As instructional leaders, principals often make curriculum decisions that balance their community's need for knowledge with the nation's need for knowledge workers. Across the country, school administrators are searching for funding and effective means of infusing more technology, foreign language learning, and global perspectives instruction into the curriculum. Government and business leaders tout such skills as being critical to 21st century economic growth and, in the post—9/11 world, national security. In this case, a high school principal, having attempted to address community and national needs, stands accused of having caused a serious security threat.
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