Differentiating the Principal Evaluation: Policy Advocacy Document

<p>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.</p>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2018

Author dc:creator

• Harper-Young, Kimberly

Contributors dc:contributor

• Elizabeth Minor
• Sandra Stringer
• Don Angelaccio

• Principal Evaluation
• Policy Advocacy
• Education
• Educational Leadership

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/300

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1318