One of the most exciting developments in American education during the last decade has been the reconceptualization of school districts and how they should be organized and managed. Neerav Kingsland, CEO of New Schools for New Orleans, describes this as a movement of “relinquishers.”¹ Relinquishers, according to Kingsland, are superintendents who use their authority to transfer power away from the central office to individual schools – and, most important, to their principals and teachers.
Education researchers Paul Hill, Christine Campbell, and Betheny Gross at the Center on Reinventing Public Education in Seattle have written for more than a decade about “portfolio school districts.” Like Kingsland’s relinquishers, portfolio school district leaders see their role not as running the schools, but rather as creating the conditions for a “tight-loose” system of school management – “tight” as to results, but “loose” with regard to operations. Superintendents are no longer owner-operators of schools, but rather “quality control agents” for portfolios of different types of schools in their districts.
Portfolio school district managers, according to Hill and his colleagues, think like savvy financial managers who build a diverse portfolio to ensure...