The Role of Central Office Leaders in New Haven's Professional Educator Program

• In Event: 29.061 - Research on Districts: From Policies and Structures to Leadership

Abstract

Relationships between central office and schools are critical to promoting key improvements to teaching and learning but have not been the subject of much research. In this study, we examine the role of middle-level district leaders implementing the Professional Educator Program (PEP) in the New Haven, Connecticut Public Schools. Based on interviews with 122 teachers, principals, central office leaders, and union officials over three years, our paper analyzes the work of four individuals in new central office roles responsible for overseeing PEP. We examine how they engaged with school and district stakeholders to promote PEP, how conflict arose regarding their roles and PEP, and how this conflict appeared to promote and impede organizational learning.

Authors

• Morgaen L. Donaldson, University of Connecticut - Storrs

• Kimberly LeChasseur, University of Connecticut

• Jeremy B Landa, University of Connecticut