WPC ^Kth@i kv]0c$G8_]%Haa"aDe1 mZY3>t,l/݅Z}rlc4Na葉qyI VWɭKQQ(Eu4wK{VkmDˇ[Rp9UԀh4Ј(GqRN2a*LPो-CUhe۩2HKYb^x@[ ~"l;"`^ xy2vpm 4e73;][O(5Қ %\_(RRe4,9q-FE寭'߾*PX=72nz[m\=\]i ÃL2&dM143*t\6APw;2CQCt] b`GFJEGOSPwTh^;mtOEҠppx;gGbZ;BU+s#JU: %E 0(K ws 4w  ^  m 8  N  U+N 0cQ m 8  N  m 8& ^ Nf fh aj f~ B 1u f a f( U:* ad fx az 0D 1_ 0D1au 0wfaG 0 ]UB 72 72QQQ B"* BE DKHP LaserJet 5P/5MP PostScript0,cAZ"Arial RegularX(${ (x"3|x( U  CurrknowlSutter x9 Z6Times New Roman Regular(;3$2#  0  .3  0  U  CurrknowlSutter U  CurrknowlSutterTABLE A4 d3#37=CIQYag1.a.i.(1)(a)(i)1)a)L*TABLE CL*cAZ"Arial RegularTABLE CL*TABLE C(3$ !  3$37;?CGKOS-*+x(3$ !  TABLE B(O;$0  2#  a  .3  0` (#(#L*TABLE C = ('  _^4\XX^\\^4NorthDakotaCollaborationforExcellenceSeries(((#Handbook5:ProvidingLeadershipattheDistrictLevel  #^4\\^J##XFX\^4+#(b$0  0` (#(#2#   .3  0 ` (#` (# *)  _XdXXX^\XXdNorthDakotaDepartmentofPublicInstruction8/1/00"""(#  1  #XdX\^J#\  `*Times New RomanTT i)) &0 d d  d8888?Heavy ShadowdZd !  _XdXXX/1   )($33 *X,XX*     4  `       <  h XXd   HANDBOOK5:    ProvidingLeadership *Z  attheDistrictLevel t      4  `       <  h   #XdX# *+ddd Xdd Xdd X(#(#,xdd +  22   9!#XX,X9 @l CONTENTS  f 1.UnderstandingtheImportanceofDistrictLeadership!.XX@3 R 2.UnderstandingtheRoleoftheSchoolBoard!.76 >n 3.AllocatingLeadershipFunctionsattheDistrictLevel!.vvB8 * Z References!.11 !F 9X,X!#X9XXdAHandbookintheCollaborationforExcellenceSeries )&" NorthDakotaDivisionofIndependentStudy V*'# OfficeofCurriculumandImprovement +J($ NorthDakotaDepartmentofPublicInstructionݥ2000#XdX-#XXd +)% #XdXn#  f/,) 2XdXXXd2X2Xd #2XdX2##XdXX2Xd#    ThishandbookisoneofaseriespublishedfortheprojectCollaborationforExcellence:The qi NorthDakotaCurriculumProject. ] U ܈  ThepublicationisfreetopublicschooleducatorsinNorthDakota,whomaymakecopies   withoutpermission.   ܈  Thesehandbooksrepresentateamproduct.AmajorcontributorwasAnnClapper,whowas   previouslyDirectoroftheOfficeofCurriculumLeadershipandImprovement.Numerous    educatorsinNorthDakotareviewedallthesematerialsandmadevaluablesuggestions.   EspeciallyhelpfulwerethefollowingNorthDakotaeducators:Janet_Edlund_,DakotaPrairie   HighSchool;Cheryl_Kuhas_,NorthDakotaDepartmentofPublicInstruction;KarenNelson,   _Hettinger_;Sandra_Willprecht_,_Forman_.AllanA._Glatthorn_,DistinguishedResearchProfessorat   EastCarolinaUniversity,servedasconsultanttotheproject.   ܈  Itshouldbeemphasizedthattheprocessessuggestedhereshouldbeseenonlyas  recommendations,notmandates.TheauthorsvaluetheabilityofNorthDakotaeducatorsto  developtheirownprocessesthatreflecttheneedsandresourcesoftheirschools.     1XXd*e-r.ddxdd x+(#(#e,Ldd +   1.0 @ #XdX1#1XXdUNDERSTANDINGTHEIMPORTANCEOFDISTRICT ld LEADERSHIP#XdX1#1XXd#x@!@! ##XdX1#   Inthe1980sresearchersandpractitionersfocusedonthe school itselfasthechiefagentfor  x educationalquality;suchafocusculminatedinthe EffectiveSchoolsݥmovement.More p h recently,however,thosesamescholarsandleadershaverealizedthatleadershipofthe school \ T system isessentialifschoolsaretoimprove. L D ܈  Ratherthanarguingabouttherelativeimportanceofeffectiveschoolsystemsoreffective    schools,itmakesmoresensetoworktowardsasymbioticrelationshipthatrecognizesthe   importanceofeach.(Fortheresearchsupporthere,seeCotton,1995.)     SchoolSystem/SchoolRelationships:DesirableFeatures  PH    Thespecificsofsuchadynamicrelationshipwillobviouslyvarywiththesizeoftheschool  systemandthenumberofschoolsinthesystem.However,thefollowingprinciplesderivedfrom  theliteraturewillgenerallyapply.   DistrictLeaders  NF ܈  Districtleadersincludetheschoolboard,thesuperintendent,andmembersofthecentral  officestaff.Theirresponsibilities:  ܈  "3"  32$3  0    Workwithschoolleaderstodeveloppoliciesandproceduresthatrecognizethelegitimate  authorityoftheschoolsystem,whilegrantingtheschoolstheautonomynecessaryto  achieveexcellence.3(#(# Ԡ  "3"    3'2$3  0    Establishacultureofcooperationandcollaborativeproblemsolvingthatavoids 80  excessivecompetitivenessandadversarialrelationships.3'`$ !(#(# Ԡ  "3"    32$3  0    Providetoschoolleaderstheprofessionaldevelopmentrequiredtomakethemeffective !~# leaders,ensuringthatsuchprogramsreflectschoolleadersݥinputandrespondtoschool r"j$ leadersݥneeds.3^#V%(#(# Ԡ  "3"    352$3  0    Collaboratewithschoolleadersindevelopingandimplementingsystemstoevaluate $' schooleffectiveness.Also,assistschoolleadersinusingtheresultsofsuchevaluationsto % ( facilitatecontinuousschoolimprovement.35n&!)(#(# Ԡ  "3"    32$3  0    Withinputfromschoolleaders,monitortheschoolsݥimplementationofschooldistrict '"+ policiesandprocedures.32(#,(#(# Ԡ  "3"    3A2$3  0    Insulateschoolsfromexternalpoliticalandeconomicturbulence.3AzH*@%.(#(# Ԡ  "3"    3D2$3  0    Recognizeandrewardschoolsthatachieveexcellence.Avoidmakingdisparaging +&0 commentsaboutlesssuccessfulschoolsandtheirleaders.3D},'1(#(# Ԡ  "3"    3 2$3  0    Provideresourcestoschoolsinsuchamannerthatdemonstratesequitywhile -(3 acknowledgingthatindividualschoolsݥneedswilldiffer.3 .)4(#(# Ԡ  "3"    3"2$3  0    Developincentralofficestaffbeliefsandattitudesthatemphasizetheirroleasresources  fortheschoolsandminimizetheirroleasmonitorsandenforcers.3":"(#(# Ԡ  "3 "    3v#2$3  0    Communicateopenlywithschoolleadersinatimelymanner,withoutburdeningthem VN withinformationoverload.3v##B:(#(# Ԡ  SchoolLeaders    ܈  Schoolleadersincludetheprincipal,theassistantprincipals,teamleaders,andteacher h `  leaders.Theirresponsibilities: T L  ܈  "3 "  3%2$3  0    Developschoolpoliciesthatcomplementandsupportdistrictpolicies.3%% (#(# Ԡ  "3 "    3&2$3  0    Establishaschoolculturethatsupportscollaborationandcooperationatalllevels.3&& (#(# Ԡ  "3 "    3'2$3  0    Participateactivelyandproductivelyindistrictsponsoredprofessionaldevelopment zr  programs.3''f^ (#(# Ԡ  "3 "    3(2$3  0    Systematicallyevaluateschoolimprovementefforts,providingaccurateandfull  informationtodistrictleaders.3()(#(# Ԡ  "3"    3+*2$3  0    Underscorewithstafftheimportanceofcompliancewithschoolboardpoliciesand  monitorsuchcompliance.3+*d*(#(# Ԡ  "3"    3k+2$3  0    Keepdistrictleadersinformedaboutschoolsituationsthatmightleadtoexternal d\ turbulence.3k++PH(#(# Ԡ  "3"    3,2$3  0    Incommunicatingwithparentsandothercommunitymembers,acknowledgethesupport  ofdistrictleaders.Avoidmakingdisparagingstatementsaboutdistrictstaff.3,,(#(# Ԡ  "3"    3.2$3  0    Makereasonableandhonestrequestsforresources.3.P. (#(# Ԡ  "3"    3 /2$3  0    Usecentralofficestaffeffectivelyandmakethemfeelwelcomeinschools.3 /D/bZ"(#(# Ԡ  "3"    302$3  0    Communicateopenlywithdistrictleadersinatimelymanner,withoutburdeningthem $ withproblemsthatshouldbesolvedattheschoollevel.30Q0 %(#(# Ԡ    Asindicatedbytheseresponsibilities,schoolleadersanddistrictleadersmustcooperatewith " ' eachother. "(   SchoolBasedManagement:ASpecialCase  % , 2  Schoolbasedmanagementisaspecialinstanceofdistrict/schoolcollaboration.Againthe $'". specificsofhowschoolbasedmanagementshouldoperatewillvaryfromsystemtosystem. (#/ However,thefollowingrecommendationsdrawnfromtheliteraturecanprovideguidelinesto (#0 thosedirectingandoperatingsuchprograms(_Glatthorn_,1997). )$1 ܠ"3"    3B42$3  0    Keepinmindthatschoolbasedmanagementisonlyameanstoanend,notanendunto J+B&3 itself:allthatmattersisstudentlearning.Theresearchingeneralsuggeststhatschool 6,.'4 basedmanagementneitherfacilitatesnorinterfereswithstudentlearning.3B4{4"-(5(#(# Ԡ  "3"    3'62$3  0    Setupexplicitguidelinesabouttheauthorityandresponsibilityofschoolbased .|)7 leadershipteams.3'6`6p/h*8(#(# Ԡ  "3"    3`72$3  0    Allocatetotheschoolsdecisionmakingauthorityaboutsuchimportantissuesasresource  utilization,instructionalmethods,andschedules.Avoidburdeningthemwith  administrativetrivia.3`77(#(# Ԡ  "3"    392$3  0    Trainschoolbasedleadershipteamsinthespecificskillstheyneed,suchasdecision_ B: making,_conflictresolution,andlegalaspectsofschooloperations.Encouragethemto . & learnfromexperiencebyassumingleadershipinoneareaatatime.39@9 (#(# Ԡ  "3"    3;2$3  0    Ensurethatleadershipteamsarebroadlyinclusiveandrepresentative:administrators, | t teachers,supportstaff,parents,andstudents.3;<;h ` (#(# Ԡ  "3"    3_<2$3  0    Givetheleadershipteamrealauthoritysothattheyarenotsimplyanadvisoryboard.3_<<  (#(# Ԡ  "3"    3w=2$3  0    Developandimplementproceduresforevaluatingtheeffectivenessoftheschoolbased ,$  managementprogram.3w== (#(# Ԡ  "3"    3>2$3  0    Providetheresourcesneededbyschoolbasedleadershipteams.3>>zr (#(# Ԡ  "3"    3?2$3  0    Recognizetheachievementsofschoolbasedmanagementteamsandsupporttheprogram   withappropriatepraise.3??(#(# Ԡ  "3"    3@2$3  0    Anticipateproblems.Recognizethefactthatschoolbasedmanagementprogramswill *" havetheirownupsanddowns.Theresearchindicatesthatteachermoralewillimprove  intheearlyyearsofsuchprograms,butwilldeclineaftertheinitialenthusiasm.3@1A(#(# Ԡ      CurriculumDevelopmentinaSchoolBasedSystem   B  Somecurriculumexpertshavearguedthatschoolbasedmanagementteamsshouldhavesole (  authorityaboutthecurriculum.Thepositiontakenhereisthattheschooldistrictshoulddevelop   acoordinatedcurriculumforallschools,gradeskindergartento12.Individualschoolscanthen  builduponandsupplementthedistrictcurriculum.   ܈  Theimportanceofthedistrictcurriculumissupportedbythreearguments: NF"    (1)0  Effectiveness  $(#(#    0   4 Theresearchclearlyindicatesthatawellcoordinatedandcomprehensivecurriculum !% ismuchmoreeffectivethanafragmentedonewhereeachschooldevelopsitsown "& curriculum.(See_Corbett_&Wilson,1992.)Thisisespeciallythecaseinsuchsubjectsas x#p' mathematics,wherethecurriculuminonegradelevelbuildsupontheworkofthe d$\( previousyearandprovidesafoundationfortheyearstocome.P%H )(#(#    (2)0  Equity &!+(#(#    0   4 Adistrictcurriculumisonemeansforensuringthatallstudentshaveanequal '", opportunitytolearn,regardlessoftheschooltheyattend.Indistrictswhereeachschool (#- developsitsowncurriculum,disparitiesinqualityarecertaintodevelop.z)r$.(#(#    (3)0  Efficiency*%0(#(#    0   4 Adistrictcurriculumismoreefficienttooperateinsuchareasasstaffdevelopment, +&1 textbookprocurement,andcurriculumevaluation. ,'2(#(# ܘ 1XXd*e!r"ddLdd L-r.(#(#e,Ldd +   2.0 @ #XdX1JK#1XXdUNDERSTANDINGTHEROLEOFTHESCHOOLBOARD#XdX1?L#1XXd#ld@!@! ##XdX1L#     Theroleoftheschoolboardandtheboardsrelationshipwiththesuperintendentarematters  forlocaldetermination.Hereagainonlygeneralguidelinescanbeprovided.Althougha   relativelythinknowledgebaseexists,thereportsofbestpracticeprovideasomewhatreliable   foundationfortherecommendationsthatfollow.     TheCurriculumRoleoftheLocalSchoolBoard  ~v  N  Astheofficiallydesignatedrepresentativesofthestate,thelocalschoolboardislegally   responsibleforapprovingthedistrictcurriculum,ensuringthatitrespondstotheneedsofthe   communityserved,andcarryingoutspecifiedstatepolicies.However,inthemosteffective   schoolsystems,theboardexercisesfunctionsthatgobeyondsimplyapprovingwhatispresented   tothem. 4  `       <  h      p          "3"  3Q2$3  0    Workcollaborativelywiththesuperintendent. 3Q R(#(# Ԡ  ",;"    ,;R0  2$3  04(#(#  Whileaschoolboardandthesuperintendentwilloftendifferaboutspecificactions,  themosteffectiveboardknowshowtocooperatewiththesuperintendentinfinding  win/winsolutions.Theschoolboardshouldmodelcollaborationandconstructive  problemsolvingSuchcollaborationisnotsimplyadeviceforavoidingconflict.  Instead,bothpartiesunderstandthatconflictcanbeproductiveandthattheyareall  unitedinacommonpursuitprovidingaqualityeducation.,;RR~v4(#4(# Ԡ    "3"  3V2$3  0    Criticallyreviewallproposalstodevelopanewcurriculum .3V=V(#(# Ԡ  ",; "    ,;W0  2$3  04(#(#  Whiletheschoolboardwillevaluatethecurriculumguideonceithasbeendeveloped,  acarefulreviewofaproposalbeforetheprojectbeginscanpreventproblemsdown  theroad.Thesuperintendentcanassistinthispredevelopmentreviewbypreparinga  formsimilartotheoneshowninDisplay51.,;WAW4(#4(# Ԡ    "3 "  3|Y2$3  0    Provideamechanismforsystematiccommunityinput. 3|YY  (#(# Ԡ  ",;!"    ,;kZ0  2$3  04(#(#  EachboardshouldestablishaCurriculumAdvisoryCouncilthatreportstotheboard. !! Suchacouncil,broadlyrepresentativeofthecommunity,hasseveralfunctions:,;kZZ""4(#4(# Ԡ  "0!"    0۞[0  04(#(#2$-3  0` 4(#4(#  makegeneralsuggestionstotheboardaboutcurriculumcontent;0۞[4\##` (#` (# Ԡ  "0!"    0"]0  04(#(#2$-3  0` 4(#4(#  alerttheboardtocurriculumproblemsthatseemtobedeveloping;and0"][]$$` (#` (# Ԡ  "0!"    0P^0  04(#(#2$-3  0` 4(#4(#  provideaforumforthosewhohavecomplaintsaboutspecificcurricularissues.0P^^% %` (#` (# Ԡ  ",;!"    ,;_0  2$3  04(#(#  Someboardsfeelthatsuchadvisorygroupsunderminethelegitimateauthorityofthe &z!& board;however,thisissueisnotlikelytodevelopifthecouncilhasbeenfully n'f"' informedthatitadvisestheboardanddoesnotmakepolicy.,;__Z(R#(4(#4(# Ԡ  ",;!"    ,;ha0  2$3  04(#(#  Evenindistrictswithsuchacouncil,sharpdifferenceswilldevelopbetweenwhat F)>$) seemtobethewishesofthecommunity,construedbroadly,andtherecommendations 2**%* ofprofessionaleducators.Toresolvethesedifferences,theboardshouldunderstand +&+ thatitrepresentstheentirecommunity,notthesmallsplintergroupsthatoftenmake  ,', theloudestnoisesandshouldensurethateveryonehasanopportunitytovoice ,'- suggestionsorcomplaints,aslongasallsuchpersonsabidebyboardregulationswith -(. respecttopublicmeetings.,;haa .)/4(#4(# Ԡ  A7<)PxT`dEP0xA $XFXXXd  Display51:  CurriculumProposalExample  Ie #XdXX$XF*e#XXdMarch23,2002    ܘ Curriculumarea: Science h `  Chieffeaturesofnewcurriculum:    ܈ 4 1.Greateremphasisonsolvingscienceproblems.    ܈ 4 2.Emphasisonsocietalimpactofscientificdiscoveries. x p  ܈ 4 3.Additionalrequirementsforgraduation. <4  ܘ Areasofpossiblecommunitycontroversy:    ܈ 4 Evolutionasascientifictheory;_Creationism_asareligiousbelief. |  ܘ Schedule     ܈ 4 Plan:April,2002   ܈ 4 Produce:MaySeptember,2002  ܘ 4 Pilot:SchoolYear20022003 TL ܈ 4 Implement:September,2003  ܘ Useofstatestandards   ܈ 4 Extensive.Supplementedbyselectiveuseofprofessionalstandards. `X ܘ Budget   ܈ 4 Totalcostestimate:$20,000;detailsfollow.  #XdXe#A7<)xT`d2_E0xA ld ",;!"    ,; k0  2$3  04(#(#  Whencontroversialissuesarise,theboardshouldmakedecisionsprimarilyonthe ;3 basisofwhatisbestforthestudents,whileatthesametimestayingwithinthelimits ' ofthelawandcommonlyacceptedprinciplesofethicalconduct.,; kCk 4(#4(# Ԡ      0 4 0` 4(#4(#Suppose,forexample,thatamajorityofthecommunitywant_Creationism_taught, ! insteadofevolution;aminorityinthecommunitybelievethatnoreferenceshould  " bemadeto_Creationism_.Afterlisteningtoargumentsfrombothsidestheboard !# mightdevelopthefollowingguidelinesforthesciencecurriculum."$` (#` (# ܈     4  ` *0 Scienceteachersshouldindicatethat_Creationism_isareligiousbeliefheldby #% manyChristians.Itisnottheroleoftheschoolstocriticizeorholdupto $& scornanyreligiousbelief,unlessthatbeliefviolatescommonlyaccepted s%k ' ethicalprinciples._&W!( (# (#       4  ` *0 Theyshouldemphasizethatevolutionisascientifictheoryabouttheoriginof K'C") lifeonethatissupportedbyalargebodyofresearchandacceptedwithout 7(/#* reservationbymostscientists.#)$+ (# (#    "3!"  3)r2$3  0    Establishpolicies 3)rVr*}%-(#(# Ԡ  ",;""    ,;r0  2$3  04(#(#  Theschoolboardshouldestablishpoliciesthatgivedirectiontoeducatorsaboutthe u+m&. processesforcurriculumdevelopmentandimplementation.Policiesareespecially a,Y'/ neededinareasofcurriculumwherestandardoperationsaredesirable.Forexample, M-E(0 theboardshouldhaveapolicyandrelatedproceduresabouthowcitizencomplaints 9.1)1 aretobehandled.,;r1s %/*24(#4(# Ԡ  1XXd*e#r%ddLdd L!r"(#(#e,Ldd +   #XdX1u#1XXd3.0 @ ALLOCATINGLEADERSHIPFUNCTIONSATTHEDISTRICT ld LEVEL#XdX1jv#1XXd#x@!@! ##XdX1w#   Theliteraturesuggeststhatmostsuperintendentsareverybusypeople,stressedfromworking  x toohardonbudgets,buses,andboards.Anyexpectationthattheycancrowdcurriculum l d leadershipintosuchbusyschedulesmusttakecognizanceoftheirworkoverload.Theposition X P takenhereisthatitmakesmoresensetodefinethefunctionsofcurriculumleadershipthatmust D < occurattheschoolsystemlevel,lettingeachsuperintendentdecidewhatcanbestbedelegatedto 0 ( whom.     CurriculumLeadershipFunctions  ~v  y  Asystematicallocationofcurriculumresponsibilitieswillassistthedistrictinachieving   curriculumexcellence.Oneallocationmethod:      (1)0  Createamatrixoffunctionsandresponsiblepersons. .&(#(#  0  0(#(#04(#(#Listallfunctionsdowntheleft_side_ofthetable.Listallcommitteesandindividuals  whowillperformthevariousfunctionsacrossthetop. 4(#4(#    (2)0  Identifyresponsibleparties. ld(#(#      0 4 Foreachfunction,identifyonepersonorcommitteewhoisprimarilyresponsible. \T Enterthesymbol Rݥintheappropriatecell.H@4(#4(#  0  (3)0(#(# Identifycontributors. (#(#      0 4 Foreachfunction,decidewhichcommitteesorindividualscancontributetothis  function.Enterthesymbol Cݥintheappropriatecell.~4(#4(#  0  (4)0(#(# Checkfunctions. (#(#      0 4 Makesurethateachfunctionhasonepersonwhoisprimarilyresponsibleandoneor  moreindividualsorcommitteeswhocancontribute.4(#4(#  0  (5)0(#(# Checkpeople. &  (#(#      0 4 Makesurethatanysingleindividualorcommitteeisntoverloadedwithtoomany !! responsibilities.""4(#4(# SeeDisplay52foranexampleofhowthismatrixmightlook. $&   '"* ܧA7<)AxT`dEA0xA  $XFXXXd  Display52: jb CurriculumLeadershipFunctions VN  #XdXX$XF# *eddLdd L#r%  e,dd ,;dd ,;dd ,Gdd ,/dd ,;dd ,;dd ,;dd ,;dd +  $7   $  Functions XXd $ 7 $SU    AS     CAC     CCC     SAC     CW     COS    _OTH_ 77   Informboardof   curriculumwork '7L D77 'R '7 7 'C '7 7 ' '7 7 ' '7 7 ' '7 7 ' '7 7 ' '7 7 ' -7 7 -Preparecurriculum   policies $h` 7 $                        !    "  7  # Secureboard  $ approvalforcurriculum $| %7 $R   & C   '    (    )    *    +    ,  7  - Makecurricularplans $ .7 $   /    0    1 R   2    3    4 C   5  7  6 Allocatecurriculum 4,7 resources $87 $  4,9   4,:   4,;   4,<   4,=   4,>   4,?  7 4,@ Developprincipal PHA curricularskills $ B7 $  PHC   PHD   PHE   PHF   PHG   PHH   PHI  7 PHJ Appointcurriculum ldK committees $0(L7 $  ldM   ldN   ldO   ldP   ldQ   ldR   ldS  7 ldT Evaluatecurriculum $U7 $  V   W   X   Y   Z   [   \  7 ] Informpublicof ^ curriculumwork $_7 $  `   a   b   c   d   e   f  7 g Selecttexts $h7 $  i   j   k   l   m   n   o  7 p Administer TLq curriculumbasedtests $r7 $  TLs   TLt   TLu   TLv   TLw   TLx   TLy  7 TLz Developdistrict p h{ curriculumprocesses $4!,|7 $  p h}   p h~   p h   p h   p h   p h   p h  7 p h Select,train,evaluate " centralofficestaff $P#H7 $  "   "   "   "   "   "   "  7 " Aligncurriculum $$7 $  $   $   $   $   $   $   $  7 $ Assistteachersin &  implementingcurriculum $&!7 $  &    &    &    &    &    &    &   7 &   $(#7 $  (#   (#   (#   (#   (#   (#   (#  7 (#  $t)l$7 $  t)l$   t)l$   t)l$   t)l$   t)l$   t)l$   t)l$  W t)l$  ROLES:SU=Superintendent;AS=AssistantSuperintendentorDirectorofCurriculum; *% CAC=CitizenAdvisoryCouncil;CCC=CurriculumCoordinatingCouncil;SAC=SubjectArea +& Committee;CW=CurriculumWriters;COS=CentralOfficeSupervisor;_OTH_=Otherstaffor R,J' committees. -( RESPONSIBILITIES:R=Primarilyresponsibleforthisfunction;C=Contributetothisfunction#XdXz# <.4) A7<)xT`d[E/0xA  b/Z* ܈  Thisallocationoffunctionsisacriticaldecisionthatinvolvesissuesof turf,ݥstaff  sensitivities,andadministrativebudgets.Forthisreason,theprocessshouldnotbehurriedor  madeunilaterally.Theinputofthosetobeaffectedshouldcertainlybesolicited.Inadditionto  weighingtheabilitiesofstaffandtheirotherresponsibilities,thosemakingtheallocationsshould  reviewresearchthatcanguidetheirdecisionmaking(seeDisplay53).Theimplicationsofthese  researchfindingsareclear.   ܈  "3""  3(2$3  0    Weighcarefullyanydecisiontoreducecentralofficestaff.Suchreductionmayultimately   reduceschooleffectiveness.3(U (#(# Ԡ  "3#"    3i2$3  0    Clarifythespecificresponsibilitiesofcentralofficestaffandcommunicatethese T L  responsibilitiestostaff,schooladministrators,andteachers.3i@8 (#(# Ԡ  "3$"    32$3  0    Provideprofessionaldevelopmenttocentralofficestaffthatwilldeveloptheirskillsin   servingschools.3  (#(# Ԡ  "3%"    32$3  0    Monitortheperformanceofthecentralofficestafftoensurethattheyareeffectively   deliveringservicestotheschools.3L (#(# Ԡ    AConcludingNote   e  Keepyoureyesonresults.Allthesecommitteesandprocessesaredesignedsolelyto  strengthenthecurriculumasameansofimprovinglearning.Ifyourdistrictisgettinggood  resultswithoutcostlyinefficiency,youarebetteroffnottampering.  ܧA7<)xT`dE0xA  $XFXXXd  Display53:  ResearchonDistrictCurriculum vn $*X$XF #$*f# 2"3&"  3V2$3  0 4   ...Larger,betterfinanceddistrictofficesmaybemoresuccessfulthanprincipalsorother " administratorsinensuringthatdollarsactuallyreachtheclassroom.ݥ(_Wenglinsky_,1997,pp. L D# 2627)3V!$4H!4H! Ԡ  "3'"  32$3  0 4   Districtpersonnelhaveonlyvaguenotionsoftheirspecificresponsibilities;similarly,teachers 6".& wereunclearabouttheresponsibilitiesofdistrictpersonnel.(Hall,_Putman_,&_Hord_,1985)3K"'4H!4H! Ԡ  "3("  32$3  0 4   Mostinstructionalsupervisorsspendmostoftheirtimeinroutinemaintenancefunctions,  $) althoughtheywouldliketospendmoretimeoncurriculumandinstruction.(Richardson,1987)3$*4H!4H! Ԡ  "3)"  3g2$3  0 4   Teachersgenerallyholdanegativeviewaboutcentralofficesupervisors.Whentheywanthelp  &!, aboutsubjectcontentormethodology,theytendtoturntoexpertcolleagues,whoarecloseat &!- hand.(_Glatthorn_,1998)3g'".4H!4H! Ԡ  "3*"  392$3  0 4   Theinfluenceofcentralofficesupervisorsis earnedݥthroughfrequentinteractionswith (#0 principalsandteachers;theseinteractionsgeneratemutualtrustandunderstanding.(_Pajak_, |)t$1 Adamson,&_Rhoades_,1998)39f@*8%24H!4H! Ԡ  "3+"  3.2$3  0 4   Severalstudiesconcludethataddingsubjectspecialiststothecentralofficestaffisasoundway f+^&4 toimprovetheimplementationofcurriculaandsupportaqualityeducationalprogram.(_Pajak_, *,"'5 Adamson,&_Rhoades_,1998)#XdX#3.[,'64H!4H! Ԡ  A7<)|xT`dEg.0xA  . )8 ܘ 1XXd*&r'd ddd ;dd ;;dd ;Gdd G/dd /;dd ;;dd ;;dd ;;dd ;(#(#,Ldd +   #XdX1#1XXdREFERENCES#XdX1>#1XXd ld #XdX1# 0   _Corbett_,H.D.&Wilson,B.L.(1992).Thecentralofficeroleinschoolimprovement.School  EffectivenessandSchoolImprovement,3(1),4568. (#(# ܈0   Cotton,K.(1995).EffectiveSchoolingPractices:AResearchSynthesis1995Update.Portland, D < OR:NorthwestRegionalEducationalLaboratory.0 ((#(# ܈0   _Glatthorn_,A.A.(1997).MakingSchoolBasedManagementMoreEffective.Greenville,NC:    OfficeofSchoolServices,EastCarolinaUniversity.~v (#(# ܈0   _Glatthorn_,A.A.(1998).Roles,responsibilities,andrelationships.InG.R.Firth&E.F._Pajak_   (_Eds_.),HandbookofResearchonSchoolSupervision(pp.374396).NewYork:Macmillan. (#(# ܈0   Hall,G.E.,Putnam,S.,&_Hord_,S.M.(1985).DistrictOfficePersonnel.ERICDocument .&  ReproductionServiceNo.ED271808.(#(# ܈0   _Pajak_,E.F.,Adamson,P.G.,&_Rhoades_,J.M.(1998).Supervisionindistrictcentraloffices.In |t G.R.Firth&E.F._Pajak_(_Eds_.),HandbookofResearchonSchoolSupervision(pp.667687). h` NewYork:Macmillan.TL(#(# ܈0   Richardson,S.C.(1987).ActualandIdealRolePerceptionsofInstructionalSupervisorsinthe  PublicSchoolsofVirginia.PaperpresentedatannualmeetingoftheSouthernRegional  CouncilonEducationalAdministration,_Gatlinburg_,TN.(#(# ܈0   _Wenglinsky_,H.(1997).HowEducationalExpendituresImproveStudentPerformanceandHow  TheyDont.Princeton,NJ:PolicyInformationCenter.(#(#