Central Office Leaders' Role in Supporting Principal Autonomy and Accountability in a Turnaround District

Abstract

This qualitative case study explored the role of central office leaders in supporting autonomy and accountability in the Lawrence Public Schools. One of the key strategies of central office transformation is the creation of assistance relationships with principals (Honig et al., 2010), which serves as the conceptual framework for this study. Data was gathered from interviews with and observations of central office leaders and principals as well as a document review. The results of the study found that principals were granted broad autonomy in several areas of school leadership that resulted in improved student outcomes. Findings further noted that central office leaders engaged in assistance relationships and employed the key practices in their efforts to support principals. Principals reported that central office leaders employed these practices in each of the four decision-making areas of building leadership; budget, staffing, curriculum and assessment, and scheduling. While enacting autonomy for principals in building decision-making, central office leaders executed a “customer-service culture” of support. Recommendations include continual examination of assistance relationships among central office leaders in support of principals’ autonomy 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 strands’ findings may begin to provide insights into strategies that will add to school improvement efforts for chronically underperforming schools and districts.