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OLI~ to get me or this is just sonle more bus) .,.,. . ,,,,,,, ,,cul,,c Jusl
93
that the school
improvement conlnlittee \+'as taking a look at the big picture and tI?.ing to determine
best for our kids," stated the curriculum director.
A principal was able to look broadly at the role of curriculum director in
to a district where he had pre\li~~sly worked. AS a recent addition to the administrative team_
(in his third year.) he believed the knowledge and communication skills of the curriculum
director had been of great assistance to him personally and to the teaching staff. He vieared
her teaching position in the district prior to becoming an administrator and the respect shown
her by other administrators as big boosts to her credibility with teaching staff. She also felt
that bond expressing. "I definitely agree that being a teacher here brings some credibility with
it. Thev know I \vouldn't make them do anything I wouldn't want to do myself. I wasn't just
telling them nrhat they had to get done. I was doing it at the same time they were doing it."
All respondents Lvere in agreement that her perception in this regard uras accurate.
Sr;~rrinr a\ a wcondan. teachcr in the district. she had continued her education in the area of
curriculum ;lnd adniinictration. \Vhen a half-time curriculum director who was shared with
;~nnthcr rlistrict rcxigned. she \#.as hired to take over curriculum. Erenmally she was also hired
:,\ tllc clelllcnr;lr\r principal. Panicipants were unanimous in their praise of. and respect forthe
joh she w;ls &,in?. Several believed the leadership style of the long time previous
sllperintendenl a.ns directly responsible for the control O\?er schml improvement that the
curriculum director a.ielded. Spakina of the retired ~Uperintendent. a senior staff penon
'.He \\.as more of an superinlendent. He \y@rkin? on the bllilding and
grounds ;md more ,lie financial, business pan of school. Educational stuff. he
lo her, A hiFh schc>nl teacher
'.When those thing (HF 2272) came alonf' he
was