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dido'( (ske control himself. He allouled Someone with good skills , gu allcad and lead. 1
that is good leade~.ship."
When looking at her own role as a member of the district leadership team, tl
LuI,-iculun~ director Was quick to give credit to many partners. She mentioned the confidence
\hoivn in her hy the previous superintendent as well as the support of all current
adminiitrator\. She reported their attendance and participation in all in-senlice efforrs and
saw that as a critical component of modeling for the teaching staff. The leadership shown by
teachers \!.as also greatly valued. She said, "We are a small district and it is hard to hide in
[he cornerc. Success breeds success. We try to recognize teachers who are doing good things
b!l u\ing them as examples at in-services. We are not big enough to have lead teachers. Here
uve are all lead teachers."
Her opportunities to attend meetings and be trusted to lead the local district
implementation efforts were a source of pride for this participant. When it became time to
4uhmit the :lPR. \he kne\f. it her joh. The CSIP would he her responsibility as \yell. She
unclc.r~lood [hi\. a\ did e\-eryone else. Bein: up to the task was ne\*er a question in anyone's
[ilind. Shc Iiad their cornplcte confidence.
A principal \\-a5 thankful for the opportunity to leam from his administrator partners
and dc\cribcd hi\ leadership recponribilities in much the same nay others had reported.
"Your staff i\ ~oing to model \lour beliefs." he stated. He tried to partner with his teachers in
tlleir implcrncntation effonc. He believed teepinp lines of communication open and not
"\pringing things on [he leachen" apere stillc he \vas continuins to learn from the elementq
principal and his current superintendent. .4 final thoupht for this administrator centered on
~~ndcr\t~~~di~~
th:lt 11~ w:l\ 1~:~rning along \vilh his siaff. "I've lei~mcd -ills[ 3s much if not more
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