Dissertation - Public Access
Ed.D. Doctor of Education
Dr. Gloria Hall
Dr. Harrington Gibson
Studies by Kelley and Peterson (2002), Drago-Severson, Blum-DeStefano & Asghar (2013) and other researchers, have shown that in order for principals and other building leaders to be able to demonstrate the required expectations of “new” principal standards, they must engage in ongoing supervision, evaluation, coaching, and continuous career-long professional development. These studies also suggest that school districts, in their support and development of principals’ growth in competency capacity building, are more effective when the principal supervisor works in collaboration with principals they supervise/evaluate in a trusting, mutually respectful relationship of shared accountability for improving instruction and learning. This change plan initiative explores a mentor-coach model as an effective means of increasing principals’ ability to influence instruction and learning in their schools.
Riley, Noah, "Creating Conditions For A Collaborative Relationship Between Principals And Their Supervisors: A Change Initiative" (2018). Dissertations. 340.