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District Systems to Support Equitable and High-Quality Teaching and Learning. Brief No. 10

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Bibliographic Details
Title: District Systems to Support Equitable and High-Quality Teaching and Learning. Brief No. 10
Language: English
Authors: Honig, Meredith, Rainey, Lydia, EdResearch for Recovery Project, Annenberg Institute for School Reform at Brown University, Results for America, University of Washington, College of Education
Source: EdResearch for Recovery Project. 2020.
Availability: EdResearch for Recovery Project. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: annenberg@brown.edu; Web site: https://www.annenberginstitute.org/recovery
Peer Reviewed: N
Page Count: 8
Publication Date: 2020
Sponsoring Agency: Bill and Melinda Gates Foundation
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Elementary Secondary Education, COVID-19, Pandemics, School Closing, Principals, Central Office Administrators, Administrative Organization, Supervisors, Instructional Leadership, Professional Development, Human Resources, School Personnel, Data Use, Access to Information
Abstract: This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: What changes in central office systems are likely to support principals in leading for equitable, high-quality teaching and learning? In order to answer this question, the brief breaks down the issue into two points: (1) Principal leadership is essential to equitable, high-quality teaching and learning; and (2) Central offices formed at the turn of the 20th century to handle business and regulatory functions; only in the past 20 years have they been called on and supported to lead for high-quality teaching and learning. Not surprisingly, then, support for principals' equity-focused instructional leadership typically requires fundamental shifts in specific central office systems. Based on these points, the brief provides five strategies to consider and three strategies to avoid.
Abstractor: ERIC
Entry Date: 2021
Accession Number: ED610535
Database: ERIC
Description
Abstract:This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: What changes in central office systems are likely to support principals in leading for equitable, high-quality teaching and learning? In order to answer this question, the brief breaks down the issue into two points: (1) Principal leadership is essential to equitable, high-quality teaching and learning; and (2) Central offices formed at the turn of the 20th century to handle business and regulatory functions; only in the past 20 years have they been called on and supported to lead for high-quality teaching and learning. Not surprisingly, then, support for principals' equity-focused instructional leadership typically requires fundamental shifts in specific central office systems. Based on these points, the brief provides five strategies to consider and three strategies to avoid.