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The Role of the Central Office in Shaping Instructional Leadership: How Does the Central Office Help and Hinder the Work of School Administrators?

Author: Hutchinson, Leslee Marie
Publisher: ScholarlyCommons 2017-01-01T08:00:00Z
Dissertation: Thesis / Dissertation ETD
Edition/Format:   Thesis/dissertation : Thesis/dissertation
Summary:
Instructional leadership for school leaders is a complex, multifaceted task. Central office leaders can and must support the instructional leadership of school leaders. Yet the central office can sometimes present roadblocks that make it challenging for principals to be effective instructional leaders. Complicating matters is the impact of context, which can influence the ways that the central office supports or  Read more...
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Genre/Form: text
Material Type: Thesis/dissertation
Document Type: Book
All Authors / Contributors: Hutchinson, Leslee Marie
OCLC Number: 1002179567
Language Note: ENG

Abstract:

Instructional leadership for school leaders is a complex, multifaceted task. Central office leaders can and must support the instructional leadership of school leaders. Yet the central office can sometimes present roadblocks that make it challenging for principals to be effective instructional leaders. Complicating matters is the impact of context, which can influence the ways that the central office supports or hinders the instructional leadership of school administrators. This exploratory study examined the ways that the central office supported or hindered the instructional leadership of school administrators. It also examined the way that school district size, type and access to resources may have impacted those interactions. Participants included central office staff involved in teaching and learning as well as school principals and assistant principals in six public school districts in Pennsylvania. A qualitative design was employed. Fifty-one participants were interviewed and asked to provide documents related to curriculum, instruction, professional development, and/or assessment. Central office administrators played a role in managing curriculum, assessment, professional development, and expectations in school districts. Supportive practices included fostering connections between and among school administrators, skill-building/mentoring, and shielding school administrators from community issues and state mandates. Practices that created roadblocks included lack of expertise and quality work products, failure to bring school administrators together around collaborative work, lack of trusting relationships, and failure to shield school administrators from community issues and state mandates. Tension around the balance between school autonomy and coherence to district mandates/needs, the process of change, feedback and accountability, and philosophical differences created additional roadblocks. Context was a relevant factor in the areas of trust and relationsh

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