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Achieving Coherence in District Improvement focuses on a problem of
practice faced by educational leaders across the nation: how to
effectively manage the relationship between the central office and
schools. The book is based on a study of five large urban districts
that have demonstrated improvement in student achievement. The
authors-all members of Harvard University's Public Education
Leadership Project (PELP)-argue that there is no "one best way" to
structure the central offi ce-school relationship. Instead, they
say, what matters is whether district leaders eff ectively select
and implement their strategy by achieving coherence among key
elementsand actors-the district's environment, resources, systems,
structures, stakeholders, and culture. The authors examine the fi
ve districts' approaches in detail and point to a number of
important findings. First, they emphasize that a clear, shared
understanding of decision rights in key areas-academic programming,
budgeting, and staffing-is essential to developing an eff ective
central office-school relationship. Second, they stress the
importance of building mutually supportive and trusting
relationships between district leaders and principals. Third, they
highlight the ways that culture and the external environment infl
uence the relationship between the central office and schools. Each
chapter also provides relevant "Lessons for Practice"-actionable
takeaways-that educational leaders from any district can use to
improve the central office-school relationship.
Achieving Coherence in District Improvement focuses on a problem of
practice faced by educational leaders across the nation: how to
effectively manage the relationship between the central office and
schools. The book is based on a study of five large urban districts
that have demonstrated improvement in student achievement. The
authors-all members of Harvard University's Public Education
Leadership Project (PELP)-argue that there is no "one best way" to
structure the central offi ce-school relationship. Instead, they
say, what matters is whether district leaders eff ectively select
and implement their strategy by achieving coherence among key
elementsand actors-the district's environment, resources, systems,
structures, stakeholders, and culture. The authors examine the fi
ve districts' approaches in detail and point to a number of
important findings. First, they emphasize that a clear, shared
understanding of decision rights in key areas-academic programming,
budgeting, and staffing-is essential to developing an eff ective
central office-school relationship. Second, they stress the
importance of building mutually supportive and trusting
relationships between district leaders and principals. Third, they
highlight the ways that culture and the external environment infl
uence the relationship between the central office and schools. Each
chapter also provides relevant "Lessons for Practice"-actionable
takeaways-that educational leaders from any district can use to
improve the central office-school relationship.
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