Learning Forward
Equity and excellence in teaching and learning.
The new central office
June 2010
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In This Issue
ARTICLES
Essentials
A case study of the Charlotte Mecklenburg school district’s efforts to help its failing schools highlights the use of strategic staffing in reform. The district’s three-year initiative uses a differentiated approach that allows it to assess the needs of its lowest performing schools and provide targeted support, focusing the system’s top talent on the biggest challenges and making staff changes as necessary.
Begin with the central office to transform schools into learning organizations that serve
School improvement that makes schools better places for all kids tolearn and succeed is the goal of urban, suburban, and rural school districts.
Abstracts
During more than a decade leading Atlanta (Ga.) Public Schools, Superintendent Beverly Hall has sustained a focus on moving district leaders’ attention to teaching and learning. As a result, […]
Eliminate inequities to transform the college prep process in elementary school
Business as usual should end once a school staff develops a measure of cultural proficiency. Such skills should not be shelved like the many programs adopted by schools each year.
Foundation winners take the spotlight
The board of NSDC’s foundation is proud to award the following grants and scholarships to outstanding NSDC members who work diligently each day to live NSDC’s purpose.
Creating norms
This activity enables a team to develop a set of operating norms or ground rules.
Q&A with Beverly Hall
New definition in Atlanta, superintendent's efforts focus on creating a central office that serves the schools, not vice versa.
From the editor
As Hayes Mizell writes (p. 46), the central office is not just a place it’s a state of mind. As such, we have an obligation to pay careful attention to our expectations and perceptions of the central office, no matter what our role in education.
The new central office plays a key role in ensuring effective professional learning
At one time in my career, I became the first director of staff development in my school district. Before I filled that role, planning inservice was the responsibility of the assistant superintendent for instruction.
Collaborative culture
Elaine Cash, superintendent of Riverdale School District in California, has participated in a dramatic turnaround in her district’s performance. She describes how conversations transformed district culture and led to significant improvements in student proficiency in the core curriculum and a decrease in the achievement gap.
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