District Office Transformation for Student Success 

Reporter: Casey Welscher, University of Illinois Springfield 

Panelists: Keisha Campbell, Ed.D., Superintendent, Elmhurst CUSD 205; Jenna Bibb, Superintendent, Cambridge CUSD 227; Jennifer Gill, Superintendent, Springfield SD 186; Mark Hansen, Ed.D., Education Consultant, ROE 17 

Moderator: Karen Sullivan, Ed.D., District Transformation Coach/Retired Superintendent, Indian Prairie School District, DuPage ROE 

This session highlighted how district office leadership can drive meaningful, systemwide improvement and directly impact student achievement. Presenters emphasized research showing that improvement efforts falter when central office leadership is not engaged, making district-level transformation essential rather than optional. Following the pandemic, districts saw declines in student achievement, though Illinois recovered more quickly than other states. Even so, presenters stressed the need for intentional structural alignment to support teaching and learning. 

The panel introduced the concept of moving “from tinkering to transformation,” explaining that successful districts build cohesive systems centered on teaching and learning, supported by additional organizational pillars. These structures look different in small, rural districts compared to larger unit districts, but the core principles remain consistent: clear vision, aligned goals, and districtwide ownership of instructional improvement. 

To begin transformation, districts conduct a comprehensive gap analysis. One example shared involved examining maintenance ticket requests and calculating the time required for resolution — revealing operational delays that impacted schools. Identifying such gaps helps leaders understand where district office systems are misaligned or under-resourced. 

Professional learning and leadership development were highlighted as essential components. The Rising Leaders Network, offered monthly, brings speakers from different departments to help emerging leaders strengthen interviewing skills, deepen knowledge of district systems, and understand school improvement planning. Districts also implemented interactive handbooks and embedded learning visits to give leaders firsthand insight into day-to-day operations. 

Panelists noted that larger districts often have more robust systems simply due to staffing capacity, while smaller districts must be more creative in building structures that support teaching and learning. Regardless of size, presenters encouraged districts to establish a long-range vision, develop strategic goals, and adopt an instructional framework. Some districts utilize Marzano’s “Power 4” to anchor a comprehensive professional development plan aligned to instructional priorities. 

Another key recommendation was for superintendents and administrators to meet periodically with non-instructional departments, including food service, custodial staff, and transportation teams, to ensure alignment across all areas that affect student success. These conversations help reinforce that every department contributes to the conditions necessary for high-quality teaching and learning. 

Presenters concluded that district office transformation is particularly impactful for first-year superintendents or administrators seeking clarity and coherence in their work. Aligning systems, purposefully engaging all departments, and grounding decisions in an instructional vision can accelerate improvement and strengthen outcomes for all students.