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some \viewed this as an 0ppXtunily for "dusting off the stuff we'd already done and s,a*
. . a
apply~ng I[.
Adn~inisualol\ were vlewea as generally sy~npathetic to the implementation needP of
lllc lL-a~l~i~i~ hlaff. There little thought of "someone is out to get me" orl.this is just some
more busy \vork." School Ilnprovenlent Teams were trusted to "look at the big picture9' and to
deterlnine the be\t course of action for meeting mandates.
In two of [he districts administrators also served as classroom teachers and one
"cllei ed this allo\ved for staff knon.ledpe that he "wasn't poing to throw them any cunfes."
Another teacher/administrator offered. "Being a teacher brings me credibility. They know I
won't make them do anythins I wouldn't do myself. I wasn't seen as telling them what to do.
I \iras doing it ifpith them." Teachins staff believed their principals and superintendents had
ser\.ed them \!.ell in "continuousl\r - trving . to make us better" and many subscribed to the idea
that "e\.en if there \$.as no lerislative mandate, we'd still be progressive in doing things right."
In thc cnll. pollc.\ rn;tkcr\ Ii;~d nor 40 much dicrr~ted \vhat mattered in these active districts as
lI1cy Ii;111 i~ndcr\i'c~rcd \\ hat lcxaI\ thou_rht an\\\ - a\.. . \\'ill and capacity \Yere in place. with
polic! ;~ddrc.\,~nr the i\\ue ol'capacitv and \vill reflective of the implementation assessment of
111~ \';I!UC 01' lh;it pol icv ( f\lcLnughlin. 1987).
P;lnirip:~nr\ awe i~n;inirnou< in their appreciation of the efforts of Area Education
~~~enc!~ con\ult;lnts. e~prc~~ing their appreciation in glo\ving terms such as "we've ken
hl~\\cd" in ll;l\.inr [heir help. Teachers and ndnlinistmors described AE.4 personnel as "'vital
Pnflncr\ in lhc \1;11I. Je\ elc>pmenl eflbns." Others appreciated the "tremendous erpnise" and
"willingnr\\ to I(~;~lc infornlnlion ;md set righr hack to you." Psnicipants thoueht they
oer districts 3s
ncc(lccl to rcl\. pcrll;lp\ 111orc llc;l\.ilu on AEA suppon than educarors in iar=
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