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isltin Attencling curriculum meetings and networking
Lu,,rapues was the
director's first introduction to the mandates. "We could go and talk about ulha,
hey meant to us and a-hat we were going to have to do to get them implemented in our
district^. These were the most meaningful conversations. They were hands-on, real ]ife, so
Mre could figure out what was meant and how we were going to do things," she said. The
.econdary principal. new to the district since the passage of the mandates, also reponed first
learning about the new requirements through the curriculum director in his previous district.
He reported that little mention was made specifically of HF 2272. Rather, just as he had
experienced in District C. his previous curriculum director spoke in terms of school
mpro\,ement. In fact all participants were much more comfortable discussing improvement
issues than in citing mandates or HF2272.
A school board member credited both the Iowa Association of School Boards
ie~vsletter and the district curriculum director for her introduction to HF2272. The
cut-riculum clircctor "brought the information to the board and we discussed it extensively,"
\hc wed. One tcachcr rc\pondent remembered his first knowledge coming through course
n.c>rk in an admini\tration program at a private college. He offered. "It was a major theme in a
101 of my cour\cu-ork." As an educator in a neighborins district to District C at the time of
pas\;~gc. [hi\ participant also credited that district's curriculum director as a key player in
educating teaching staff ;ibout HF 2272.
Most other participants remembered their introduction to HF 2272 coming by nay of
s[:lff mectings and committee work with the elementqr principal/curriculun~ director.
Lc~Icrshi~ teams led hv the c~irric~llunl director had been in operation for a number of years
prior lo tllc acuv nl;~ndstes ;~nd se\rer;ll participants vieired their experience on those teams 3s