Transforming Central Office Practices for Equity, Coherence, and Continuous Improvement - Chicago Public Schools under the Leadership of Dr. Janice K. Jackson

Oct 15, 2026

Uploaded by Rhys

Transforming Central Office Practices for Equity, Coherence, and Continuous Improvement examines how Chicago Public Schools, led by Dr. Janice K. Jackson, used complexity-aware leadership to build coherence across a large district. It details the shift from crisis management to institutional transformation, including establishing a CEdO entry plan, negotiating authority, and forming capable teams. The report outlines performance management phases, learning agendas, instructional coherence at the middle level, and a continuous-improvement infrastructure tied to customer service and equity.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages91

Reading Time3 h 49 min

AccessFree to download

Table of Contents

Table of Exhibits

Abbreviations and Acronyms

Acknowledgements

Introduction

Complexity, Coherence, and Adaptivity in Large District Leadership

The CEdO Period: From Crisis Management to a Foundation for District Coherence

Performance Management Phase I

Performance Management Phase II

Summarizing the CEdO Period – Founding an Institutional Transformation

Conclusion

References

Transforming Central Office Practices for Equity, Coherence, and Continuous Improvement: Chicago Public Schools under the Leadership of Dr . Janice K. Jackson Samuel P. Whalen December 15, 2020 TABLE OF CONTENTS Table of Contents 1. Table of Exhibits 3. Abbreviations and Acronymns 5. Acknowledgements 7. Introduction 8. Complexity, Coherence, and Adaptivity in Large District Leadership 11. Setting Foundational Direction. 12. Converging on the Core Technology of Instruction 12. Coherence as a Dynamic Process and Practice 13. Learning to Improve and the Practice of Coherence-Making. 13. Adaptive Leadership and Coherence within Complexity 14. The CEdO Period: From Crisis Management to a Foundation for District Coherence 15. Coherence as a Response to Institutional Crisis: Reasserting the CEdO Role 16. Developing a CEdO Entry Plan. 17. Managing Up: Negotiating a Scope of Authority 18. Establishing a Capable CEdO Team. 19. Enlisting Central Office Leaders: Reframing “the Re-Org” as Coherence-Making 19. Reshaping School Communications. 20. Building a Learning Agenda for Academic Coherence from the CEdO Platform 21. Active Listening with Teachers and School Administrators 21. Concerted Outreach and Engagement with School Principals 22. Performance Management Phase I: Pivoting PM toward Continuous Strategic Improvement. 24. Visioning as a Leadership Process: Consultation, Codification & Enculturation. 28. Cultivating Reciprocal Accountability Among Senior Central Office Leaders 31. Performance Management Phase II: Building an Infrastructure for Continuous Improvement 32. Building Instructional Coherence at the Middle Level of School Supervision 36. Transforming Central Office Practices UIC Center for Urban Education Leadership 1 Summarizing the CEdO Period – Founding an Institutional Transformation 41. The Transition to CEO: Scaling Continuous Improvement Across the Organization 43. Engaging Strategically and Tactically 43. Establishing a Cadence of Leadership Development: Structures, Routines & Expert Help 46. Advancing the Organization’s “North Stars”: Continuous Improvement, Customer Service, and Equity 49. Continuous Improvement (CI) 50. Customer Service 55. Bringing Equity to the Forefront of District Vision 57. Enacting Convergence: Vision Collaboratives and the Curriculum Equity Initiative (CEI) 62. Vision Collaboratives 62. The Curriculum Equity Initiative 64. What Have We Learned? Reprising our Research Questions 67. Conclusion 83. References 85. Transforming Central Office Practices UIC Center for Urban Education Leadership 2 Table of Exhibits | Page | Exhibit | Brief Description | | --- | --- | --- | | 17 | Exhibit 1 | Chief Education Officer (CEdO) Proposed Entry Plan, Summer 2015 | | 26 | Exhibit 2 | OCLG Collaboration Continuum; CPS PM Training Module 1_July 2018 | | 26 | Exhibit 3 | CPS Performance Management Presentation-March 2016 | | 26 | Exhibit 4 | CPS PM Department Strategic Plan – SY 2016 Template | | 29 | Exhibit 5 | CPS “Success Starts Here” Three-Year Vision (7 Page Version) | | 29 | Exhibit 6 | CPS “Success Starts Here” Three-Year Vision (Full Version; April 2017) | | 33 | Exhibit 7 | Data Inquiry Root Cause Analysis Template, Summer 2016 | | 34 | Exhibit 8 | CPS PM Department Strategic Plan – Template v2, Fall 2016 | | 36 | Exhibit 9 | CPS/CEdO Performance Management Report Spring 2017 | | 38 | Exhibit 10 | Office of Network Support PM Strategic Plan, Spring 2016 | | 38 | Exhibit 11 | CPS/CEdO High School Strategy Overview, June 2016 | | 39 | Exhibit 12 | CPS/CEdO Instructional Core Walk Protocol, Fall 2017 | | 39 | Exhibit 13 | CPS Instructional Core Walk CEdO Feedback, Fall 2017 | | 40 | Exhibit 14 | Office of Network Support Strategic Plan, Spring 2017 | | 40 | Exhibit 15 | Office of Network Support Strategic Plan May 2018 | | 41 | Exhibit 16 | Network Chief Deputy Panel Interview Round 1 Protocol | | 41 | Exhibit

FAQs

What is the central focus of the report?

The report focuses on transforming central office practices to advance equity, strengthen coherence, and enable continuous improvement within Chicago Public Schools.

How does leadership evolve during the CEdO period?

It moves from crisis management toward building a district foundation for coherence, supported by entry planning, authority scope negotiation, and developing a capable CEdO team.

What role do performance management and learning play?

Performance management is developed in two phases to support continuous strategic improvement, while learning agendas and instructional coherence practices connect leadership efforts to daily instructional work.

Oct 15, 2026

Uploaded by Rhys