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It explains why principals are pivotal to culture, instruction, staffing, and system alignment, and how leadership creates a multiplier effect across classrooms. The guidebook contrasts student-first, organized central office practices with compliance-focused approaches that can hinder principals. 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Students in impacted principals’ schools outperformed comparison schools in math and reading, and principal retention improved.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584669,1792061728,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137451208677,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","PRIORITIZING PRINCIPALS G UIDEB OOK MAY 2021  \nPRIORITIZING  \nPRINCIPALS GUIDEBOOK  \nCENTRAL OFFICE PRACTICES THAT SUPPORT SCHOOL LEADERS  \nTHE SCHOOL LEADERSHIP DISTRICT COHORT  \nMAY  \n2021  \nPRIORITIZING  \nPRINCIPALS GUIDEBOOK  \nCENTRAL OFFICE PRACTICES THAT SUPPORT SCHOOL LEADERS  \nTHE SCHOOL LEADERSHIP DISTRICT COHORT  \nGuidebook Author:  \nDr. Gina Ikemoto, Senior Advisor, School Leadership Initiative  \nResearch and Editing Support:  \nAnne Wicks, The Ann Kimball Johnson Director, Education Reform, George W. Bush Institute Dr. Eva Chiang, Director, Evaluation and Research, George W. Bush Institute Ann Clark, District Advisor, School Leadership Initiative Dr. Mikel Royal, District Advisor, School Leadership Initiative Alex Dowdy, Program Manager, Education Reform, George W. Bush Institute  \nExpert Review:  \nBrian Moskowitz, Long Beach Unified School District  \nMatthew Smith, Des Moines School District  \nGreg Basham, Hillsborough Public School District  \nGlenn Pethel,(Retired) Gwinnett County Public Schools  \nGeorge W. Bush Institute School Leadership Initiative District Cohort:  \nAustin Independent School District (TX)  \nChesterfield County Public Schools (VA)  \nFort Worth Independent School District (TX)  \nGranite School District (UT)  \nHoused within the George W. Bush Presidential Center, the George W. Bush Institute isan action-oriented, nonpartisan policy organization with the mission of developing leaders, advancing policy, and taking action to solve today’s most pressing challenges. Through three Impact Centers—Domestic Excellence, Global Leadership, and an Engagement Agenda—the Bush Institute delivers measurable results that save and improve lives. To learn more, [visit](visit www.BushCenter.org)[ ](visit www.BushCenter.org)[www.BushCenter.org](visit www.BushCenter.org).  \nWe are grateful for the continued generous support of the following: an anonymous donor, The AT&T Foundation, The BNSF Railway Foundation, Carstens Family Funds, CME Group Foundation, Mr. and Mrs. John W. Johnson, The Morris Foundation, Rainwater Charitable Foundation, and Sammons Enterprises, Inc.  \nWhy Focus on the Central Office?  \n“There are two kinds of people in this district: those who teach and those who support those who teach.”  \n—Alvin Wilbanks, Superintendent, Gwinnett County Public Schools  \nPrincipals play a critical role in school improvement and student success.1 Research shows that principals are second only to teachers in school-level factors that affect student achievement.2 A recent review found that replacing a below-average principal with an above-average principal tended to have larger impacts on student learning than other educational interventions.3 The principal role is particularly important in low-performing schools, where improvement does not occur without strong leadership.4  \nStrong principals ensure that the school culture, instruction, staffing, and systems are all designed to support the achievement of every student. Principals have a multiplier effect, transforming classroom pockets of excellence into schoolwide systems of effective practice. Principals also play an important role in improving equity by disrupting systems of inequality and fostering culturally responsive classrooms.5 Strong principals are great bosses.  \nPrincipals need the support of their district’s central office in order to lead their campuses well. This guidebook addresses how the structure and behavior of central office teams can make or break  \nwhat happens on campuses. Those who are organized and authentically operate with a students-first mentality support the equitable achievement of all students. Those who are focused on compliance and nonstudent-focused outcomes can distract and disrupt the work of principals.  \nNot surprisingly, a RAND study of six districts implementing comprehensive strategies to improve principal leadership found that their efforts had widespread positive effects on principals and in turn on students. Students in sc","cbCaimBNE87f2VPN","https://ap.wps.com/l/cbCaimBNE87f2VPN","pdf",1135282,44,"English","# Why Focus on the Central Office?\n## Role and Impact of Principals\n## How Central Office Structure and Behavior Affect Campuses\n## Research Evidence and COVID-19 Context","[{\"question\":\"Why are principals considered critical to school improvement and student success?\",\"answer\":\"The guidebook states that principals are second only to teachers in school-level factors affecting achievement. It also notes that improvements often require strong leadership, especially in low-performing schools.\"},{\"question\":\"How do central office teams influence what happens on campuses?\",\"answer\":\"The guidebook explains that central office structure and behavior can make or break outcomes. Organized teams that operate with a students-first mentality support equitable achievement, while compliance-focused approaches can distract principals.\"},{\"question\":\"What does research say about supporting principals through central office strategies?\",\"answer\":\"A RAND study cited in the guidebook reports widespread positive effects on principals and, in turn, students. Students in impacted principals’ schools outperformed comparison schools in math and reading, and principal retention improved.\"}]","PRIORITIZING PRINCIPALS GUIDEBOOK - Central Office Practices that Support School Leaders - The School Leadership District Cohort - May 2021 | PDF",1792051754,111]