Talking passed each other

I can make sense out of the tensions between different factions of MMSD advocates by placing their various positions at the different ends of the attached chart on school leadership. (Replace “principal” with “superintendent” and “school” with “district” when reading the chart.)
At stage 1 on the chart,

the Approach is:
[Superintendent] as decision maker. Decisions are reactive to state,
district, and federal mandates;
the Implementation is:
[Superintendent] makes all decisions, with little or no input from teachers, the community, or students. Leadership inspects for mistakes;
the Outcome is:
Decisions lack focus and consistency. There is little staff buy-in. Students and parents do no feel they are being heard. Decision-making process is clear and known.

I feel (and perhaps many other posters do to) that Stage 1 closely describes the MMSD.

My impression is that many pro-district advocates believe the MMSD is at Stage 5 at the other end of the chart where

the Approach is:
A strong continuous improvement structure is set into place that allows for input from all sectors of the school, district, and community, ensuring strong communication, flexibility, and refinement of approach and beliefs. The school vision is student focused, based on data and appropriate for school and community values, and meeting
student needs.
the Implementation is:
The vision is implemented and articulated across all grade levels and into feeder schools. Quality standards are reinforced throughout the school. All members of the school community understand and apply the quality standards. Leadership team has systematic interactions and involvement with district administrators, teachers, parents, community, and students about the school’s direction.
the Outcome is:
Site-based management and shared decision making truly exists. Teachers understand and display an intimate knowledge of how the school operates. Teachers support and communicate with each other in the implementation of the quality strategies. Teachers implement the vision in their classrooms and can determine how their new approach meets student needs and leads to the attainment of student learning standards.

Consequently, advocates at the ends of the chart can agree on broad issues, such as the MMSD should serve all students, they cannot agree on how well the MMSD serves students nor on how to serve them better.