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Full-Text Articles in Education
Examining The Perceptions Of Principals To Improve Professional Development Opportunities And Support From Central Office: A Program Evaluation, Noah Riley
Dissertations
ABSTRACT
The work of Louis, Leithwood, Wahlstrom, and Anderson, (2010), Manna (2015), Leithwood and Azah (2016) validates that principals can have a powerful influence on instruction and learning in schools. Supporting principals’ growth with professional development, therefore, is critical to building principals’ competencies as instructional leaders. Although school districts are unique in internal and external conditions (e.g., educational, political, and financial); which may influence their approach to supporting principals, a useful place for all school districts to start is with an appraisal of principals’ perceptions of current support and professional development from central office; regardless of district internal and external …
Creating Conditions For A Collaborative Relationship Between Principals And Their Supervisors: A Change Initiative, Noah Riley
Dissertations
ABSTRACT
Studies by Kelley and Peterson (2002), Drago-Severson, Blum-DeStefano & Asghar (2013) and other researchers, have shown that in order for principals and other building leaders to be able to demonstrate the required expectations of “new” principal standards, they must engage in ongoing supervision, evaluation, coaching, and continuous career-long professional development. These studies also suggest that school districts, in their support and development of principals’ growth in competency capacity building, are more effective when the principal supervisor works in collaboration with principals they supervise/evaluate in a trusting, mutually respectful relationship of shared accountability for improving instruction and learning. This change …
23 Illinois Administrative Code 50: Redefining The Formal School Site Observation In Principal Evaluation (A Policy Advocacy Document), Noah Riley
Dissertations
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 …