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~n-one llelp We gi\'e. no nliltter
nlan). times u-e test a child, some are noL iu,,,s Lo be
psoiicim." And she believed her teachers understood this 100.
,gdl.jc.[~ to Lr.,qi.~ltrrol.
Thc nomber ctnr requesl of partlclpants would he to not onlv hare a voice in any new
nlnlldatrs that might he imposed at a later date, but for law makers to come and \.isi[ school
si[fi before initiating new requirements for schools. "I don't think educators buy into smff
that gets mandated top d0m.n unless they have a voice in deciding, offered one teacher
particip;rnt. This educator believed that much of the district's implementation success had
come ahout because local administration had done a good job of not mandating in a top down
fashion. He hoped lesjslators misht learn from some of the more successful local models of
policy i~nplenientation.
Se\.eral other participants Ivished for more local teacher input and increased
opportunities for la\vniakers to gain personal knowledge about school districts. More money
;11il1 ~ilorc' ~imc ttt implc~i~cnt \\.ere rrlso repeated requests for many. "I think they have to
unclcr\tand \ct~iic ni tlic\c things require funding, require time. They have to think teachers
~Irc \\.cmli a l irtlc niorc than the!. think \ve are." lamented one teacher.
-1 jxincip;~l a*;)\ concerned that the legislature had sketchy plms at best for what the
nc\l \tep\ might he \\,ith regard< to tmly lioldinp districts accountable. He said. "I'm not sure
lllc \I:lle 1cgi\l;rtnre kn~nps a-ha1 [he next step is. An!lime you create a gray area. people make
UP their o\va me:lnings. They fill in the blanks. You have five hundred different agendas out
~~~~~c ;ill \pc;rking to ccnain grc>llps of people and that can create a lot of false understanding."
'Tllis p;lnicip;ln[ ;,,tcd that pt,litici;lns drop panisan positions and act as elected @fficials of the