The equality on instructional objectives failed since the school staff, on normal occasions, concluded that the deputy had high expectations on the approach to changes. One example is when the deputy mandated that all the high school students were to enroll to study in a full time basis and avoid the breaks that they had. Despite the changes that the deputy was making, she faced most resistance from the district norms given that most of them found her decision too radical. The deputy wanted to do away with the fifth and sixth grade as general math in the school. One of the principals became too furious and said that the deputy was setting the expectations of the schools too high. They commented that all the students were to strive for excellence and had the attitude that the students were all going to make it. The principal had backup from the superintendent at that time.
I had the choice to pick a side, I would support the side of the superintendent. The superintended wanted peace to prevail at all cost. There was a problem with the absence of a judge. The experts would have implemented the policies. It was difficult for the cases to be determined whether they were legitimate or not legitimate. Some of the proportions made by the deputy were justified but not well justified to pass through. The high school teachers and students were in an educational program that was running and the change was unnecessary. The district was continuously meeting its state API targets. When the study was conducted, the district’s API was 674 just below the target that had been set. The district’s API target was 800. This had grown steadily enough along with the other present indicators. The changes by the deputy, especially when a program was already in place, were going to have an effect on the students’ performance. It was clear that the deputy clearly misunderstood the presence of physical education (P.E) in schools. It serves to bring back the moods of the students after learning a lot in class. Physical educations are recommended and help in keep the student’s active again during the lessons. The instructional shortcomings of the superintendent were at all cost exacerbated. This decision-making was well informed given that the superintendent had thought enough and made a conclusion that was fair to all. The superintendent was trying to conciliate with the principals instead of supporting the instructional changes by the deputy.
The deputy was not to be against the superintendent by showing stronger and clearer instructional standards. It is clear that the deputy was against physical education since, in most cases, the deputy complained of how the students were going to meet the required college entrance while spending time on physical education. According to the deputy, it was better for the students to spend more time studying than going for physical education. She thought that the policy she brought was going to develop more rigorous and equitable education for all the students.
The deputy superintendent did not have good proposals at all. The programs she had was too radical. According to her, the policy meant to develop more rigorous and equitable education for all the students.
Trujillo, T. (2012). The Politics of District Instructional Policy Formation:
Compromising Equity and Rigor. Educational Policy, - (-), 532-550.