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When thih staff usas firct introduced Lo HI= 2272. Iinr\l oclle\reu ine skills and at[jtLldc\
nece5Sal-y to mate chan~es were well in place. To hcilitate implementation teachine
)a~icipants reported being alloufed and encouraged LO attend workshops to increase [heir ourn
per\onal comfort levels. All mentioned the twice a month late start for in-\enrice time as a
\ component of allonTinp Leachers the time to not only learn. but implement change. All
irere thankful ihe school hoard and the community had shown little resistance to doubling the
dmount of in-ser\~ice time prior to the legislated mandates.
,~l,,(~c.t qf 2272 011 the Districr
The participants were able to clearly identify three stages their district had gone
~hrough after the passase of HF 2272. While many believed that skills and resources
lecessary for implementation were at least partially in existence prior to HF2272, there was a
clear distinction hetween what the district looked like before. during, and after
in~plementation.
i high school teacher offered a unique perspective in that he had started the school
~mpro\.erncnt procc\q at a larger neighboring district and had seen the efforts as meaningless.
Belie\.ing the school improvement effort \vould be similar in District C. he was reluctant to
engage himqelf activcl\f in the process. When asked by the cumculum director to revise his
\tandards and benchmarks to "put his o\vn stamp on his classes." he did not take the request
seriously. "I kind of ignored her figuring they were not \ley important. And she bugged me.
and hugged me. and hugged me. and hugged me. She constantly talked about standards and
benchmarks and how they sh~~uld he on \four desk. By the end of the year I found myself
going hack and w-nqriting them. no^^^ I use them every day." he said. What this participant
h;ld \liewcd
;I fLltilc, meaningless efhrt in his pre\.ious school had changed his \i9ay of doing