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tr:~~~~pol-l;ltion iss~les \\'ill exist. But over time, families will
enlertain~l~ent opportunities pro~lided by the new enterprise areas of the state.
Recomnlendations to Policymakers
139
to their ulld the
Resl~v11uclll~ ulu 11~1 hesitate in making recommendations for legislalors to
conte~~lpla~e uhcn considering future educational policy for Iowa schools.
~econ~niendation I : Include educators in desimin~ educational policv that affects them.
Teachers believed that for the long haul educators needed to have a meaningful
in policy making that in\:~l\~es the teaching of children. Changes in the classroom, regardless
of the origin of the changes, had to meet several criteria for teachers to value them: Who vras
saj-ing teachers must make changes (authority). urhy are they saying I must make changes
(rationale). and are these changes really beneficial to students (show me)? Unless teachers
had adequate anslvers to these questions, they were reluctant to implement new policies.
Recommendation 2: Gi\.e the Department of Education the time necessanr to write the rules.
"(ioorl yrscrplc rcrrinr \\.a!, more _rrief than they desene" was the \vay one
;aln~loi,rr:~t~~r dc\crihcd Dcp:lnmen{ of Education personnel. Many districts felt mined
nlc\\;lgc, ll;lll hccn c;lrried to tile front lines and because of [his. amhi~uiE' n~uddied the
u.;ltcr\ li~r ill;ln\. pr:lclititlners. Different ans\\m from different qumen at \ztri@us times Over
[tie ilnplcn~cnl;~tion prwe\\ produced fn~stration and even anper. Educators
n~;lnd;~le\ a.ould stjn\v more vision and unders~nndinp b!. y@lic!maken and
that future
le~islatorz
u.ould concern them\cl\.cs inore \\.ilh the desired result. and lea1.e the implemenrarion to local
cducarclrs.
Rcc~lmnlcn~:llirIn 3: D~,~,.,~ ;, nlorc flrKib]c p~lic\. 1:lkinc into acc@unt
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rhnt One d@es