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The Center's Resources:

Start at the Top: How Central Office Reform Is Improving Student Achievement
This Center webcast from March 2009 features Superintendent of the Year Dr. Beverly Hall discussing the successes of central office reform in the Atlanta Public Schools.

Reinventing District Central Offices to Expand Student Learning
In this September 2008 issue brief, authors Dr. Meredith Honig and Dr. Michael Copland examine the role of central office administrators in the reinvention process and what research and experience matters for expanding student learning.

Seven Actions That Improve School District Performance
This Center newsletter from November 2006 highlights seven actions school districts can take to improve their own effectiveness and better support the efforts of their schools to improve student achievement.

School Reform and Improvement Database
The Center’s School Reform and Improvement Database provides almost 5,000 citations and abstracts of screened, high-quality research reports, articles, and studies on school reform and improvement from scholars throughout the United States. In addition to the articles listed on this page, several new items on central office reform have been added to the database.

Resources and Tools:

Taking District Reform to Scale: The Role of the Central Office and the School Board, 2009
This PowerPoint presentation was made for the First Annual Symposium of the National Center for Urban School Transformation by Warren Simmons, Executive Director of the Annenberg Institute for School Reform. It looks at the Institute's recent work on central office reform, including current programs, features of transformed schools, characteristics of improving districts, and challenges facing urban school districts.
http://www.ncust.org/dnn/LinkClick.aspx?fileticket=qUrAMWYWiHM%3D&tabid=181&mid=757

A Decade of Urban School Reform: Persistence and Progress in the Boston Public Schools, 2007
This Harvard Education Press book edited by S. Paul Reville with Celine Coggins looks at critical reforms of the Boston Public Schools under the leadership of superintendent Thomas Payzant. In 2006, the Boston Public Schools received the Broad Prize for Urban Education for being the most improved urban school district in the country. Chapters explore issues related to governance, human resources, instruction, data collection, disabilities, and community engagement.
Ordering information is available at: http://www.hepg.org/hep/Book/67

Central Office Inquiry: Assessing Organization, Roles, and Functions to Support School Improvement, 2006
ERIC Abstract: This book by Kim Agullard and Dolores Goughnour, published by WestEd, is written for administrators. "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, Show Full Abstract
Ordering information is available at: http://www.wested.org/cs/we/view/rs/814

Instructional Leadership: Beyond Instructional Leadership Abstracts, 2002
The May 2002 issue of Educational Leadership from the Association for Supervision and Curriculum Development (ASCD) focused on the topic "Beyond Instructional Leadership." The issue contains articles on school culture, principal leadership, the role of the central office, and a research synthesis on unequal school funding, among others. Abstracts and many articles are available online.
http://www.ascd.org/publications/educational_leadership/may02/vol59/num08/abstract.aspx

Articles and Reports:

Voices in Urban Education: Redesigning the "Central Office," 2009
This issue of Voices of Urban Education from the Annenberg Institute for School Reform at Brown University is focused on redesigning the central office. Article topics include a framework for district effectiveness, the implementation of small autonomous school initiatives, central office redesign, and connecting central offices with communities. Excerpts and some full texts of articles are available online.
http://www.annenberginstitute.org/VUE/index.php

Chicago School Reform: Lessons for the Nation, 2007
Parents United for Responsible Education (PURE) and the National Center for Fair & Open Testing (FairTest) released this report on the efforts of several successful Chicago Public Schools to expand fair and effective strategies for improving student achievement. The report covers the history of Chicago school reform from decentralization approaches to top-down, test-driven policies, including a look at the Renaissance 2010 plan. The report offers an alternative approach to school improvement and provides recommendations for change in policy and practice.
http://www.fairtest.org/files/ChicagoReport2007.pdf

System Reform to Reach 98 Percent, 2006
In this Voices in Urban Education article from the Annenberg Institute for School Reform at Brown University, Pia Durkin provides insights on a system to enable districts to reach 98 percent of students by unifying general education and special education through supports for children. The author outlines the system, providing contrasts and challenges with current urban districts’ functions. Necessary supports are described along with contextual connections, the obstacles that have to be overcome, and the series of steps necessary to encourage school-based leaders and central office staff to make the organizational and conceptual changes in order to adopt this unified system.
http://www.annenberginstitute.org/VUE/summer06/Durkin

A Delicate Balance: District Policies and Classroom Practice, 2005
ERIC Abstract: This report includes case studies from Chicago, Milwaukee, and Seattle. "The first report from this study, "Leading From the Middle: Mid-Level District Staff and Instructional Improvement," was published in August, 2004. Since its publication, Leading from the Middle has been an important tool in helping school and district staff, policy makers, researchers, and reform advocates think differently about the role of the district in instructional improvement. A "Delicate Balance: District Policies and Classroom Practice," the second report in this series, Show Full Abstract
http://www.eric.ed.gov:80/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED494449

Leading from the Middle: Mid-Level District Staff and Instructional Improvement, 2004
ERIC Abstract: In this report, the Cross City Campaign continues to explore the district's role in instructional reform. In the fall of 2000, Cross City Campaign initiated a three-year qualitative study in three urban school districts that examined the role and importance of district/school interactions in the implementation of local instructional improvement. The three districts—Chicago, Milwaukee, and Seattle—already had promising systemic reform initiatives underway as well as experience in decentralizing authority and resources to schools. This report draws from a subset of that data Show Full Abstract
http://www.eric.ed.gov:80/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED494450

From Bystander to Ally: Transforming the District Human Resources Department, 2004
ERIC abstract: Although policymakers and academics tend to overlook the behind-the-scenes role that district human resources (HR) departments play in education, the HR office's effect is far from small. HR departments determine whether qualified teacher candidates make it to the classroom, or slip through the cracks. They can help principals find teachers who meet their school's particular needs, or they can offer only perfunctory administrative support during the hiring process. The old adage that "the devil is in the details" is as true in school reform as it is elsewhere. Show Full Abstract
http://www.wallacefoundation.org/SiteCollectionDocuments/WF/Knowledge%20Center/Attachments/PDF/FromBystanderToAlly.pdf

The Role of the District in Driving School Reform, 2004
In this review for the Denver Commission on Secondary School Reform, Robert Muller for Practical Strategy provides a literature summary on the role of districts in becoming an effective force for improving student performance. The paper provides highlights from leadership and management disciplines that are relavant to the school districts’ restructuring efforts. The author provides recommendations for actions that districts can use to support effective strategies, including supporting collaboration, providing incentives and support for instruction, and understanding the change process.
http://www.dpsk12.org/pdf/district_role.pdf

Bringing the District Back In: The Role of the Central Office in Improving Instruction and Student Achievement, 2003
ERIC abstract: This report was published by the Center for Research on the Education of Students Placed At Risk (CRESPAR). This literature review examines the functional tasks of the school district central office and the internal dynamics of relations between the central office and district schools (with their principals, teachers, and students). It builds on previous reviews of the role of school boards and superintendents. The review begins by analyzing studies of the central office more or less chronologically (since the late 1970s). Next, it examines the more recent studies by type of study, and then it proceeds to a more functional analysis of the roles of the central office with respect to improving instruction and student achievement, Show Full Abstract
http://www.csos.jhu.edu/crespar/techReports/Report65.pdf

Central-Office Support for Learning Communities, 2003
This publication from the American Association of School Administrators (AASA) by Rebecca Burnette DuFour looks at ways that the central office can support learning communities. The article offers two suggestions for central office administrators for facilitating continuous improvement throughout their districts. The author provides highlights from two administrators' efforts to incorporate these techniques.
http://www.aasa.org/publications/content.cfm?ItemNumber=2911

Central Office Review for Results and Equity, 2002
ERIC Abstract: 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; Show Full Abstract
http://www.schoolcommunities.org/Archive/portfolio/CORRE.html

Contradictions and Control in Systemic Reform: The Ascendancy of the Central Office in Philadelphia Schools, 2001
ERIC Abstract: This report was published by the Consortium for Public Research in Education. In 1995 the School Board of Philadelphia adopted Children Achieving, a systemic reform initiative. This report is an evaluation of that reform. The report examines the role of the central office and describes its evolution over the course of the program. The first section recounts how conflicts arose over theories of systemic reform, underlying beliefs and values of reformers, and the new role of the central office in the reform plan. The second section examines the capacity of the school district to effectively support the reform and discusses the contextual issues that affected implementation. Show Full Abstract
http://www.cpre.org/images/stories/cpre_pdfs/children03.pdf

Reinventing Central Office: A Primer for Successful Schools, 1995
ERIC Abstract: Since 1993, school reform leaders from Chicago (Illinois), Denver (Colorado), New York (New York), Seattle (Washington), and Philadelphia (Pennsylvania) have come together in the Cross City Campaign to work for the improvement of urban education. In each of these cities rhetorical pleas for decentralization and the investment of decision making in the school community are common, but central offices continue to yield little real authority to the local schools. This report recommends a fundamental revision of urban public school systems, one that shifts virtually all funds and most authority to the schools and dismantles centralized bureaucratic structures. Show Full Abstract
http://www.issuelab.org/click/download2/reinventing_central_office/2838Reinventing_Central_Office_-_Original_Cover.pdf

Issues…About Change: The Changing Role of the Central Office, 1993
In this briefing paper from the Issues…About Change series, Southwest Educational Development Laboratory (SEDL) authors Shirley M. Hord and Angela Smith discuss the central office staff's primary goals of monitoring the implementation of policies and how those goals shift due to site-based management. The paper proposes new roles for central office staff using examples from three school districts. An explanation of site-based management, metaphors for describing administrators' functions, and descriptions of districts undergoing transformation are included.
http://www.sedl.org/change/issues/issues24.html

Related Organizations:

Annenberg Institute for School Reform
Housed at Brown University, the Annenberg Institute for School Reform works to share research and knowledge aimed at transforming school systems into "smart education systems." The Institute has developed several publications and tools for districts and schools.
http://www.annenberginstitute.org/

Public Education Leadership Project (PELP) at Harvard University
A joint initiative of the Harvard Graduate School of Education and Harvard Business School, this project was started in 2003 to create and disseminate knowledge on managing urban school districts and identify effective leadership and management practices. A framework to identify key elements that support districtwide improvement strategies and a list of research and resources are included on the website.
http://www.hbs.edu/pelp/

School Redesign Network (SRN) at Stanford University
This initiative was established at Stanford University in 2000 to build, capture, and share research-based knowledge for secondary school and school system transformation. Policy research and assessment, news and events, and other resources are provided on the website.
http://www.srnleads.org/

Wallace Foundation—Education Leadership Resources
The Wallace Foundation is a nonprofit organization that seeks to support and share effective ideas and practices that will strengthen education leadership. The Foundation provides research to inform and improve leadership practices and engages in strategic grant funding to support effective programs.
http://www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/EducationLeadership/Pages/default.aspx