Central Office Leaders' Role in Supporting Principals' Instructional Expectations in a Turnaround District

Abstract

This qualitative case study explored the role of central office leaders as they supported principals’ development of high instructional expectations in the Lawrence Public Schools. One of the key strategies of central office transformation is the creation of assistance relationships with principals, which serves as the conceptual framework for this study. Data were gathered from interviews with central office leaders and principals as well as a document review. The results of the study found that central office leaders employed high quality practices that strengthened principals’ instructional leadership capacity and raised instructional expectations within schools and of teachers. Principals reported that having central office support through systems and structures, curriculum, culture and working conditions created heightened instructional expectations and contributed to their growth as instructional leaders. The central office leaders and principals reported the strong culture of assistance relationships contributed to increased expectations and improved student outcomes. Recommendations include continual examination of assistance relationships among central office leaders in support of principals in the context of a turnaround district. Future researchers may continue to contribute to the growing body of literature by examining these findings and offering a longitudinal view of this practice. This strand’s findings can serve as a guide for the practice of central office leaders who are working with principals to raise and create heightened instructional expectations required for improving achievement and equity system-wide in habitually underperforming schools and districts across our country.