[NLA] building policy vision

[Eileen Eckert]

The original question was: When you advocate for literacy policy, or make 
policy decisions yourself, is there a big picture? Are there some unifying 
themes or underlying principles that make specific policies complement each 
other? What are they, and how do they work?



(For the record, in answer to Tom and Andrea:
I presented one hypothetical situation (out of many possible situations) in 
which policy <creates> an either/or issue. I did this to highlight the 
potential for well-meaning policies to create conflicts in which expert 
judgment at the local level is overridden by bureaucracy. I think this is 
more likely to happen when policy around each issue is created in 
isolation--hence, my big picture question.

Are all teachers who emphasize phonemic awareness cold fish? Of course not! 
I picked two cases of discussions we've had and deliberately created a case 
where policy goals (for meeting the needs of low-level readers and for 
meeting the needs of people with PTSD) <could> conflict. Is it possible for 
a teacher who emphasizes phonemic awareness to be a cold fish? I think so. 
But if you want to continue this line of discussion, which isn't about 
policy advocacy, let's do it off-list, OK?)





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