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l.el,ise ,111.m.
\~.e'rc there." This mioman also identified her leadership hieral-chy for
implcmcnt;ltic,n. 'Thc superintendenl was definitely the leader with her, the
;~sses\~llcnt dil.cc~o~-. ;)lid the clcmentasy principal bein2 about equal partners.
.rhc ;rs\cs>mc.n[ clil.cctor h;id the cxacr satnc perspective u.ith regards to leadership
ptjsitic,n\. Sl~e s3u. ;ill nic~nhers of the leadership team taking their 0u.n pieces of the mandate
I.c51~Lxi\jl,iIi~!. anel ultimiitcly reporti~ig back to the superintendent so he could "single-
handcdl!," p ~ c\.e~-!,thin? ~ t into the Annual P~.o_rress Repo1.t. She added. "The superintendent
has a huyc. huge o\\.ncsship SOI- this district." The elementary principal and curriculum
director u.cse \,ic\\.ccl as cqu~il partners \\.ith her. n.ho functioned at the \!.ill of the
~\upesinrendcnr ri) inlplclnent asscsslncnt mandates. meet administrative directi1.e~. or tackle
ci~~.~.ic.ula~. i\\i~c\. She t'i11111cr cited tlic cli~w ~-el;~tion\hip \k.ith all of the adniinistrati\.e ream
:~nd aCkni~\~-lcct~t.d that I~ccii~~\e 01' tllc niany and Iaried soles each of them pla!,ed it n.as often
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