This article left me feeling very uneasy as an educator.  The sad fact is that I’m sure incidents like the ones described are occurring in districts across America.  I understand a district’s need to implement research based programs in an effort to promote achievement.  So much of what we do in our county is driven by data.  I’m curious as to what kind of data the Open Court program was producing at Downer elementary school.  It’s a very scary proposition to be a teacher and have to advocate for what you truly believe is right, especially when it goes against the top-down mandates provided by central office.  It’s also very difficult to teach something that you truly don’t believe in or have enthusiasm for…the students respond to the attitudes of the teachers.  We are the decisive elements in our classrooms.  I have been very fortunate to have worked in settings where my philosophies and teaching methodologies match the visions and goals of my school.  I can’t imagine being at odds with my administrators on pedagogy.  Teaching is too complex and difficult when everyone is on the same page!  After reading Fullen’s book, What’s Worth Fighting For in Schools, and providing a staff development opportunity to our staff, I realize that issues such as the ones described in this article are worth fighting for, not necessarily jeans days or even common planning time.  We have to pick and choose our “battles” on a daily basis, with our students and with our administrators.  I have to strongly believe that what I am teaching each day is in the best interest of my students and will help to promote their achievement.