Abstract
In the midst of a rapidly expanding concern for the quality of preservice and in-service education of teachers the pro gram for the preparation of the adminis trator seldom emerges for the consid eration it deserves. Mr. Baber draws upon his rich background as teacher, public- school administrator, campus laboratory- school superintendent, and college instruc tor to present this penetrating analysis. His constructive suggestions are a chal lenge to graduate-school leadership. Mr. Baber has just accepted the superintend ency of a new school system to be estab lished in the Rich Township District, Park Forest, Illinois, in the environs of Chicago. Without buildings or instruc tional equipment of any kind, without staff, without curriculum, and without even one enrollee, Mr. Baber has the un usual opportunity of creating a com pletely new school on a 55-acre site located in the center of the area it is to serve.
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