View/Open - Drake University

In sumlnarizing- a principal cited administrative leadership at all lebG,> as oeinp
rl L I L I ~ to efforts of bringing teachers and other stakeholders on board. ~h~~ principal
helicved the district had heen able to provide the resources the staff needed to not be
c~~nfortable with implementation, but to accomplish it successfullj
c0171111/~11it~~
An elenlentar)' participant could not See a big difference in the district other than the
t.lllplla~is On ~0ITlm~nity in~ol~ement. "We get more parents in here to help us. MTe report to
them and we're just all more involved with parents," she said. On a personal note this
participant believed that she had benefited as an educator by becoming more aware of what
ivas going on in curricular areas other than her own. She cited her own increased knowledge
of district adopted standards and benchmarks and the articulation between grade levels as
having made her a better and more \laluable teacher for the district. She was appreciative of
the st~ucture the mandates had forced the district to adopt.
The ni:!ior change at the district level had been the reporting mechanisms that had
hccn put in place fcrr both parents and other stakeholders. accordins to one element- teacher.
.I-hi\ intcr\.ic\i.ce did nor rhink much had changed in her day-to-day teaching life. but did
rcpon ;In inc~sed ;l\varcnesq of the total school year. "I think about things I need to haye
tjonc b! tinles of the \rear because I knoa, standardized tests xe given at certain times-
So 3.. ;, \vholc I think about things a little differently. There is now more Pressure On teachers
and st~,denls (0 perform," she said. This teacher also talked about her lunch rime
c(,nvcl.sations \vilh col]eaaues 2nd [he increased pressure the!' all felt 'vith the
enlph:l\is (In testins and hoa. poor performance could the
96