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HIGH-QUALITY TEACHING AND LEARNING  \nMeredith Honig & Lydia Rainey | University of Washington  \nBrief No. 10  \nThis brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. Click here to learn more about the EdResearch for Recovery Project and view the set of COVID-19 response-andrecovery topic areas and practitioner-generated questions.  \n~~  ~~CENTRAL~~ ~~QUESTION~~  ~~  \nWhat changes in central office systems are likely to support principals in leading for equitable, highquality teaching and learning?  \nKEY INSIGHTS  \n PRINCIPAL SUPERVISORS: Principal supervisors support principals’ instructional leadership growth when they dedicate their time to that work and coach principals from a teaching and learning approach, maintaining their instructional focus even amid operational demands.  \n TEACHING & LEARNING: Teaching & Learning (T&L) units bolster principals’ equity-focused instructional leadership by supporting their use of a common, research-based definition of highquality, culturally responsive teaching and by helping principals foster true teacher learning communities with the autonomy and resources necessary for teacher success.  \n HUMAN RESOURCES: Human Resources (HR) staff fuel principals’ equity-focused instructional leadership when they recruit and select teachers based mainly on performance, and when they strategically partner with principals to ensure teachers are in the right roles and teams for their success, with an emphasis on recruiting and retaining teachers of color.  \n DATA SYSTEMS: District data systems support principals’ equity-focused instructional leadership by providing principals with ready access to information about their students and staff that helps principals take a strengths-based and antiracist approach.  \n OPERATIONAL STAFF: Operational staff help principals engage in equity-focused instructional leadership when they provide high-quality services to schools and strategically partner with principals to ensure that facilities, transportation, and food services in particular support each school’s instructional program.  \nEdResearch for Recovery-September 2020 1  \nEdResearch  \nFor Recovery  \nEvidence shows that school principals are pivotal to ensuring equitable, high-quality teaching and learning and that realizing that leadership districtwide depends on support that school district central offices historically have not provided. At the onset of the COVID-19 pandemic, many central offices pivoted resources away from supporting principals and toward the distribution of lunches and laptops, plans for moving adults and students through school buildings, and other operational matters. The disproportionate effect of COVID-19 school closures on Black, Indigenous, Latino/a students, and students in low-income households further fuels the urgency for school district leaders to ensure each of their principals has the supports necessary for leading educational equity.  \nTo inform districts’ efforts, this brief identifies:  \n1. Core central office systems—in principal supervision, professional development, human resources, data, and operations—that typically impede principals’ equity-focused instructional leadership; and  \n2. Specific systems shifts that will enable that leadership.  \nOur approach reflects three premises that themselves could provide useful guides for district leaders moving forward.  \n1.Address the foundation. As districts increase their emphasis on culturally responsive and antiracist strategies to combat systemic racism, they would do well to remember that adding such strategies on to current ways of working in many central offices will likely realize limited results. For instance, a district can provide teachers with professional development","cbCaiduuJ0Ey6PMT","https://ap.wps.com/l/cbCaiduuJ0Ey6PMT","pdf",337244,"English","# Key Insights\n## Principal Supervisors\n## Teaching & Learning\n## Human Resources\n## Data Systems\n## Operational Staff\n# Central Office Systems and Equity-Focused Leadership","[{\"question\":\"What central office systems most affect principals’ equity-focused instructional leadership?\",\"answer\":\"The brief highlights systems in principal supervision, professional development, human resources, data systems, and operations as core areas that can impede equity-focused instructional leadership.\"},{\"question\":\"How do principal supervisors support principals during competing operational demands?\",\"answer\":\"Principal supervisors support instructional leadership growth by dedicating time to coaching from a teaching-and-learning approach and maintaining instructional focus even amid operational pressures.\"},{\"question\":\"What system changes does the brief recommend for longer-term education recovery planning?\",\"answer\":\"Districts should address the foundational antiracist and culturally responsive approach, plan ahead for deeper changes beyond immediate crisis needs, and tackle entrenched system practices to pursue specific shifts that propel systemic improvement.\"}]","EdResearch for Recovery - Brief No. 10 - District Systems to Support Equitable and High-Quality Teaching and Learning | PDF",1792047888]