Invisible Role of the Central Office, The

Author: Grove, K.F.
Publisher: Association for Supervision and Curriculum Development (ASCD)
Publication Date: 2002, May
Journal: Educational Leadership
Journal Volume: 59(8)
Pages: 45-47
Available for purchase online at: http://www.ascd.org/publications/educational_leadership/may02/vol59/num08/abstract.aspx#The_Invisible_Role_of_the_Central_Office

Abstract (written by WestEd)

Kathleen Grove highlights the important, yet often unnoticed, work of the central office that fosters districtwide improvements in teaching and leadership. She points to the many concrete actions of central office staff that meaningfully support instructional leadership by offering the following:

• focusing on priorities
  
• communicating a message
  
• fostering leadership among teachers
  
• providing service and expertise
  
• ensuring consistency
  
• orienting new teachers
  

Regarding orienting new teachers, a district can communicate shared values such as:

• have high expectations for all students
  
• teach the district's curriculum (focused priority is teaching for understanding)
  
• use best practices
  
• use assessment to inform instruction
  
• recognize and value diversity
  
• take advantage of a rich variety of resources, from materials to mentors

When school staff members take credit for effective practices and accomplishments that were initiated by central office leaders ("the invisible skeleton"), they may be seen as showing ownership and pride.

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