Thesis advisor: Martin Scanlan / This qualitative case study explored the role of central office leaders in supporting autonomy and accountability in the Lawrence Public Schools. One of the key strategies of central office transformation is the creation of assistance relationships with principals (Honig et al., 2010), which serves as the conceptual framework for this study. Data was gathered from interviews with and observations of central office leaders and principals as well as a document review. The results of the study found that principals were granted broad autonomy in several areas of school leadership that resulted in improved student outcomes. Findings further noted that central office leaders engaged in assistance relationships and employed the key practices in their efforts to support principals. Principals reported that central office leaders employed these practices in each of the four decision-making areas of building leadership; budget, staffing, curriculum and assessment, and scheduling. While enacting autonomy for principals in building decision-making, central office leaders executed a “customer-service culture” of support. Recommendations include continual examination of assistance relationships among central office leaders in support of principals’ autonomy in the context of a turnaround district. Future researchers may continue to contribute to the growing body of literature by examining these findings and offering a longitudinal view of this practice. This strands’ findings may begin to provide insights into strategies that will add to school improvement efforts for chronically underperforming schools and districts. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Martin Scanlan / This qualitative case study explored the role of central office leaders as they supported principals’ development of high instructional expectations in the Lawrence Public Schools. One of the key strategies of central office transformation is the creation of assistance relationships with principals, which serves as the conceptual framework for this study. Data were gathered from interviews with central office leaders and principals as well as a document review. The results of the study found that central office leaders employed high quality practices that strengthened principals’ instructional leadership capacity and raised instructional expectations within schools and of teachers. Principals reported that having central office support through systems and structures, curriculum, culture and working conditions created heightened instructional expectations and contributed to their growth as instructional leaders. The central office leaders and principals reported the strong culture of assistance relationships contributed to increased expectations and improved student outcomes. Recommendations include continual examination of assistance relationships among central office leaders in support of principals in the context of a turnaround district. Future researchers may continue to contribute to the growing body of literature by examining these findings and offering a longitudinal view of this practice. This strand’s findings can serve as a guide for the practice of central office leaders who are working with principals to raise and create heightened instructional expectations required for improving achievement and equity system-wide in habitually underperforming schools and districts across our country. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Martin Scanlan / This qualitative case study explored the role central office leaders played in recruiting, developing and retaining principal human capital in Lawrence Public Schools. One of the key strategies of central office transformation is the creation of assistance relationships with principals, which serves as the conceptual framework for this study. Data was gathered from interviews with central office leaders and principals as well as a document review. The results of the study found that central office leaders targeted principals with certain characteristics and recruited candidates from within and outside of the district. Central office leaders provided in-district professional development and engaged external organizations in the process. Work environment and a focus on cultivating local talent contributed to principal retention. Findings further indicated that the assistance relationships developed between central office leaders and principals contributed to principal development and retention through their impact on the work environment. Recommendations include continual examination of work environment and development of assistance relationships for their contribution to principal human capital. Future researchers may continue to contribute to the growing body of literature by examining these findings and offering a longitudinal view of this practice. This strand’s findings may provide insights into practices to recruit, develop and retain principals in low-performing districts. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.