You're the reading coordinator for a medium-sized school district. Arriving at your office around 9 a.m., you settle in to review the three textbook options the state will allow. Tomorrow, you'll outline their pros and cons to one school's teachers and parents, who will make the final choice.
Next, you start designing a questionnaire to be used in evaluating a grant-funded experimental reading program that you and a school's teachers developed. You believe it's too early to see test scores increase, so you're using questionnaires, interviews, and observation as the bases for your evaluation.
Ready for a break, you drop by the district's curriculum center, where all manner of kits, videos, and paraphernalia are housed. You're dismayed at how little material the teachers have checked out, so you make a note to develop a marketing campaign to increase the center's use.
At 3 p.m., you train a school's teachers on how to use the new online, multicultural curriculum, which is tied to the state's new standards. The younger teachers are generally enthusiastic, but a few veterans sigh and roll their eyes at what they perceive to be just this year's fad, soon to be replaced by the next one. You muster up all your powers of tactful persuasion to keep the skeptical from sabotaging the training.