Independent school district central office administrators were challenged with defining, detailing and disseminating systems of support and structure during the unprecedented times of the COVID-19 pandemic. To maintain focus on instruction during a pandemic that caused needed attention on quarantined environments and remote learning structures, campus administrators were tasked with making school happen without being in their school building environments that were structured for instruction. This research presents an intentional production of knowledge through actions and experiences of one Texas school district that provided effective instruction that earned them an A-rating from the Texas Education Agency. Through the leadership and transformation of the district's central office academic leadership, the effective leadership practices, procedures and outcomes are chronologically detailed from March 2020 through August 2022 when the district earned their A-rating. Using an innovative methodological approach of systematization and interviews from campus administrators, I reconstruct my lived experiences as the acting associate superintendent of curriculum and instruction who was part of the central office leadership that made it all happen. I highlight the creation of instructional models, the use of the Effective Schools Framework and explain the support and professional development that was shared with our campus leaders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]