NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED473408
Record Type: RIE
Publication Date: 2002-Jun
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Central Office Review for Results and Equity.
Foley, Ellen; Ucelli, Marla
The Central Office Review for Results and Equity (CORRE) is designed to help school district leaders improve support to schools by participating in a five-step analysis of the work of the central office. It enables a district to examine the impact, effectiveness, and coherence of operations across departments, units, and levels, and to help central-office staff members act in concert with the larger system's overall strategies, goals, and outcomes. The review process relies on commitments from the CORRE team, made up of representatives from the district and School Communities That Work (SCtW) members and consultants. Tools developed by SCtW and the Annenberg Institute will also support the work. The five steps of the analysis involve: (1) preparation; (2) developing shared understanding of the district and identifying priorities; (3) deepening the understanding of the priority issue(s); (4) compiling and analyzing data on the priority issue(s); and (5) developing action steps. The major activities, primary goal, and supporting documents/tools are described for each step in this paper. After the action steps have been determined, SCtW will continue to work with the district. The work may involve varying levels and frequency of feedback and consultation on the implementation of the action steps. (RT)
School Communities That Work, 895 Broadway, 5th Floor, New York, NY 10003. Tel: 212-375-9627; Fax: 212-375-9427. Annenberg Institute for School Reform, Brown University, Box 1985, Providence, RI 02912. Tel: 401-863-1897; Fax: 401-863-1290; Web site: http://www.schoolcommunities.org. For full text: http://www.schoolcommunities.org/images/CORRE.pdf.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Pew Charitable Trusts, Philadelphia, PA.
Authoring Institution: Brown Univ., Providence, RI. Annenberg Inst. for School Reform.