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Accordingly)74(,)]TJ T* (central offices generally did not develop work practices)Tj 0 Tc 0 -1.333 TD (or capacity consistent with supporting schools in)Tj -0.01 Tc 0 -1.333 TD (improving the quality of teaching and learning for all)Tj T* (their students. The recent demands on central offices to)Tj T* (perform in ways that realize meaningful gains in teaching)Tj T* (and learning\227absent substantial attention to central)Tj T* (office work practices and improved capacity to address)Tj T* (these demands\227slam districts like a square peg in a)Tj T* (round hole. )Tj -0.005 Tc 1.238 -1.333 Td (Strategies to leverage central offices for improved)Tj -1.238 -1.333 Td (academic results seem limited or incomplete. This is)Tj T* (because they tinker with central office tasks and staffing)Tj 0 -1.333 TD (rather than engage central offices in deeper changes in)Tj 0 -1.333 TD (their work practices and capacity that are necessary for)Tj T* (improved teaching and learning district wide. For exam-)Tj T* (ple, many superintendents now emphasize as the main)Tj T* (thrust of their reform efforts that their central office)Tj T* [(staff should respond to schools\222 requests promptly)74(. But if)]TJ T* (the actual work that staff are doing, at whatever speed)Tj T* (or level of responsiveness, is not the right work, then)Tj 0 -1.333 TD (schools are not likely to receive the support necessary to)Tj 0 -1.333 TD [(help them improve teaching and learning quality)74(. )]TJ -0.01 Tc 1.238 -1.333 Td (A staff person in a central office human resources)Tj -1.238 -1.333 Td (\(HR\) unit reported to me that she always goes the extra)Tj 0 Tc T* (mile to support her principals. She provided as one)Tj -0.01 Tc T* [(example how)74(, after working hours, she drove across town)]TJ T* (to a school so that a principal could easily sign required)Tj T* (paperwork. I asked: \223How important is it that the princi-)Tj T* [(pal sign off on that issue? If it is necessary)74(, why does the)]TJ T* (signoff have to happen on paper as opposed to through)Tj T* (an automated system? What work are you not doing for)Tj T* (schools because you are spending over an hour helping)Tj T* (track down one signature?\224 )Tj -0.02 Tc 1.238 -1.333 Td (In this and other HR units, we have found staff work-)Tj -1.238 -1.333 Td (ing hard to carry out many long-standing functions such)Tj T* (as processing by hand teachers\222 requests to go on mater-)Tj T* [(nity leave. They typically do not, however)55(, ask more fun-)]TJ T* (damental questions about teachers\222 performance such as:)Tj T* (What services and supports do principals and other school)Tj 0 Tc T* (staff actually need from us to help them dramatically)Tj -0.01 Tc 24.114 64 Td (improve the quality of classroom teaching? How can we)Tj T* (automate or eliminate some of our current work to focus)Tj T* (on the provision of those services?)Tj -0.02 Tc 1.238 -1.333 Td [(An analysis of the New Y)74(ork City Department of Edu-)]TJ -0.01 Tc -1.238 -1.333 Td [(c)10(a)10(tion\222)55(s HR function similarly revealed that staff were)]TJ 0 -1.333 TD (engaged in myriad transactions such as processing leave)Tj 0 -1.333 TD (requests that could be eliminated or automated; this can)Tj T* (free staff up for other and likely more impactful work)Tj T* (such as generating data about staff )Tj 0.01 Tw 13.836 0 Td (per)Tj -0.02 Tc 0.025 Tw (formance to aid in)Tj -13.836 -1.333 Td (the strategic placement of teachers and principals or work-)Tj T* (ing with institutions of higher education to strengthen the)Tj 0 -1.333 TD (preparation of teachers and principals \(sometimes called)Tj 0 -1.333 TD (the principal and teacher \223pipeline\224\).)Tj 0 Tc 0 Tw 7.875 0 0 7.875 465.1661 562.625 Tm (8)Tj -0.005 Tc 0.025 Tw 10.5 0 0 10.5 326.2 406 Tm (Other reform strategies aim to improve central)Tj -1.238 -1.333 Td (offices by significantly downsizing or eliminating them,)Tj T* [(allowing schools to operate more autonomously)74(. Such)]TJ T* (efforts ignore that successful schools rarely go it alone\227)Tj 0 -1.333 TD (schools rely on their central offices and other outside)Tj 0 -1.333 TD (organizations for essential support. In a comprehensive)Tj T* (review of research on education policy strategies that)Tj T* (promise schools increased decision-making authority)Tj T* [(over key functions, L)55(ydia R. Rainey and I found that)]TJ T* (while many such initiatives call for less central office)Tj T* (involvement in the school in the name of greater)Tj T* [(autonomy)74(, an enhanced, though significantly nontradi-)]TJ T* (tional, role for central offices may be essential for help-)Tj T* (ing schools build their capacity to achieve the)Tj T* (autonomy to realize improved results.)Tj 0 Tc 0 Tw 7.875 0 0 7.875 470.5929 212.625 Tm (9)Tj -0.005 Tc 0.025 Tw 10.5 0 0 10.5 326.2 196 Tm [(Similarly)74(, charter school leaders who have tried to)]TJ -1.238 -1.333 Td (create schools outside central bureaucracies have invari-)Tj T* (ably formed their own central offices called Charter)Tj T* (Management Organizations \(CMOs\) in an attempt to)Tj -0.02 Tc T* (provide schools with such supports and realize economies)Tj T* (of scale with some operations and instructional supports.)Tj 0.02 Tw 7.875 0 0 7.875 542.7062 128.625 Tm (10)Tj 0.025 Tw 10.5 0 0 10.5 313.2 112 Tm (But CMOs are not necessarily better supports for instruc-)Tj 0.02 Tw T* [(tional)-270(i)-15(m)]TJ -0.005 Tc 0.025 Tw 3.584 0 Td (provement than are traditional central offices.)Tj -3.584 -1.333 Td (Some charter school leaders express the same or worse)Tj T* (dissatisfaction with their management organizations as)Tj T* (public-school principals do with their central offices;)Tj 0 Tc 11 0 0 11 297.0646 747.8064 Tm [(- 3)-275(-)]TJ ET 1 scn 311.726 547.863 240.274 -124.863 re f /CS0 CS 0 SCN 0.25 w /GS2 gs q 1 0 0 1 312.726 546.738 cm 0 0 m 238.274 0 l S Q BT 0 scn /GS1 gs /T1_0 1 Tf 12.5 0 0 12.5 343.2246 528.6126 Tm (An enhanced, though significantly)Tj -1.523 -1.76 Td (nontraditional, role for central offices may )Tj 0.042 -1.76 Td (be essential for helping schools build their)Tj 1.138 -1.76 Td (capacity to achieve the autonomy to )Tj ET /GS2 gs q 1 0 0 1 312.726 428.488 cm 0 0 m 238.274 0 l S Q BT /GS1 gs /T1_0 1 Tf 12.5 0 0 12.5 371.0023 440.6126 Tm (realize improved results.)Tj ET endstream endobj 5 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 6 0 obj <>stream /CS0 cs 1 scn /GS0 gs q 1 0 0 1 0 792 cm 0 0 m h f Q BT 0 scn /GS1 gs /T1_0 1 Tf -0.005 Tc 0.025 Tw 10.5 0 0 10.5 61 728 Tm [(moreover)55(, many charter school leaders report having)]TJ 0 -1.333 TD (less autonomy from their CMOs than do their regular)Tj T* (public-school counterparts.)Tj 0.005 Tw 7.875 0 0 7.875 175.2816 702.625 Tm (11)Tj 0.025 Tw 10.5 0 0 10.5 185.9129 700 Tm (Such realities suggest that)Tj -11.897 -1.333 Td (the question policymakers should be asking is not)Tj T* (whether to have central offices, but how to have high-)Tj T* (performing central offices. )Tj -0.01 Tc 1.238 -1.333 Td [(Recently)74(, some reformers have suggested that \223port-)]TJ -1.238 -1.333 Td (folio management\224 provides a viable central office alter-)Tj 0 Tc 0 Tw T* (native.)Tj 7.875 0 0 7.875 90.4441 618.625 Tm (12)Tj 0.025 Tw 10.5 0 0 10.5 101.2066 616 Tm (Such strategies vary but typically involve)Tj -0.01 Tc -3.829 -1.333 Td (shrinking central offices and focusing them on contract-)Tj T* (ing out with external organizations to support schools in)Tj T* (ways tailored to their needs and strengths. Cultivating)Tj 0 -1.333 TD (external supports to enhance the menu of services the)Tj 0 -1.333 TD (central office provides to schools could be part of the)Tj T* (core work of a high-performing central office. Portfolio)Tj T* (reformers\222 willingness to look to high-performing private)Tj T* [(firms as mo)-10(dels for public-sector reform seems potentially)]TJ T* (important for disrupting business-as-usual practices in)Tj T* (central offices. )Tj 1.238 -1.333 Td (But the experience of districts pioneering portfolio)Tj -1.238 -1.333 Td (management suggests that this reform strategy does not)Tj T* (adequately specify what, beyond managing contracts, a)Tj T* (high-performing central office does. Nor does the reform)Tj T* (address the likely limited supply of external providers)Tj T* (relative to schools\222 demand for support.)Tj 0.01 Tw 7.875 0 0 7.875 224.8636 394.625 Tm (13)Tj 0.025 Tw 10.5 0 0 10.5 235.3637 392 Tm [(New Y)74(ork)]TJ -16.606 -1.333 Td [(City\222)55(s ambitious portfolio management effort suggests)]TJ T* (that even in contexts that are relatively rich in external)Tj T* (support providers, external organizations have the capac-)Tj 0 -1.333 TD (ity to serve only a small fraction of city schools. )Tj /T1_1 1 Tf 0 Tc 0.028 Tw 13 0 0 13 61 308 Tm [(Where W)55(e Go From Here)]TJ /T1_0 1 Tf -0.01 Tc 0.025 Tw 10.5 0 0 10.5 61 280 Tm (My review in the previous section suggests that schools)Tj 0 -1.333 TD (that work alone will not realize ambitious policy goals of)Tj T* (improving the quality of instruction for all students.)Tj T* (Central offices play vital roles in helping schools realize)Tj T* [(such results. However)55(, too many central office reform)]TJ T* (proposals seem incomplete at best, tinkering at the mar-)Tj T* (gins of central offices and not grappling meaningfully)Tj T* (with the extent to which central office work and capac-)Tj T* (ity may not be aligned with such results. Instead, leaders)Tj T* (must be willing to fundamentally rethink and remake)Tj T* (their central offices so that they perform in ways that)Tj T* (support schools in realizing instructional improvement)Tj T* (goals. But what ideas should guide such efforts? )Tj 1.238 -1.333 Td (My colleagues and I set out to address this question)Tj -1.238 -1.333 Td (with a rigorous analysis of three school systems whose)Tj T* (leaders seemed to understand that just tinkering with)Tj T* (their central offices would likely not improve the extent)Tj 24.067 64 Td (to which those offices help schools build their capacity)Tj T* [(to improve teaching and learning. W)55(e called their efforts)]TJ T* (\223central office transformation,\224 in part because these)Tj 0 -1.333 TD (efforts involved leaders initiating a process of completely)Tj 0 -1.333 TD (disbanding their long-standing central offices and erect-)Tj T* (ing new performance-focused organizations that provide)Tj T* (high-quality services to support school results. )Tj 1.238 -1.333 Td (Our study involved approximately 265 hours of obser-)Tj -1.238 -1.333 Td (vations of central office staff work, 283 interviews, and)Tj 0 -1.333 TD [(reviews of over 200 documents. W)55(e have further con-)]TJ 0 -1.333 TD (firmed our findings about the work of performance-)Tj T* (focused central offices in a follow-up research study)Tj T* (involving six districts ranging from small to mid-sized,)Tj T* (and through our efforts to assist over 40 districts in using)Tj T* (our research findings to spark their own central office)Tj T* (transformation initiatives.)Tj 1.238 -1.333 Td [(W)55(e found that three core elements characterize cen-)]TJ -1.238 -1.333 Td (tral offices that are on track to perform in ways that help)Tj T* (schools build their capacity for improved teaching and)Tj T* (learning in every classroom:)Tj /C0_0 1 Tf 0.01 Tw 1.241 -2.667 Td [<004E>-570<001F003F00450036003F0044003A004700360001>-25<0041003200430045003F0036004300440039003A004100440001>-25<003300360045004800360036003F0001>-25<003600490036003400460045003A004700360006003D003600470036003D>]TJ /T1_0 1 Tf 0.025 Tw 1.166 -1.333 Td (central office staff and school principals that aim)Tj T* (to help principals grow as instructional leaders and)Tj T* (that elevate responsibility for supporting principal)Tj T* (growth to a position in or only one or two levels)Tj 0 -1.333 TD [(beyond the superintendent\222)55(s office; )]TJ /C0_0 1 Tf -0.015 Tc 0.015 Tw -1.166 -2.667 Td [<004E>-575<00190040003E0041003D003600450036003D004A0001>-25<00430036003500360044003A0038003F003A003F00380001>-25<00360032003400390001>-25<00340036003F004500430032003D0001>-25<004000370037003A003400360001>-25<00370046003F00340006>]TJ /T1_0 1 Tf 0.025 Tw 1.166 -1.333 Td (tion for performance. Such redesign involves each)Tj 0 -1.333 TD (unit working with various data to identify a defined)Tj T* [(set of high-quality)74(, relevant services for schools\227)]TJ T* (those likely to help schools build their capacity for)Tj T* [(excellent teaching and learning. W)37(ith the benefit)]TJ T* (of well-elaborated performance management sys-)Tj T* (tems, staff throughout the central office revisit and)Tj T* (update their service menus continuously to increase)Tj -0.02 Tc T* (the relevance and quality of services. In the process,)Tj -0.015 Tc T* (the staff work in project management or problem-)Tj T* [(solving mo)-10(de, across rather than within traditional)]TJ T* (central office silos; and )Tj /C0_0 1 Tf -0.01 Tc 0.01 Tw -1.166 -2.667 Td [<004E>-570<002600360043003700400043003E0032003F00340036000600400043003A0036003F0045003600350001>-25<003D0036003200350036004300440039003A00410001>-25<0040003F0001>-25<0045003900360001>-25<00410032004300450001>-25<004000370001>-25<004500390036>]TJ /T1_0 1 Tf 0.025 Tw 1.166 -1.333 Td (superintendent and others throughout the central)Tj T* (office. Such leadership, like that in some high-)Tj T* (performing private firms, involves leaders continu-)Tj T* (ously teaching staff how to change in ways that)Tj T* (support reform goals while those leaders strive to)Tj T* (become smarter about the work themselves.)Tj 0.01 Tw 7.875 0 0 7.875 521.3722 58.625 Tm (14)Tj 0 Tc 0.025 Tw 11 0 0 11 297.0646 747.8064 Tm [(- 4)-275(-)]TJ ET endstream endobj 7 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 8 0 obj <>stream /CS0 cs 1 scn /GS0 gs q 1 0 0 1 0 792 cm 0 0 m h f Q BT 0 scn /GS1 gs /T1_0 1 Tf -0.01 Tc 0.025 Tw 10.5 0 0 10.5 74 728 Tm [(Importantly)74(, our conclusions dig beneath research)]TJ -1.238 -1.333 Td (findings that are common in other studies to reveal the)Tj 0 -1.333 TD (work practices and capacity of staff that we associated)Tj T* (with building schools\222 capacity for improving teaching)Tj 0 -1.333 TD (and learning. For example, some researchers argue that)Tj 0 -1.333 TD (central offices that realize improved results have per-)Tj T* (formance management systems, but we have worked)Tj T* (with many districts that have performance management)Tj T* (systems but that have not realized improved results.)Tj 0.01 Tw 7.875 0 0 7.875 275.409 618.625 Tm (15)Tj 0.025 Tw 10.5 0 0 10.5 74 602 Tm [(W)55(e found it was not enough for districts to simply)]TJ -1.238 -1.333 Td (have performance management systems. The systems)Tj T* (mattered when they generated data that staff saw as rel-)Tj T* (evant to informing their daily work and when the sys-)Tj 0 -1.333 TD (tems helped staff use the data to actually improve. In the)Tj 0 -1.333 TD (following three sections, I summarize some of these prac-)Tj T* (tices within the broad categories of intensive partner-)Tj T* (ships, a shift to services, and new leadership.)Tj /T1_1 1 Tf -0.022 Tc 0.027 Tw 0 -2.667 TD [(Intensive P)1(artnerships between Central Offices and)]TJ 0.022 Tw 0 -1.333 TD (Principals.)Tj /T1_0 1 Tf -0.02 Tc 0.025 Tw 4.454 0 Td [(T)111(ransforming districts understand that they)]TJ -4.454 -1.333 Td (exist to help schools build their capacity for high-quality)Tj T* (instruction in all classrooms and that their support of)Tj 0 -1.333 TD (school principals\222 development as instructional leaders is)Tj 0 -1.333 TD (essential to realizing those results. Such a focus reflects a)Tj T* [(growing bo)-10(dy of research that reveals principals\222 key role)]TJ T* (in helping to improve the performance of their teachers.)Tj 0.02 Tw 7.875 0 0 7.875 290.1071 380.625 Tm (16)Tj -0.01 Tc 0.025 Tw 10.5 0 0 10.5 74 364 Tm (These roles for principals, sometimes called \223instruc-)Tj -1.238 -1.333 Td (tional leadership\224 or \223human capital manager\224 roles,)Tj T* (involve principals serving as main agents in the strategic)Tj T* (recruitment, selection, development, and retention of)Tj 0 -1.333 TD [(teachers. W)37(ith this emphasis on principal leadership,)]TJ -0.02 Tc 0 -1.333 TD (transforming systems move beyond old education debates)Tj T* (regarding whether reform should be top-down or bottom-)Tj -0.01 Tc T* [(u)10(p)-255(and pursue a wholly different alternative\227a partner-)]TJ T* (ship relationship between the central office and schools)Tj T* (aimed at supporting principals and holding them and)Tj T* (their central office partners accountable for results. )Tj -0.005 Tc 1.238 -1.333 Td [(W)37(ith these partnerships, districts avoid the limita-)]TJ -1.238 -1.333 Td (tions of occasional part-time coaching by frontline staff)Tj T* (or contractors. Instead, districts dedicate executive-level)Tj T* (central office staff to supporting principals\222 development)Tj T* (as instructional leaders. Such partnerships elevate the)Tj T* (importance of principal instructional leadership by mak-)Tj T* (ing support for such results the responsibility of staff)Tj T* (who report directly to the superintendent or his or her)Tj T* (chief officers. The location of this responsibility at the)Tj T* (executive level also effectively shrinks the size of the)Tj T* (central office for principals, increasing the potential for)Tj T* (better communication between themselves and the)Tj 24.067 64 Td (superintendent and increasing chances to focus execu-)Tj T* (tive-level decisions on principal support.)Tj -0.01 Tc 1.238 -1.333 Td (Not all central office partnerships help principals)Tj -1.238 -1.333 Td (grow as instructional leaders. In those that do, central)Tj T* (office staff dedicate ample time to intensive work with)Tj T* (principals on their growth as instructional leaders. In)Tj T* (mid-sized to large urban districts \(those with at least 20)Tj T* (schools\), staff have enough time when supporting princi-)Tj 0 -1.333 TD (pals\222 instructional leadership is the sole responsibility of)Tj 0 -1.333 TD (executive-level staff, whom we call instructional leader-)Tj T* (ship directors \(ILDs\). In smaller systems, we have seen)Tj T* (superintendents and chief academic officers function)Tj T* (effectively as ILDs themselves. )Tj -0.02 Tc 1.238 -1.333 Td (Many districts create such positions, but not all see)Tj -1.238 -1.333 Td (principal growth. What makes the difference between)Tj 0 -1.333 TD (partnerships that do and do not help principals develop as)Tj 0 -1.333 TD (instructional leaders is how ILDs actually work with their)Tj 0 -1.333 TD (principals. In mine and my colleagues\222 original research)Tj 0 -1.333 TD (study and ongoing work, we have found sharp differences)Tj T* (in the orientations and practices of ILDs that we associ-)Tj T* (ated with positive, negative, or negligible results.)Tj 0.02 Tw 7.875 0 0 7.875 511.6167 450.625 Tm (17)Tj -0.025 Tc 0.025 Tw 10.5 0 0 10.5 326.7 434 Tm (Low-impact ILDs tend to view and approach their work)Tj -1.238 -1.333 Td (as principal supervision and evaluation. For example, one)Tj T* (such ILD occasionally visited his or her assigned schools,)Tj T* (checked on the quality of classroom teaching, and sent)Tj 0 -1.333 TD (principals written summaries of what he or she saw and)Tj 0 -1.333 TD (what the principal should do. High-impact ILDs under-)Tj T* (stand their work as teaching and engage in specific prac-)Tj T* (tices typical of high-quality teachers in other settings.)Tj 7.875 0 0 7.875 527.9283 338.625 Tm (18)Tj -0.02 Tc 10.5 0 0 10.5 326.7 322 Tm (Another one of these ILDs also visited classrooms as)Tj -1.238 -1.333 Td (part of his or her work. But he or she did so alongside)Tj T* [(principals, mo)-10(deling for principals how to observe and ask)]TJ T* (questions in classrooms in ways that we associated with)Tj 0 -1.333 TD (principals\222 engagement in progressively more challenging)Tj 0 -1.333 TD [(instructional leadership tasks. W)55(e consistently found that)]TJ T* (the specific practices of ILDs who create conditions sup-)Tj T* (portive of principals\222 development as instructional leaders)Tj T* (mirror those of high-impact teachers in other settings.)Tj 0.02 Tw 7.875 0 0 7.875 533.1056 212.625 Tm (19)Tj /T1_1 1 Tf -0.011 Tc 0.028 Tw 10.5 0 0 10.5 313.7 182 Tm [(Relevant, )1(High-Quality)74(, )1(and )1(Differentiated )1(Central)]TJ T* [(Office )1(Services.)]TJ /T1_0 1 Tf -0.01 Tc 0.025 Tw 6.723 0 Td (Leaders in transforming systems realize)Tj -6.723 -1.333 Td (that central offices engage in various functions that do)Tj T* (not matter enough to the improvement of teaching and)Tj T* (learning\227even those leaders located within curriculum)Tj T* (and instruction units. Our analysis of staff assignments in)Tj -0.02 Tc T* (most central offices shows that staff tend to be assigned to)Tj T* (manage particular funding streams or programs without)Tj T* (much \(if any\) prior analysis of what staffing and work pat-)Tj T* (terns might actually improve school performance.)Tj 0 Tc 11 0 0 11 297.0646 747.8064 Tm [(- 5)-275(-)]TJ ET endstream endobj 9 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 10 0 obj <>stream /CS0 cs 1 scn /GS0 gs q 1 0 0 1 0 792 cm 0 0 m h f Q BT 0 scn /GS1 gs /T1_0 1 Tf -0.015 Tc 0.025 Tw 10.5 0 0 10.5 74 728 Tm (For instance, in many districts, staff reported that they)Tj -1.238 -1.333 Td (open every school year with an intensive workshop for all)Tj 0 -1.333 TD (district teachers in a subject area such as math or reading.)Tj T* [(W)55(e then asked: \223T)111(o what extent does offering that work-)]TJ 0 -1.333 TD (shop actually help teachers teach better?\224 More often)Tj 0 -1.333 TD (than not, staff admitted that they host such workshops)Tj T* (because that is what the district has always done, rather)Tj T* (than because doing so might actually improve results. )Tj -0.01 Tc 1.238 -14.667 Td [(T)111(o break the cycle of business as usual, leaders in)]TJ -1.238 -1.333 Td (transforming systems adopt some basic practices of pri-)Tj T* (vate firms including putting all their resources on the)Tj T* (table, sometimes starting literally with a blank page and)Tj 0 -1.333 TD (asking: What are the most essential services we can pro-)Tj 0 -1.333 TD (vide to schools that are likely to help school staff sub-)Tj T* (stantially improve the quality of classroom teaching?)Tj T* (What is the lowest-end service that is worth offering)Tj T* (because it may help some schools improve results and is)Tj T* (otherwise worth the cost? What is the highest-end pack-)Tj T* (age of services we could afford to offer? What else can)Tj 0 -1.333 TD (we do, including brokering services from other providers,)Tj 0 -1.333 TD (to build a system of supports for schools based not on)Tj T* (what we have always done or on what our current staff)Tj T* (can do well, but on what our main customers, school)Tj T* (principals, need? Leaders then build out staff teams and)Tj T* (organize staff work to support the delivery and continu-)Tj T* (ous monitoring of the quality of such services. )Tj -0.005 Tc 1.238 -1.333 Td (These efforts, like many portfolio management)Tj -1.238 -1.333 Td (reforms, aim to provide schools with a menu of services)Tj T* (from which they can choose an appropriate set to help)Tj T* (address their particular needs and strengths. Unlike)Tj T* (most portfolio management reforms that depend on the)Tj T* (availability of such services outside the district, central)Tj T* (office transformation strategies charge central office staff)Tj T* (with ensuring that schools have access to high-quality)Tj T* (services, including those services that central offices)Tj T* (themselves provide and those they generate or broker)Tj T* (among outside providers. )Tj -0.01 Tc 1.238 -1.333 Td (For example, in one district, the head of the instruc-)Tj -1.238 -1.333 Td (tional services unit engaged her staff in a comprehensive)Tj 24.067 64 Td (planning process to scour research, district performance)Tj T* (data, and the staff members\222 own experience to identify)Tj T* (services they could provide that would be likely to)Tj 0 -1.333 TD [(improve teaching quality)74(. They used that information to)]TJ 0 -1.333 TD (develop service packages that school principals, with)Tj T* (support from the ILDs, could draw from to support the)Tj T* (implementation of their school improvement strategies. )Tj 1.238 -1.333 Td (Like performance-oriented service menus in other)Tj -1.238 -1.333 Td (sectors, the instructional services menu offered strategi-)Tj 0 -1.333 TD (cally tailored options for different users or customers. For)Tj 0 -1.333 TD (example, a low-end service package in elementary math-)Tj T* (ematics involved occasional coaching for experienced)Tj T* (teacher leaders in supporting the improvement of math-)Tj T* (ematics instruction school wide. A more intensive serv-)Tj T* (ice package in the same area involved more coaching)Tj T* (days to help principals build a team of teacher leaders)Tj T* (who could then coach others within their school. )Tj 1.238 -1.333 Td [(Similarly)74(, transforming district leaders engage in a)]TJ -1.238 -1.333 Td (major overhaul of the HR function, again by starting not)Tj T* (with business-as-usual but with a blank page, and asking)Tj T* (themselves: What supports can our central office provide)Tj T* (to schools so that, as a system, we are recruiting, select-)Tj T* (ing, developing, and retaining top talent in all positions?)Tj 0 -1.333 TD (How can we work from data to fit teachers and princi-)Tj 0 -1.333 TD (pals to the right schools at the right times in ways that)Tj T* (are likely to accelerate the improvement of teaching)Tj T* (quality and student learning? Many leaders find that to)Tj T* (realize such results, HR staff must let go of some old)Tj T* (work and engage in fundamentally new work such as)Tj T* (building pipeline relationships with colleges and univer-)Tj 0 -1.333 TD (sities so that they work together strategically to place)Tj 0 -1.333 TD (and grow highly qualified staff. )Tj -0.02 Tc 1.238 -1.333 Td (Leaders of transforming systems scrutinize all central)Tj -1.238 -1.333 Td (office functions in these ways and remain open to elimi-)Tj T* (nating those that are not contributing to improved school)Tj T* (performance. And they engage all staff in the challenging)Tj T* (and meaningful processes of aligning their work to such)Tj T* (results. For instance, in one system, staff in the facilities)Tj T* (department were able to calculate the time they saved)Tj T* (school principals by working more effectively in providing)Tj T* (building and grounds maintenance services. The staff)Tj T* (translated that savings into a dollar value, which they)Tj T* (argued the system could reinvest in instructional supports. )Tj -0.015 Tc 1.238 -1.333 Td [(T)111(o support the development of central offices into)]TJ -1.238 -1.333 Td (true performance-oriented service organizations, central)Tj T* (office leaders develop performance management systems.)Tj T* [(In my work with districts across the country)74(, I have found)]TJ T* (performance management systems proliferating in dis-)Tj T* (tricts across the country and generating reams of data,)Tj 0 Tc 11 0 0 11 297.0646 747.8064 Tm [(- 6)-275(-)]TJ ET 1 scn 60 616.139 239.503 -121.055 re f /CS0 CS 0 SCN 0.25 w /GS2 gs q 1 0 0 1 61 615.014 cm 0 0 m 237.503 0 l S Q BT 0 scn /GS1 gs /T1_0 1 Tf 12.5 0 0 12.5 66.3952 596.8893 Tm [(W)37(ith their emphasis on principal leadership,)]TJ 1.217 -1.76 Td (transforming systems move beyond old)Tj -1.081 -1.76 Td (education debates regarding whether reform)Tj 1.192 -1.76 Td (should be top-down or bottom-up and )Tj ET /GS2 gs q 1 0 0 1 61 496.764 cm 0 0 m 237.503 0 l S Q BT /GS1 gs /T1_0 1 Tf 12.5 0 0 12.5 86.2917 508.8893 Tm (pursue a wholly different alternative.)Tj ET endstream endobj 11 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 12 0 obj <>stream /CS0 cs 1 scn /GS0 gs q 1 0 0 1 0 792 cm 0 0 m h f Q BT 0 scn /GS1 gs /T1_0 1 Tf -0.015 Tc 0.025 Tw 10.5 0 0 10.5 61 728 Tm (mainly about schools. In transforming districts, such sys-)Tj 0 -1.333 TD [(tems also pro)-10(duce meaningful data about central office)]TJ T* (performance and help central office staff truly use the evi-)Tj T* (dence to improve the relevance and quality of their work.)Tj -0.01 Tc 1.238 -1.333 Td (For example, in one district, the director of nutrition)Tj -1.238 -1.333 Td (services had access to several years of data through the)Tj T* [(district\222)55(s early performance management system, indicat-)]TJ T* (ing that principals found her staff nonresponsive and)Tj T* [(their services low quality)74(. Principals indicated that any)]TJ T* (time they asked nutrition staff to help them improve)Tj 0 -1.333 TD [(how they managed foo)-10(d services at their site, central)]TJ 0 -1.333 TD (office staff in that unit told principals that the nutrition)Tj T* (staff could not help. )Tj 1.238 -1.333 Td (The director of nutrition services argued that her staff)Tj -1.238 -1.333 Td (were responsible for the proper use of federal funds by)Tj T* (schools, which almost invariably required that she deny)Tj T* (schools\222 requests. The director believed that her unit was)Tj T* (constrained by so many federal mandates that the dis-)Tj T* (trict-wide reforms that focused on better services to)Tj T* (schools did not apply to her or her staff. As the district)Tj T* (built out its performance management system, leaders)Tj 0 -1.333 TD (developed processes that helped ensure that the system)Tj 0 -1.333 TD (did not simply generate data, but that it also influenced)Tj T* (staff practice. )Tj -0.02 Tc 1.238 -1.333 Td (The chief of operations dedicated time to work with)Tj -1.238 -1.333 Td (the nutrition services director to help her consider the)Tj T* (implications of the data for how her staff worked. The)Tj T* (director realized that federal mandates did dictate how)Tj T* [(schools spent federal dollars on foo)-10(d services, and that her)]TJ 0 -1.333 TD (staff still needed to help schools comply with those strict)Tj 0 -1.333 TD (mandates and often say \223no.\224 But she came to understand)Tj T* (that her staff would better serve schools if they responded)Tj T* (with \223no, but . . . \224 rather than simply \223no,\224 and otherwise\ )Tj 0 Tc T* (from a strategic mindset\227for example, helping staff)Tj -0.02 Tc T* (strategize about other more flexible resources that they)Tj T* (could access to expand the nutrition services they pro-)Tj T* (vided to students. As a result of these shifts, her principal)Tj T* (satisfaction ratings significantly improved.)Tj 1.238 -1.333 Td (Leaders also build staff capacity for project manage-)Tj -1.238 -1.333 Td (ment or bolster staff members\222 ability to bust out of their)Tj T* (traditional silos and work in ways that solve problems)Tj -0.03 Tc T* (across units. For example, in one district, leaders recognized)Tj -0.01 Tc T* (that schools needed support with operational functions)Tj T* (such as budgeting and other school-level management)Tj -0.02 Tc T* (issues, but there was no existing central office unit to sup-)Tj T* (port schools with such tasks. As a result, this need of dis-)Tj T* (trict schools went persistently unmet. )Tj -0.01 Tc 1.238 -1.333 Td (But once leaders began working in project manage-)Tj -1.238 -1.333 Td [(ment mo)-10(de, they recognized the problem and created a)]TJ 24.067 64 Td (new team of staff called \223operations support coaches,\224)Tj T* (who provided a new line of services. Schools could)Tj T* (access these services as needed to help them build better)Tj T* (school-based operational systems. )Tj /T1_1 1 Tf -0.011 Tc 0.028 Tw 0 -2.667 TD [(Leadership )1(As )1(T)111(eaching )1(and )1(Learning. )]TJ /T1_0 1 Tf -0.01 Tc 0.025 Tw 16.112 0 Td (Leaders in)Tj -16.112 -1.333 Td (transforming systems engage in forms of leadership char-)Tj 0 -1.333 TD (acteristic of those in high-performing private firms.)Tj 0 -1.333 TD (These leaders continuously teach staff to build their)Tj 0 -1.333 TD (capacity for the right work and continuously learn from)Tj T* (the process to realize ongoing performance improve-)Tj T* (ments. In doing so, these leaders are hands-on with staff,)Tj T* (actively and directly cultivating staff leadership by)Tj T* (encouraging all staff to take risks and innovate in service)Tj 0 -1.333 TD (of better performance.)Tj 0.01 Tw 7.875 0 0 7.875 406.0624 534.625 Tm (20)Tj 0.025 Tw 10.5 0 0 10.5 416.5625 532 Tm [(Such leadership is counter)37(-cul-)]TJ -9.796 -1.333 Td (tural for some educational leaders who view their roles)Tj 0 -1.333 TD (mainly as hands-off; as delivering and enforcing direc-)Tj T* (tives; and as largely focused outward on engaging with)Tj T* (parents, board members, and other stakeholders. )Tj -0.015 Tc 1.238 -10.667 Td (For example, one superintendent we have worked)Tj 0 Tc -1.238 -1.333 Td (with realized that his regular meetings with his chief)Tj 0 Tw T* (offi)Tj -0.015 Tc 0.025 Tw (cers, sometimes called \223cabinet meetings,\224 involved)Tj 0 -1.333 TD (announcement after announcement about policies and)Tj 0 -1.333 TD (procedures and did not help his cabinet members lead for)Tj T* (results. He threw out the old way of working and began)Tj -0.025 Tc T* (to convene his cabinet more in the style of a performance-)Tj -0.015 Tc T* (oriented project team. He first established learning goals)Tj T* (for individual members and the group as a whole. )Tj -0.02 Tc 1.238 -1.333 Td (He then constructed series of meetings to help staff)Tj -1.238 -1.333 Td (reimagine their own responsibilities as leaders of service)Tj 0 Tc T* (teams charged with contributing to the improvement of)Tj T* [(instruction, and he held his cabinet m)20(e)20(m)]TJ -0.02 Tc 16.724 0 Td (bers account-)Tj 0 Tc -16.724 -1.333 Td (able for performance results. Now all his staff\227from)Tj -0.02 Tc T* (teachers to the central office\227engage in evidence-based)Tj T* [(improvement processes, called \223cycles of inquiry)74(,\224 which)]TJ T* (challenge them to work from performance data to interro-)Tj T* (gate and continuously improve their work. )Tj 1.238 -1.333 Td (In another system, a chief operations officer convened)Tj 0 Tc -1.238 -1.333 Td (all staff \(from clerical to professional\) in a series of)Tj -0.01 Tc T* (intensive development sessions to help them understand)Tj T* (what it means to work as part of a service culture and to)Tj T* (convey to them that truly serving schools involves not)Tj 0 Tc 11 0 0 11 297.0646 747.8064 Tm [(- 7)-275(-)]TJ ET 1 scn 311.726 463.06 240.274 -78.56 re f /CS0 CS 0 SCN 0.25 w /GS2 gs q 1 0 0 1 312.726 461.935 cm 0 0 m 238.274 0 l S Q BT 0 scn /GS1 gs /T1_0 1 Tf 12.5 0 0 12.5 332.3475 443.8105 Tm (Leaders in transforming systems engage )Tj 0.195 -1.76 Td (in forms of leadership characteristic of )Tj ET /GS2 gs q 1 0 0 1 312.726 387.685 cm 0 0 m 238.274 0 l S Q BT /GS1 gs /T1_0 1 Tf 12.5 0 0 12.5 333.1882 399.8105 Tm (those in high-performing private firms.)Tj ET endstream endobj 13 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 14 0 obj <>stream /CS0 cs 1 scn /GS0 gs q 1 0 0 1 0 792 cm 0 0 m h f Q BT 0 scn /GS1 gs /T1_0 1 Tf -0.01 Tc 0.025 Tw 10.5 0 0 10.5 61 728 Tm (only \223service with a smile,\224 but also actually providing a)Tj 0 -1.333 TD [(higher)37(-quality service. She then worked alongside staff at)]TJ T* (all levels to deepen their understanding of how their cur-)Tj T* [(rent ways of working compared with the system\222)55(s new)]TJ 0 -1.333 TD (performance expectations and to help them better align)Tj 0 -1.333 TD (their work with what performance demands. )Tj -0.015 Tc 1.238 -1.333 Td [(Such mo)-10(des of leadership increase staff autonomy and)]TJ 0 Tc -1.238 -1.333 Td (support to help them lead for improved results. For)Tj -0.015 Tc T* (instance, in one district, most principals knew that if they)Tj T* [(wanted to receive goo)-10(d support from the HR department,)]TJ 0 -1.333 TD [(they should go to one particular HR analyst. However)55(,)]TJ 0 -1.333 TD (for the decade during which that analyst worked in that)Tj 0 Tc T* [(capacity)74(, no one ever asked her to share what she did)]TJ T* (that the principals found so useful, let alone what it)Tj T* (would take to lead for such changes within HR.)Tj -0.02 Tc 1.238 -1.333 Td (As part of the transformation process, a district leader)Tj -0.01 Tc -1.238 -1.333 Td [(freed up her time to develop a mo)-10(del of a new way of)]TJ -0.02 Tc T* (working within her unit and supported the HR analyst in)Tj T* (training other staff. The district leader simultaneously pro-)Tj T* (moted the analyst within the central hierarchy and transi-)Tj T* (tioned others, demonstrating that in the new system, staff)Tj 0 -1.333 TD (would be rewarded for performance, not tenure. )Tj -0.01 Tc 1.238 -1.333 Td (Executive leaders in transforming systems are skilled)Tj -1.238 -1.333 Td (at change management. They work with staff to build)Tj 0 -1.333 TD (out a collective vision of a high-performing central office)Tj T* (to guide efforts over the long term, identify specific work)Tj T* (streams in every central office unit with clear bench-)Tj T* (marks for success, and foster executive-level sponsorship)Tj T* (of and accountability for the work. For instance, leaders)Tj 0 -1.333 TD (in one district broke out of the routine, five-year stra-)Tj 0 -1.333 TD (tegic planning process required by their school board.)Tj T* (They argued that such plans typically amounted to com-)Tj T* (pliance documents used by the school board because, in)Tj T* [(the words of one leader)55(, school boards \223require strategic)]TJ T* [(plans. They do it because that\222)55(s what they do. W)55(e [in the)]TJ T* (central office] get through it.\224 )Tj 1.238 -1.333 Td (Instead, district leaders developed principles to guide)Tj -1.238 -1.333 Td (their central office transformation process and developed)Tj T* (work streams consistent with those principles. Each work)Tj T* (stream planning document included a project overview)Tj T* (describing the problem that the work stream aimed to)Tj T* (address to help staff understand the rationale for the)Tj T* [(work, achieved and attempted benchmarks, pro)-10(ducts)]TJ T* (completed, and lessons learned. Staff actively used these)Tj T* (descriptions to guide their work. The strongest of such)Tj 0 Tc T* (plans do not simply lay out work streams, but also)Tj -0.01 Tc T* (demonstrate how the work streams are individually and)Tj T* (collectively likely to contribute to improved results.)Tj T* (These plans are sometimes called \223theories of action\224)Tj 24.067 64 Td (because they show how different action steps fit together)Tj T* (in a logical trajectory to improved results. )Tj /T1_1 1 Tf 0 Tc 0.028 Tw 13 0 0 13 313.7 686 Tm (Conclusions and Implications)Tj /T1_0 1 Tf -0.01 Tc 0.025 Tw 10.5 0 0 10.5 313.7 658 Tm (The time has come to stop tinkering with central offices)Tj T* (and begin more fundamentally transforming their core)Tj T* (work so that they realize the performance demands of)Tj T* (supporting high-quality teaching and learning at scale.)Tj 0 -1.333 TD (Pioneering districts\222 efforts provide some initial anchors)Tj 0 -1.333 TD (from which districts of all sizes can design their own)Tj T* (strategies. These strategies start with innovating central)Tj T* (office leaders\222 willingness to set aside central office busi-)Tj T* (ness-as-usual behavior and to reimagine a system of sup-)Tj T* (port for schools that is oriented toward results. These)Tj 0 -1.333 TD (strategies draw from private-sector change management)Tj 0 -1.333 TD (tactics and adapt them to central office settings.)Tj 0 Tc 1.238 -1.333 Td (Federal and state policymakers as well as philan-)Tj -1.238 -1.333 Td (thropic foundations can support such work in several)Tj 0 -1.333 TD (ways. For one, these funders can move beyond simple)Tj T* (rewards and penalties for district performance to more)Tj T* (deeply incentivize and guide central office leaders\222)Tj -0.015 Tc T* (engagement in transforming their central offices for bet-)Tj 0 -1.333 TD (ter performance. Such investments could include design-)Tj 0 -1.333 TD (ing requests for proposal processes that lead district teams)Tj T* (through planning for deep performance improvements. )Tj 1.238 -1.333 Td (Such processes, like change management initiatives in)Tj -1.238 -1.333 Td (other sectors, could engage districts in a \223clean sheet\224)Tj T* (redesign process, starting not with current operations and)Tj T* (staffing but with meaningful performance targets and ask-)Tj T* (ing: What services should we provide to schools to help)Tj 0 -1.333 TD (them realize those performance targets? How can we staff)Tj 0 -1.333 TD (up those services\227with some new staff and also newly)Tj T* (trained staff\227to ensure that we meet those targets? )Tj -0.01 Tc 1.238 -1.333 Td (At the same time, policymakers should ensure that)Tj -1.238 -1.333 Td (their strategies for driving improved central office per-)Tj T* (formance free district leaders up to lead for performance.)Tj T* (For instance, in their enthusiasm to improve perform-)Tj T* (ance, some funders have layered onto districts multiple)Tj T* (compliance checks that, while focused on performance)Tj T* (measures, ironically take district time and attention)Tj T* (away from the deeper work involved in actually improv-)Tj T* (ing their performance. Instead, policymakers should be)Tj T* (pursuing strategies that responsibly relieve districts of)Tj T* (unnecessary regulations and other rules that curb per-)Tj T* (formance-driven innovations in the central office.)Tj 1.238 -1.333 Td (The removal of constraints regarding central office)Tj -1.238 -1.333 Td (and school staffing is especially important in transform-)Tj T* (ing systems. As my earlier discussion suggests, leaders of)Tj 0 Tc 11 0 0 11 297.0646 747.8064 Tm [(- 8)-275(-)]TJ ET endstream endobj 15 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 16 0 obj <>stream /CS0 cs 1 scn /GS0 gs q 1 0 0 1 0 792 cm 0 0 m h f Q BT 0 scn /GS1 gs /T1_0 1 Tf -0.01 Tc 0.025 Tw 10.5 0 0 10.5 61 728 Tm (transforming central offices take a hard look at their staff)Tj 0 -1.333 TD (and ask how they can bring in new personnel and sig-)Tj T* (nificantly build the capacity of existing staff to improve)Tj T* (performance. Throughout the process, leaders must have)Tj 0 -1.333 TD (the flexibility to promote staff based on performance,)Tj -0.015 Tc 0 -1.333 TD (rather than, for example, based on tenure. District leaders)Tj T* (need new regulatory structures, including relationships)Tj T* (with unions and school boards that ensure proper use of)Tj T* (public funds and employee protections, but in ways that)Tj T* (do not limit their ability to staff for performance.)Tj -0.02 Tc 1.238 -1.333 Td [(T)111(o realize such results, federal and state policymakers)]TJ -1.238 -1.333 Td (could work closely with district leaders to identify and)Tj T* (remove specific regulations that curb district performance.)Tj T* [(However)55(, such tinkering with regulatory frameworks as a)]TJ T* (main strategy for enabling central office transformation)Tj T* (seems out of step with the fundamental changes transfor-)Tj T* (mation involves. Some district leaders that my colleagues)Tj T* (and I spoke with said that they wondered whether they)Tj T* (could be successful with such transformative work in con-)Tj T* (texts where school boards and unions are operating in)Tj T* (ways focused on compliance at the expense of perform-)Tj 0 -1.333 TD (ance. Federal and state policymakers might help acceler-)Tj 0 -1.333 TD [(ate change by promoting wholly new mo)-10(dels of school)]TJ T* (board governance and union participation in reforms that)Tj T* (help districts focus on realizing the results of high-quality)Tj T* (teaching and learning for all students. )Tj -0.01 Tc 1.238 -1.333 Td [(T)111(o succeed at this work, district leaders also need)]TJ -1.238 -1.333 Td (knowledge about the work practices of high-performing)Tj T* (central offices and opportunities to build their leadership)Tj 0 -1.333 TD [(capacity)74(. Policymakers can support such knowledge gen-)]TJ 0 -1.333 TD (eration and access by investing intentionally in research)Tj T* (and development activities in this arena, including those)Tj T* (that help district leaders understand and meaningfully)Tj T* (engage with such ideas, as opposed to strategies that sim-)Tj T* (ply disseminate information. )Tj 1.238 -1.333 Td (A national, federally funded research and develop-)Tj -1.238 -1.333 Td (ment center focused on central office leadership could)Tj T* (serve as an important focal point for such efforts. Such a)Tj T* [(center would identify and disseminate mo)-10(dels of central)]TJ T* (offices that lead for performance. As the experience of)Tj T* (our pioneering districts demonstrates, such ideas would)Tj T* (come not only from traditional central offices, but also)Tj 0 Tc T* (from other sectors. Given the complexity of central)Tj -0.01 Tc T* (office transformation, such a research and development)Tj T* (center would involve research as well as the develop-)Tj T* (ment of resources to help central office leaders engage in)Tj T* (this work. Such resources would include new designs for)Tj T* (central office leadership and teams of experts who can)Tj T* (work on site to support the work.)Tj 0.01 Tw 7.875 0 0 7.875 199.3518 58.625 Tm (21)Tj 0.025 Tw 10.5 0 0 10.5 326.7 728 Tm [(Ultimately)74(, central office transformation does not)]TJ -1.238 -1.333 Td (happen absent new kinds of leadership\227leadership that)Tj 0 Tc T* (sets a vision for ambitious, performance-orientated)Tj T* (change that moves beyond tinkering to realize true)Tj 0 -1.333 TD (transformation. Policymakers can fuel such efforts by)Tj -0.01 Tc 0 -1.333 TD (scrutinizing current pipelines into superintendency and)Tj T* (other central office leadership roles and by investing in)Tj T* (systems-level leadership preparation experiences that)Tj T* (equip leaders for such challenging work. Based on the)Tj T* (experience of existing alternative pathways into teaching)Tj 0 -1.333 TD (and principalship, such new leaders for new systems will)Tj 0 Tc 0 -1.333 TD (likely come from both traditional, university-based)Tj T* (preparation programs\227especially those with close,)Tj -0.01 Tc T* (active partnerships with school districts\227and nontradi-)Tj T* (tional routes. )Tj /T1_1 1 Tf 0 Tc 0 Tw 13 0 0 13 313.7 504 Tm (Notes)Tj /T1_0 1 Tf -0.02 Tc 0.025 Tw 9.5 0 0 9.5 326.7 476 Tm (1. Anthony S. Bryk et al., )Tj /T1_2 1 Tf (Charting Chicago School Reform:)Tj -1.368 -1.474 Td (Democratic Localism As A Lever for Change)Tj /T1_0 1 Tf 16.576 0 Td (\(Boulder: Westview)Tj -16.576 -1.474 Td (Press, 1998\); and Diane Ravitch and Joseph P. Viteritti, )Tj /T1_2 1 Tf 0.02 Tw (New)Tj 0.025 Tw 0 -1.474 TD (Schools for a New Century: The Redesign of Urban Education)Tj /T1_0 1 Tf T* (\(New Haven: Yale University Press, 1997\).)Tj 1.368 -1.474 Td (2. Betty L. Malen, Rodney T. Ogawa, and Jennifer Kranz,)Tj -1.368 -1.474 Td (\223What Do We Know about School-Based Management? A Case)Tj T* (Study of the Literature\227A Call for Research,\224 in )Tj /T1_2 1 Tf (Choice and)Tj T* (Control in American Schools)Tj /T1_0 1 Tf (, eds. William H. Clune and John F.)Tj T* (White \(Philadelphia, PA: Falmer, 1990\), 289\226342; and Ravitch)Tj T* (and Viteritti, )Tj /T1_2 1 Tf (New Schools for a New Century)Tj /T1_0 1 Tf 0 Tc 0 Tw (.)Tj 0.025 Tw 1.368 -1.474 Td (3. Stewart C. Purkey and Marshall S. Smith, \223Effective)Tj -0.02 Tc -1.368 -1.474 Td (Schools: A Review,\224 )Tj /T1_2 1 Tf (Elementary School Journa)Tj /T1_0 1 Tf (l 83, no. 4 \(March)Tj T* (1983\): 427\22653.)Tj 1.368 -1.474 Td (4. Mark Berends, Susan Bodilly, and Sheila Nataraj Kirby,)Tj -1.368 -1.474 Td (\223The Future of Whole School Designs: Conclusions, Observa-)Tj T* (tions, and Policy Implications,\224 in )Tj /T1_2 1 Tf (Facing the Challenges of Whole)Tj -0 -1.474 Td (School Reform: New American Schools After A Decade)Tj /T1_0 1 Tf (, eds. Mark)Tj T* (Berends, Susan Bodilly, and Sheila Nataraj Kirby \(Santa Mon-)Tj 0 -1.474 TD (ica, CA: RAND Corporation, 2002\), 142\22654. )Tj 1.368 -1.474 Td (5. James P. Spillane, \223State Policy and the Non-Monolithic)Tj -1.368 -1.474 Td (Nature of the Local School District: Organizational and Profes-)Tj 0 -1.474 TD (sional Considerations,\224 )Tj /T1_2 1 Tf (American Educational Research Journal)Tj /T1_0 1 Tf 0.02 Tw 23.868 0 Td (35,)Tj -0.01 Tc 0.025 Tw -23.868 -1.474 Td (no. 1 \(1998\): 33\22663; and James P. Spillane, \223Cognition and)Tj -0.02 Tc T* [(P)-10(o)-10(l)-10(icy Implementation: District Policymakers and the Reform of)]TJ T* (Mathematics Education,\224 )Tj /T1_2 1 Tf (Cognition and Instruction)Tj /T1_0 1 Tf 19.615 0 Td (18, no. 2)Tj -19.615 -1.474 Td (\(2000\): 141\22679.)Tj -0.035 Tc 1.368 -1.474 Td (6. Lawrence Arthur Cremin, )Tj /T1_2 1 Tf (American Education: The National)Tj 0.035 Tw -1.368 -1.474 Td (Experience,)Tj /T1_0 1 Tf 0.025 Tw 4.297 0 Td (1783\2261876 \(New York: Harper and Row, 1982\).)Tj -0.025 Tc -2.928 -1.474 Td (7. Jeffrey Mirel, \223Progressive School Reform in Comparative)Tj -1.368 -1.474 Td (Perspective,\224 in )Tj /T1_2 1 Tf (Southern Cities, Southern Schools: Public Education)Tj /T1_0 1 Tf 0 Tc 11 0 0 11 297.0646 747.8064 Tm [(- 9)-275(-)]TJ ET endstream endobj 17 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 18 0 obj <>stream /CS0 cs 1 scn /GS0 gs q 1 0 0 1 0 792 cm 0 0 m h f Q BT 0 scn /GS1 gs /T1_0 1 Tf -0.025 Tc 0.025 Tw 9.5 0 0 9.5 61 728 Tm (in the Urban South)Tj /T1_1 1 Tf (, eds. D. Plank and R. Ginsberg \(New York:)Tj 0 -1.474 TD (Greenwood Press, 1990\), 151\22674; Tracy L. Steffes, \223Solving the)Tj 0 -1.474 TD (\221Rural School Problem\222: New State Aid, Standards, and Supervi-)Tj 0 -1.474 TD (sion of Local Schools, 1900\2261933,\224 )Tj /T1_0 1 Tf 13.721 0 Td (History of Education Quarterly)Tj /T1_1 1 Tf -13.721 -1.474 Td (48, no. 2 \(2008\): 181\226220.)Tj -0.02 Tc 1.368 -1.474 Td (8. Mercer, )Tj /T1_0 1 Tf (Transforming HR to Drive Organizational Success:)Tj -1.368 -1.474 Td (Lessons Learned through Project Home Run at the New York City)Tj T* (Department of Education)Tj /T1_1 1 Tf 9.396 0 Td (\(2008\); and Pamela Mendels, \223Princi-)Tj -9.396 -1.474 Td (pals in the Pipeline,\224 )Tj /T1_0 1 Tf (Journal of Staff Development)Tj /T1_1 1 Tf 19.069 0 Td (33, no. 3)Tj -19.069 -1.474 Td (\(2012\): 48\22652.)Tj 1.368 -1.474 Td (9. Meredith I. Honig and Lydia Rainey, \223Autonomy and)Tj -1.368 -1.474 Td (School Improvement: What Do We Know and Where Do We)Tj 0 -1.474 TD (Go from Here?,\224 )Tj /T1_0 1 Tf (Educational Policy)Tj /T1_1 1 Tf 13.585 0 Td (26, no. 3 \(2011\): 465\22695.)Tj -12.216 -1.474 Td (10. Katrina R. Woodworth et al., )Tj /T1_0 1 Tf 13.098 0 Td (San Francisco Bay Area)Tj -14.466 -1.474 Td (KIPP Schools: A Study of Early Implementation and Achievement:)Tj 0 -1.474 TD (Final Report)Tj /T1_1 1 Tf 4.732 0 Td (\(Menlo Park, CA: SRI International, 2008\).)Tj -3.363 -1.474 Td (11. Kara S. Finnigan, \223Charter School Autonomy: The Mis-)Tj -1.368 -1.474 Td (match between Theory and Practice,\224 )Tj /T1_0 1 Tf (Educational Policy)Tj /T1_1 1 Tf 0.02 Tw 21.896 0 Td (21)Tj 0.025 Tw -21.896 -1.474 Td (\(2007\): 503\22626.)Tj 1.368 -1.474 Td (12. Paul Hill, Ashley Jochim, and Christine Campbell, )Tj /T1_0 1 Tf 0.02 Tw (Port-)Tj 0.025 Tw -1.368 -1.474 Td (folio Strategies, Relinquishment, the Urban School System of the)Tj T* (Future, and Smart Districts)Tj /T1_1 1 Tf 10.201 0 Td (\(Seattle, WA: Center on Reinventing)Tj -10.201 -1.474 Td (Public Education, 2013\).)Tj 1.368 -1.474 Td (13. Meredith I. Honig and Michael DeArmond, \223Where\222s)Tj -1.368 -1.474 Td (the \221Management\222 in Portfolio Management?: Conceptualizing)Tj T* (the Role of School District Central Offices in Implementation,\224)Tj 0.02 Tw T* (in )Tj /T1_0 1 Tf 0.025 Tw 1.049 0 Td (Portfolio Management Reform)Tj /T1_1 1 Tf (, eds. Katrina E. Buckley, Jeffrey)Tj -1.049 -1.474 Td (R. Henig, and Henry M. Levin \(Cambridge, MA: Harvard Edu-)Tj T* (cation Press\), 465\22695.)Tj -0.03 Tc 1.368 -1.474 Td (14. Noel M. Tichy, )Tj /T1_0 1 Tf 7.557 0 Td (The Cycle of Leadership: How Great Leaders)Tj -0.035 Tc -8.925 -1.474 Td (Teach Their Companies to Win)Tj /T1_1 1 Tf 11.354 0 Td (\(New York: Harper Business, 2002\).)Tj -0.03 Tc 16.615 44.211 Td (15. For example, see Heather Zavadsky, \223Scaling Turnaround:)Tj -0.02 Tc -1.368 -1.474 Td (A District Improvement Approach\224 AEI )Tj /T1_0 1 Tf 16.073 0 Td (Education Outlook)Tj /T1_1 1 Tf -16.073 -1.474 Td (\(April 2012\), www.aei.org/outlook/education/k-12/system-)Tj 0.02 Tw 0 -1.474 TD (reform/scaling-turnaround-a-district-improvement-approach/.)Tj 0.025 Tw 1.368 -1.474 Td (16. Jonathan Supovitz, Phillip Sirinides, and Henry May,)Tj -1.368 -1.474 Td (\223How Principals and Peers Influence Teaching and Learning,\224)Tj /T1_0 1 Tf T* (Educational Administration Quarterly)Tj /T1_1 1 Tf 13.964 0 Td (46, no. 1 \(2010\): 31\22656.)Tj -12.596 -1.474 Td (17. The outcomes we tracked include principals\222 engagement)Tj -1.368 -1.474 Td (in progressively more challenging instructional leadership prac-)Tj 0 -1.474 TD (tices, principal and other reports that principals\222 ILDs helped)Tj 0 -1.474 TD (them grow as instructional leaders, and our observations of ILDs)Tj 0 -1.474 TD (engaging in practices shown to strengthen the work of others)Tj T* (across settings. For an elaboration of our standards for distin-)Tj 0 -1.474 TD (guishing among ILDs, see Honig et al., )Tj /T1_0 1 Tf (School District Central)Tj 0 -1.474 TD (Office Transformation)Tj /T1_1 1 Tf 8.129 0 Td (; and Meredith I. Honig and Lydia Rainey,)Tj -8.129 -1.474 Td (\223Central Office Leadership in Principal Professional Learning)Tj T* (Communities: The Practice beneath the Policy,\224 )Tj /T1_0 1 Tf 19.147 0 Td (Teachers Col-)Tj -19.147 -1.474 Td (lege Record)Tj /T1_1 1 Tf 4.308 0 Td (116, no. 5 \(expected 2013\).)Tj -2.939 -1.474 Td (18. Meredith I. Honig, \223District Central Office Leadership)Tj -1.368 -1.474 Td (As Teaching: How Central Office Administrators Support Prin-)Tj T* (cipals\222 Development As Instructional Leaders,\224 )Tj /T1_0 1 Tf 0.02 Tw 18.452 0 Td (Educational)Tj 0.025 Tw -18.452 -1.474 Td (Administration Quarterly)Tj /T1_1 1 Tf 9.432 0 Td (48, no. 4 \(2012\): 733\22644; and Honig)Tj -9.432 -1.474 Td (and Rainey, \223Central Office Leadership.\224)Tj 1.368 -1.474 Td (19. Honig, \223District Central Office Leadership As Teach-)Tj -1.368 -1.474 Td (ing\224; and Honig and Rainey, \223Central Office Leadership.\224)Tj 1.368 -1.474 Td (20. Tichy, )Tj /T1_0 1 Tf (The Cycle of Leadership)Tj /T1_1 1 Tf 0 Tc 0 Tw (.)Tj -0.035 Tc 0.025 Tw T* (21. Meredith I. Honig, \223Beyond the Policy Memo: Designing)Tj -1.368 -1.474 Td (to Strengthen the Practice of District Central Office Leadership for)Tj T* (Instructional Improvement at Scale,\224 in )Tj /T1_0 1 Tf 15.106 0 Td (Design-Based Implementa-)Tj 0.035 Tw -15.106 -1.474 Td (tion )Tj -0.02 Tc 0.02 Tw 1.544 0 Td (Research)Tj /T1_1 1 Tf 0.025 Tw (, eds. Barry Fishman et al. \(Chicago, IL: National)Tj -1.544 -1.474 Td (Society for the Study of Education: Yearbooks, forthcoming\).)Tj 0 Tc 11 0 0 11 294.3146 747.8064 Tm [(- 10)-275(-)]TJ ET endstream endobj 19 0 obj <> endobj 20 0 obj <>stream 2013-06-04T10:42:56-04:00 2013-06-04T10:43:49-04:00 2013-06-04T10:43:49-04:00 Adobe Mac PDF Plug-in uuid:25eeef43-74db-9549-b744-d28db37417c0 uuid:ec5f8f5b-dd51-2d40-8669-8db47d5f50a0 application/pdf endstream endobj 21 0 obj <> endobj xref 0 22 0000000000 65535 f 0000056127 00000 n 0000056382 00000 n 0000063828 00000 n 0000064082 00000 n 0000071188 00000 n 0000071455 00000 n 0000078803 00000 n 0000079058 00000 n 0000086425 00000 n 0000086680 00000 n 0000093391 00000 n 0000093659 00000 n 0000100791 00000 n 0000101048 00000 n 0000107912 00000 n 0000108181 00000 n 0000115603 00000 n 0000115860 00000 n 0000121766 00000 n 0000121878 00000 n 0000125244 00000 n trailer <]>> startxref 116 %%EOF