ERIC Number: EJ909133
Record Type: Journal
Publication Date: 2010-Dec
Reference Count: N/A
From Operations to Teaching and Learning
Copland, Michael A.; Honig, Meredith I.
School Administrator, v67 n11 p11-14 Dec 2010
For central offices to become full partners with schools in improving teaching and learning, simply defining new roles or creating new reporting structures is not enough. Through the authors' recent central-office research, they have confirmed that creating the conditions for improved teaching and learning districtwide demands new practices within central offices--fundamental shifts in how central-office administrators go about their daily work with principals and teachers. From 2007-2008, the authors studied how district leaders in Atlanta, Georgia; Oakland, California; and New York City's Empowerment Schools Organization radically shifted how central-office administrators helped schools build their capacity for effective instruction. Their efforts amounted to a transformation of the central office. Drawing on the experiences of these school districts, the authors identify five new lines of work that they associated with creating conditions that supported principals' instructional leadership. Considered together, these lines of work constitute a new definition of central-office leadership for learning.
Descriptors: Instructional Leadership, Principals, Central Office Administrators, Educational Change, School Districts, Educational Improvement, Academic Achievement, School Administration
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: firstname.lastname@example.org; Web site: http://www.aasa.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: California; Georgia; New York