commissioner, and Dr. Allen Schmeider, program director, BEPD, were essential to the success of the Institute. They were able to keep Institute staff informed on national developments to help the participants respond to the realities of the Nation's potential to support school reform. The cooperation and assistance of many people contributed to the success of the Institute. Task Force chairpersons representing special educational interests met with Institute staff; LTI members received reports from the Institute, evaluated the ideas, and helped to shape the direction of this work. Consultants willingly offered their assistance to individual Institute members. The LTI staff handled the many details of this project with a minimum of difficulty and they, too, deserve special recognition. We appreciate the high level of effort sustained by the participants and we wish to thank all those who helped to develop this document. B. Othanel Smith Director of the Leadership Training Institute on Teacher Preparation Donald E. Orlosky Associate Director |