ooling.
The important implication of these facts is that no one segment of this complex relationship has complete power to dictate educational policy. Parents can passively accept whatever the schools do, or, when aroused, have a recalcitrant principal fired, if he goes too far in challenging their agenda. Teachers can be hamstrung by curriculum requirements such as No Child Left Behind, and spend the entire school year desperately teaching only what the children will be tested on at the end of the year. Or they can buck the administration and institute modest reforms in their own classrooms.
But after all is said and done, school administration or teaching is an art that depends almost entirely on the talents and limitations of the individual involved. In spite of the dead weight of bureaucracy and a compromised patchwork curriculum designed to placate a variety of interest groups without offending any of them, a highly motivated person can make a big difference in the life of his or her pupils.
This paper will provide a reaction to the following statement: "The administrator believes in, values, and is com
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