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\'el' what ulas really expected and a mistrust for what else might L,c corning
ate or federal level had slowed down the credibility of implementation.
he guidancelassessnlenl coordinator offered funher insights into the difficulty
managing change and maintaining credibility with the staff and community u,hcn illgelinE the
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many demands of HF 2272, and trying to ease teacher anxiety about what rnieht be expected
ext. As a long time district employee, she feared the loss of the previous superintendent and
an elementary principal/curriculum director, whom she had replaced, might stall I
improvement efforts of the district. To her thinking, this had not occurred. Rather. the
current superintendent was credited with taking an established process and maintainin2 it
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:ell.
She feared the process. but not the administration, had lost credibility with some staff
nd perhaps a very few in the community. She stated, "We had some things that hur~ our
fforts. \3'e got the cart before the horse and had to go back to staff and you lase a lot of
credibility." Slic cnncludcd her thoughrs with a wish that her own frustration. as \veil as the
vstratic3n of her collcrigues be eased with more direction from policy makers.
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P:rnicipants \\.ere mised in their feelings about the impact of legislated mandates on
othcr progr:lms ;lnd school-\vide efforts. Several felt they had experienced little change. while
others cited holh dislricl-\vide and personal concerns. On 3 personal level. one seconda*
p;lnicip;lnt expressed her
that \\.ilh the increased scmtiny of district math- readin:.
science scores lllat some of the fine arts or vocational areas nla!' not only lose hndin~- but
;ilso student cnroll"lenl.; drop in those subject areas. When the district made Ihe choice lo
incrc;lse malll crcdils required for Sr;iduaion this became a zenuine concern for man!' of the
llon-;s:alemic ;m:l st;,ff. she .;rated, ..So far it seems to be \v~rkinp. Sonlehou' Ihe). ore
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