ERIC Number: ED457551
Record Type: RIE
Publication Date: 2001
Reference Count: N/A
Principal Peer Evaluation: Promoting Success from Within.
Gil, Libia S.
This book presents a framework for administrator peer evaluation within school districts that is already at work and succeeding. The evaluation design emphasizes results, promotes professional growth and development, models expectations for students and teachers, and meets Interstate School Leaders Licensure Consortium standards. Chapter 1 highlights the historical context for challenging the status quo of a school district and moving to a different level of professional engagement. Chapter 2 describes the genesis of a peer-evaluation concept for principals. A framework for student-based decision making is also outlined in this chapter. Chapter 3 documents the process of establishing a new format for the evaluation process. Chapter 4 contains crucial information for school districts seeking a model and describes the process of creating continuum-based principal performance and leadership standards. Chapter 5 contains a summary of progress, a view to the future, an examination of unresolved challenges, and the identification of future opportunities that will fuel efforts as the leadership role is redefined. Insights from principals' perspectives are also provided in this chapter. Appendix A contains a copy of the article, "Principals Evaluating Peers," in which the early phases of establishing the principal peer-evaluation process are described and its strengths and weaknesses identified. (RT)
Descriptors: Administrator Evaluation, Elementary Secondary Education, Management Development, Peer Evaluation, Professional Development
Corwin Press, Inc., A Sage Publications Company, 2455 Teller Rd., Thousand Oaks, CA 91320-2218 (paperback: ISBN-0-7619-7710-4, $24.95; hardcover: ISBN-0-7619-7709-0, $55.95). Tel: 805-499-9734; Fax: 800-4-1-SCHOOL; e-mail: firstname.lastname@example.org; Web site: http://www.corwinpress.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: N/A