District Policy and Practice|02d6f4ae-88a2-4236-b1a9-1f37b2599002;School Leadership|330c9173-9d0f-423a-b58d-f88b8fb02708
This University of Washington report examines the daily work of central office staff members in three urban districts that shifted their focus from basic services and compliance to improving classroom instruction. The three districts—Atlanta, New York City and Oakland, Calif.—posted student achievement gains that they attributed in part to radically transforming the work of their central office employees. Some of the changes were structural, such as organizing teams of individuals from different departments to serve groups of schools. But researchers found that the districts went beyond formal structures to alter the way that central office staff members interacted with each other and school staff members day to day. Among other changes, central office employees were guided to become experts in the goals of each school's instructional program and to look for innovative ways to work together on meeting each school's specific needs. The report also examines the strategies that each district pursued to transform the work and culture of its central office.
The report is one of four in a series by the University of Washington examining the role of the central office, principals and other school leaders in improving instruction in urban schools.
Points of Interest
Central offices are not simply part of the background noise in school reform. District-wide improvements in teaching won't happen without leadership from central office staff members working in partnership with schools.
Restructuring district central offices to better support teaching and learning isn't enough. True reform requires changing what people in central office know and can do.
Everyone in a district central office—directly or indirectly—must focus efforts on strengthening principals’ instructional leadership in order to improve teaching and learning in schools.