Degree Date

12-2018

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Dr. Gloria Hall

Second Advisor

Dr. Harrington Gibson

Abstract

ABSTRACT

This document explores how the establishment of a Principal Evaluation Steering Committee (PESC) to implement and monitor U.S. District X’s Illinois Principal Evaluation Plan (IPEP) may ensure the effectiveness of its principals as capacity builders who facilitate meaningful and productive systems change. The PESC intervention helps ensure principals and their staff is engaging in purposeful reflective practice and collegial inquiry activities and exercises designed to increase their cognitive, emotional, interpersonal, and intrapersonal capacities (Drago-Severson, Blum-DeStefano, & Asghar, 2013). This document outlines the positive and effective impacts in the contexts of educational, economic, social, political and, moral and ethical disciplinary areas; and advocates that the establishment of a PESC becomes policy in the district. By igniting, through policy, the potential principals can bring to the table individually and collectively through reflective practice and collegial inquiry—rather than using evaluation rating as a means of weeding out ineffective leadership provides a hopeful alternative to a more sanctions-oriented approach to leadership and school improvement (Drago-Severson et al., 2013; Superville, 2015).

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