The balance between conformity to state standards and creativity in providing for individual differences in the classroom is discussed. With the current emphases on accountability and standards, learning opportunities for students are supposed to be aligned with state-mandated objectives. This may lead to a situation in which rote learning, memorization, and teaching to the test make up the curriculum. Some principals feel that the measurement movement is objective, that it provides a meaningful indicator of learner progress in school, and yields data for parents and guidelines about what should be taught. In contrast, some principals, who are more subjective, believe that teaching is an art that involves creativity. Taking a constructivist point of view, these principals emphasize that student work can be analyzed with remediation efforts following in teaching. The use of portfolios fits well with the philosophies of principals who emphasize constructivism. Regardless of the approach taken by the principal, it is vital to be involved in curriculum development and accessible to help teachers in the classroom. (SLD)

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