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ircld~.c\s tho\e ~i~~indatc\ \src~.c 111 pllicc and functional. So one expressed discomfort about school/co~~~~~iunitv interactions ncce\sitated by HF 2272. 'The supcsintendent h~id a pa~.ricularly strong sense of the school community r.elation\Ilip \vhcn he shirred. I think likc rnirny schools in the state of lo1t.a. if you stopped ten people on the way homc i'soni \vork, liine of [hem urill tell brou \ve haire a great school. Truthfully. prohahly nine out of the ten don't really know: or ulouldn't have any justification as to \s.li!. \s.c ;lr.c a good school. It'\ just a belief. One of the things we ha~e a1u.a~~ tried to dsi\-e liome to OLII. teachers is u.e lia1.e to be our 0~t.n worst critic. We have rn hold OLII.WI\.C~ to the hishcit \cl-utiny. because they won't. They trust us that m;e are doing :I ~twd ,job. M!hcn !nu :ire a tin!. district like this \\.here a couple of people 1x41 handle all thc m;ith lor a child i'rorn the tinie they're in ninth grade on. if you screw up. this kicl i\ not _coins to ha\.c rhe skills they need. Whether it be math or science or an!,thins. the has is reall! hish. I think that's u.Iiy u,e'\.e been able to raise people'% Ic\.el 01'conccrn. hilt at the same time. \s.e'\-e raised the le\.el of pride that this is a ht12c .jot>. Thi\ is \.cr!-. \.el-? important job that \s.e'\.e taken. .And I think if \~.e'\.e clonc an!.thing. u.e'\.c rai\ed the self-esteem in this profession that this is \.itall!. ir~lpo~-t;rnt \\-or-k [hiit \s.e do. rind \ve are in a coniniunit!. that appreciates that and trusts lI\ ~,C~lll]~lt'tt'l>.. I I I I I I I I . I L C I i n l i t i on. 1 like rc3 ha\.? a \()ice in
change Ixocess :is 0;1rcI 11ienibt'r 311 di~c'u.;\t'd their :hought?; ah~ut \\-hat the I I I ~ ~ ) ~ ~ . I ~ I L * I ~ I I)I.(~L.c-~~ . I I I ~ ~ I I 1tu. 2271 \ho~~lci look llkc. The. over-ridins theme for all \\ 23 [hat rhe 1oc.i1\ 11111\1 I.L.III,III~ 6\11 \\ 11;11 \\ ;I\ 1.0s I ~ ihil~l1.~11. C Ci31iipli;inc-e \\.ith [he 1;i\v \\.;I\ I I I ~ I ~I.IJI~I. ) ~ I ~ L I LL-I-I,III~~\ I 1101 stli~ls 10 I>c 11ic ~Iri\.i112 ft>rc-e ior thik ciistricl. Tlic expect~ition \\.a< I l1;11 ; I ~ ~ I ~ I I I ~ I \ I )I.\ I . . I \\ ~ ~ o111cI t'oc.i~\ 011 IIIC io~llplianc-c' i\\llci. \\ hilt, ~t'achr.r.; \i.esc' t'xpecied to nix (II~I! I I I I ~ I O \ c' [I~c-II 11 \k111\ ;IIIJ ;I.()\\ ~>rof~~-\\it~~i;~ll\.. \>NI l'urthc~' ~1.e ttit'il. ne\\ \kill.; to 1111~~1 I I \
Page 1 and 2: COMPREHENSIVE SCHOOL IMPROVEMENT MA
Page 3 and 4: COMPREHENSIVE SCHOOL IMPROVEMENT MA
Page 5 and 6: 4. FINDINGS AND DISCUSSION District
Page 7 and 8: Figure 1. Interview Analysis Proced
Page 9 and 10: 2272 requirements, in terms of unif
Page 11 and 12: a susprise to state leaders. Gradua
Page 13 and 14: coals in academic and non-academic
Page 15 and 16: Chapter 2 REVIEW OF THE LITERATURE
Page 17 and 18: standards. will make schools accoun
Page 19 and 20: What is most in~portant to restruct
Page 21 and 22: developing curriculum were repeated
Page 23 and 24: ing to the policy intervention. If
Page 25 and 26: institute fundamental change in the
Page 27 and 28: vieu, of rhc ulorld. and as scholar
Page 29 and 30: i~p~>rn;~ch~> to leadership Sound i
Page 31 and 32: n:~na~c'mc~ th;~t allou s III~III t
Page 33 and 34: Chapter 3 METHODOLOGY Introduction
Page 35 and 36: as l.c\'ic*' of ~1.eliminal.y draft
Page 37 and 38: pro\,idcd hy at leahr three of the
Page 39 and 40: To allow for practice with the inte
Page 41 and 42: sign, clemon~tr~ttinp their \x~illi
Page 43 and 44: Chapter 4 FINDINGS AND DICUSSION Th
Page 45 and 46: setting of ~iiininlum standi11.d~.
Page 47 and 48: I~~l~?(/~~l of22 72 Participants vo
Page 49: going to have ac;~clcmic successes
Page 53 and 54: cli:~nfcs \-esy rapidly. They'cl pr
Page 55 and 56: questioned hy patrons ahour [he num
Page 57 and 58: I~l;lccil in tllcir ;rclministr:ito
Page 59 and 60: ,I.lle ltllT pl.inl.il)i 01' this ;
Page 61 and 62: lllcnl I1lt)IICl I 1,. !!OII ~01111
Page 63 and 64: sLllxrintendents, Thc ~LI~JCI-~II~~
Page 65 and 66: to ncccssitatc the rcpo~-ring ol'st
Page 67 and 68: 1-(,~~ ,jll.OLlfh difj;'1.~[11 ~tl.
Page 69 and 70: Dis11-icr R. Hc srilrecl. "The inte
Page 71 and 72: ased s(>lcl!: on slanclar~dizcd ach
Page 73 and 74: .l'lle si~l>c~.inrcndent ~>~.nl'css
Page 75 and 76: lie \4.01-d "l.ocus" \c\.~~.i~l til
Page 77 and 78: nlc 5uper.i1lrcndent spoke at solne
Page 79 and 80: plovelllent team to include Illore
Page 81 and 82: leaclel.ship aIiu Lullcglul ~lll~l~
Page 83 and 84: le]ieved it very difficult for peop
Page 85 and 86: \'el' what ulas really expected and
Page 87 and 88: so~lle of those o[her areas ale not
Page 89 and 90: lengthened the implementation deadl
Page 91 and 92: :xtra-ciirric~ilar activity. The di
Page 93 and 94: u~anl in jri ]-id of ~nla11 school^
Page 95 and 96: heir port of entry to HF 2272. - l5
Page 97 and 98: ,usiness dramatically as a District
Page 99 and 100: L" N ~ ~-.sli C ip This alstrlct bi
Page 101 and 102:
dido'( (ske control himself. He all
Page 103 and 104:
In sumlnarizing- a principal cited
Page 105 and 106:
7 ...- d kc11 de-e~1l~hasized it ha
Page 107 and 108:
a 101 of expectations On schools. Y
Page 109 and 110:
largela school districts. As more a
Page 111 and 112:
~n-one llelp We gi\'e. no nliltter
Page 113 and 114:
seaI.cI1 (711 uihal lo engender bet
Page 115 and 116:
7 mission (Bklss A\'olio- 1994). Th
Page 117 and 118:
Tr~~chc~..~. Teacher-leadel-s were
Page 119 and 120:
. 'vided. "I IJal-entS are sitting
Page 121 and 122:
7 school i*l~rol'elllcnt and cvel.y
Page 123 and 124:
Clloll,~c 1)j-ncesX. It b'as diffic
Page 125 and 126:
isdainf~1lly shrugged off what lhcy
Page 127 and 128:
IJiliilfe~~ded Co~tsc~q~~c~~c.rs Th
Page 129 and 130:
122 fin:~l concern drdt ~vith the t
Page 131 and 132:
policy IS clear and amhiyity is avo
Page 133 and 134:
sc:lllclilnlizcd ic\t scolrs. M'ill
Page 135 and 136:
some \viewed this as an 0ppXtunily
Page 137 and 138:
'hapter f c S U MMAKY, C-Ui\(-'LGS
Page 139 and 140:
so5pccted ~c~islnli\~e nloti\.es of
Page 141 and 142:
cllanfe to their leadcr\lliP teams.
Page 143 and 144:
practitioners saw as catering to th
Page 145 and 146:
the adultlpupil ratio in one large
Page 147 and 148:
-140 Tllc thollgllt of 1cfislnlol.s
Page 149 and 150:
REFERENCE Ba~.d;sh. E. ( 1977). The
Page 151 and 152:
Kapl~nn, a((,), 432-437. Dcnzln. N.
Page 153 and 154:
q~ii~litati\re research. Chicago, l
Page 155 and 156:
School Leadel-ship, 2 ( 1 1, 34-44.
Page 157 and 158:
York: Teachers College Pres! ~~h:lt
Page 159 and 160:
47, - 171-197 ~~lcott, H. F. ( 1YsO
Page 161 and 162:
HF 2272 Implemenl,,,,,, ,,u~Y Inter
Page 163 and 164:
HF 2272 Ia,..L,,,L,,~,t~~n study In
Page 165 and 166:
HF 22.1~ Imple~~enratlon Study Inte
Page 167 and 168:
HOUSE FLLE 2272 1 3 MJ ACT 4 p.~~v~
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