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- 10 I 1 I '.It W ~ dri~en S by the curriculum director aho llad
heen hcrc ((,I- ;I lollf ~inlf!. pl11~ so much ulaS driven by the superintendellr.'. The
\vcll~ (0 \;I);. "I ihillh n!\.r are ul.lique \~:iih our superintendent. A lot of other silperin[cndcnts
lrLld (hillrs rhsou$1 their building principals or (hrouph [he cun.j~u]~~~ directon. We all kIloiI-
c;lll ;I& n11yone in here \tVho is our educational leader, and they are going to point to [he
sllP~rintcnd~~~t."
The principal \'Cry comfortable ivith this irlationship. He compared his
selatian~llip ailh the superintendent as rtlnlo~t 3 principnl/assistan~ principal relationship
\+,here the principal handled the leadership duties and the assistant handled more of the
Ill:~na~t.menI cho~.cs. He sail. this assignment of duties as very beneficial to the district.
Thc. curriculum coordinaror also made it abundantly clear that she beli\.r\.ed her charce
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1~1 cln the bidcling of the \cllnol board and the superintendent. She also had observed that
C\CII I~~OI-C 01' thc \~.lloc71 in~~?1;\.\.~.~?71:nf,I:~~~~'cic'?.liLh
5 1
l~etd de~egat'ed ti? her. as the rtvo dictricr
I~r~n~.~l>L~l\ \\I.IL. c.111 IL-I~I~! 111\ ( )I\ c11 \\ i ~h c\ alutl~ol- ;1ppr0\.;11 trainins. This \\,as a role zhe
rc-l~,llc,tl .irl\l k11c. ,pt\kc. ~~o~~l'~~lc'ntl! ill hcr abiliric\ 10 make 5chool mandates meaningful. Shc
L-LQII ~IIC \;I\\ IIL.I.\c.I I .I, ,I II.II~OII I~L*I\\
~i~l~c'ri~l~c~l~lcnt and the rtachins staff. \\.itti tl
I L - \ ~ N ~ I ~ \ I ~ ~ 10 I ~ I;I~L- I [ \ \\ 11.11 111~- ~III~C~IIIICII~~CIII ;;I\c licr ;i~icl. ;~fir'r pre>cnrin~ it to thc school