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).
","abstract_html":"<p><strong>ABSTRACT</strong></p> <p>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 <em>capacity builders </em>who facilitate <em>meaningful</em> and <em>productive systems change</em>. The PESC intervention helps ensure principals and their staff is engaging in purposeful <em>reflective</em> <em>practice</em> and <em>collegial inquiry</em> 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 <em>reflective practice</em> and <em>collegial</em> <em>inquiry</em>—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). <strong></strong></p>","abstract_has_math":false,"creators":["Riley, Noah"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Gloria Hall","Dr. Harrington Gibson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-12-01T08:00:00Z","date_published":"2018-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["professional development","leadership","capacity building","school leadership","evaluation","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/342","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Gloria Hall","Dr. Harrington Gibson"]},{"key":"dc:creator","label":"Author","values":["Riley, Noah"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-12-22T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["professional development","leadership","capacity building","school leadership","evaluation","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/342"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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).
"]},{"key":"dc:title","label":"Title","values":["23 Illinois Administrative Code 50: Redefining The Formal School Site Observation In Principal Evaluation (A Policy Advocacy Document)"]}]}],"canonical_facts":{"dc:contributor":["Dr. Gloria Hall","Dr. Harrington Gibson"],"dc:creator":["Riley, Noah"],"dc:date.available":["2018-12-22T08:00:00Z"],"dc:description.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).
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/342"],"dc:subject":["professional development","leadership","capacity building","school leadership","evaluation","Education"],"dc:title":["23 Illinois Administrative Code 50: Redefining The Formal School Site Observation In Principal Evaluation (A Policy Advocacy Document)"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}