Differentiating the Principal Evaluation: Policy Advocacy Document
High-quality school leadership is pertinent to improving school performance and raising student achievement. Research supports that the impact of leadership is most significant in schools with the greatest needs (Clifford & Ross, 2012). Further, research suggests that leadership is the second most important factor impacting student achievement (Mitgang, 2013). This policy advocates for Chicago Public School (CPS) District 299 to implement a policy that differentiates Principal Evaluation. Implementing this policy could create a more equitable evaluation system to support, hire, and retain effective leadership in every school in Chicago. Creating a policy to support the implementation of a principal evaluation system designed to provide all students the high-quality education they deserve represents a critical tool for building equity in the education children receive in every school in CPS District 299.
Principal Evaluation, Policy Advocacy, Education, Educational Leadership
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