cb sel Pat ES

a ne i ne

SR

cone SPN ere a a

infotmation.

“I and many. other parents

for. a community
calthough ‘we didn’t

school,

thing.” she recalls.
SCHOOL, DECISIONS:

the schools and the decisions
and help our children.!

“The idea was introduced
to the parents by the prin-
Cipal and they were then

NOLA EMBLEY
Boundary School

addressed by Jack Stevens, a
local teacher who brough
community 4 education to
North -Vancouver§ after
studying for a master’s

degree in the subject,in East:

Michigan. Stevens “watered
the seed”, as Embley puts it.

Now that involvement
which the parents wanted is
a reality and goes right
through (o input in the hiring
of teachers.

“We = sit
tereviews

in on the in-
and make

_- mailbox

FROM PAGE A19

(Classic
examples are the Cove CHIE.
and community school
issues.)

rere very. interested i in what

even know there. was such a.

( “We wanted to be part of:

‘

We. have the: ‘opportunity

) we choose: ‘theni_ from. their 5

appes and request: that.

pve | | “worked” “in!

listening ‘to children” ‘rea

“Says: ‘Wood. This’ is done. in sf
. instances.” where .: certain :
‘children are at a different
level to the rest of the class

‘and. are either having’ dif-

ficulty reading or need more

challenge than others.”

““My children «have all
done.'extremely well since
Boundary became a° com-
munity school,” says Em-
bley, “and I think it’s.
because we have been able
to have input. One of my
children had trouble
grasping the basics before it
was a community school and
I've seen the difference it's
done for him sittce it became
acommunity school.”

These three parents also
point to enrichment of core
curriculum programs at
community schools, which
they attribute to the coor-
dinated volunteer
ingredient. ‘ .

Sagert says Westover has
developed a close affiliation
with the nearby Lynn

Canyon Ecology Centre and

Wood says there would be
no primary cooking class at-
Highlands but for the efforts
of community volunteers
refurbishing the entire
kitchen.

As with the other two
parents, Embley is so im-
pressed that she commenis:
“If we didn't have a com-
munity school I'd certainly
want to start one.”

Wood says the community
school is so much a part of

4. Give priority ‘to
academic and vocational
education. .

5. Listen to public
opinion. (Among the many
examples are Handsworth
soccer, career development,
community school review),

Instead,
HAVE:

these = trustees

child be ‘transferred to. that:
class. met

Patents. even, ‘help out with |
: aspects, of the lessons. - ”

“the c
learning | assistance centre, 2

: active | members?

schools al
duplication of ones offered "so

school committee,

The three -counter. the.
charges. of their opposition
that many of the. night
offered. are

by. agencies. such ,as_ the
recreation commission, the
YMCA or North Shore Night

Schools by .answering that .£

those‘held at the community

schools cater to the specific
‘requirements of the com- °

munity.

They point out that in the
case of a regular night
school a course is put for-

ward and if enough people 7

turn up then it is held.

In the case of \ community ,

schools,

they say, homes

-within the school attendance

area are surveyed to see
what courses are required
and then the course is held,

with its demand dscertained—

from the outset.

They add that the location
means that local people are
able to walk to the night
classes instead of having to
drive fair distances and:that

through being kept on. a
‘local

level many people
come to know neighbors
they have not previously
associated with and develop
many new friends, which
often leads to greater in-
volvement with the activities
of the school.

Such development Qf
community spirit, they say,

leads to action through
unity.
1. By their inaction,

condoned politics in
schools.

2. Reduced the op-
portunity for the public to
voice their concerns at

the

- school board meetings.

3. Spent approximately
$20,000 for the Ad-
ministrative Needs Task

”

; community _ a. ‘much. better
‘place to live.” -

. the operation. .of...a “com-’
_fmunity~ ‘school would. . be’
' impossible —

issues.

All three are > adamant that.

without. a.
professional... coordinator .°
one.of the ‘most contentious

“ OBIECTIVITY

_The coordinator, they day,
n. organizer -. and
one. who sas out

‘ abilities.

‘ANNE WOOD
‘Highlands School
through the objectivity of

the role.

‘Wood summarized: “The
(school) council decides the
direction of the school and
what will be done and the
coordinator is the facilitator,
doing what the council
directs her to.” ‘

Whereas a coordinator is a
salaried teacher who spends
little time teaching, Sagert
comments: The coordinator
is an ¢ducator so he has an
appreciation of how course.
should be established, what
are the techniques needed
for an ifstructor, and the

temperament to deal with
children.”
In the first year of

Boundary being a com-

Force which recommends
that every elementary school
have two vice-principals.
(Surely the needs of children

should come before the
needs of bureaucrats)

We must elect new
trustees!

Dr. and Mrs. W. Bell
North Vancouver

‘Are you
photogenic?’ |

“If you are and you'd like to pase \s a Sun-
shine Girl then I'd like to hear from you. The.
Sunshine Girl of the North Shore News is a
bright, ‘fresh. feature and ‘has’ enormous
popularity with readers, advertisers, and the
models themselves.

““In the years that I've been photographing
Sunshine Girls, it has become apparent that
women 17 years and older have the poise and
confidence to project the strong aesthetic
qualities demanded of this photo feature. As far
. 8 possible, I'd like to have models of that age.

“The North Shore is
blessed with a great

many attractive
women. If any of you
would like a_ paid

‘modelling’ assignment’
as a Sunshine Girl,
please.. write ‘to me.
Ellsworth Dickson
Include in your letter

your . phone number
and a recent
photograph. No phone
calls, please.”

1139 Lonedaie Ave.
North Vancouver
V7M 2H4