ERIC Number: ED493619
Record Type: Non-Journal
Publication Date: 2006
Reference Count: 0
Central Office Inquiry: Assessing Organization, Roles, and Functions to Support School Improvement
Agullard, Kim; Goughnour, Dolores
Schools working to raise student achievement need the help of an organized, focused central office. Yet many districts lack unified direction, agreement on the central office role in supporting school improvement, and coherence and alignment between goals and strategies. Drawing on the findings of a three-year study of several districts focused on improving their schools, this book is intended to help central office leadership and staff examine their organizational arrangement, their enacted roles, and their day-to-day activities, critically questioning both their theories of action and how their work is concretely helping the schools they serve. Chapter I explores the constraints under which districts operate, addressing the impact of local context, federal and state policy, a district's governing board, and local and national organizations. Chapter II deals with how districts can move forward, developing a cohesive central office theory of action with aligned roles and functions. Chapter III turns to the topic of supporting school improvement through implementation of aligned structures. The book includes exercises and activities designed to engage staff in this inquiry process. It is divided into the following sections: (1) Examining Support for Continuous District Improvement; (2) Understanding the District Context; (3) Creating an Aligned Theory of Action; (4) Conclusion; (5) A Note About the Try It Outs; and (6) References.
Descriptors: National Organizations, Governing Boards, Educational Improvement, Administrator Role, Context Effect, School Districts, Organizational Change, Organizational Climate, Organizational Objectives, Organizational Effectiveness, Public Policy, Central Office Administrators, Governance, Longitudinal Studies, Leadership Responsibility
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Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: WestEd, San Francisco, CA.