Dissertation - Public Access
Ed.D. Doctor of Education
Dr. Gloria Hall
Dr. Harrington Gibson
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).
Riley, Noah, "23 Illinois Administrative Code 50: Redefining The Formal School Site Observation In Principal Evaluation (A Policy Advocacy Document)" (2018). Dissertations. 342.