Tuesday, December 20, 2016

Sample Superintendent Evaluation Form

Below is an example of a Superintendent Evaluation Form (from Iowa) that TUSD might consider revising and using for its own needs (see post titled TUSD Policy Code: IGA and the Supt.).  I particularly like the Reflective Conversation: Possible questions board members could ask section. 
Please comment with your thoughts if you have the chance--what do you think of the standards?  Would you add or remove anything?


Superintendent Leadership
Performance Review:
A Systems Approach

                                                                                         
Developed by and for Iowa school leaders with support from the Iowa Association of School Boards, School Administrators of Iowa and The Wallace Foundation

This model process is designed to promote a reflective conversation between school board members and their superintendent. This collaborative approach is for the purpose of improvement of performance of both the superintendent and the system so that student achievement increases.
Sample 1: Superintendent Evaluation Form
Part I - Job Responsibilities
Standard 1: An educational leader promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. (Shared Vision)
The descriptors supporting each criterion are provided as examples of the kind of activities/behaviors that would support the criterion. The descriptors are not exhaustive nor would it be reasonable to expect that a superintendent demonstrate competence on all descriptors. The artifacts listed are meant to provide examples of evidence of work on the standards. The artifacts listed are not exhaustive nor would it be reasonable to expect a superintendent to provide all of the artifacts.

1a. In collaboration with others, uses appropriate data to establish rigorous, concrete goals in the context of student achievement and instructional programs.
Descriptors
E  Examples of Evidence/Artifacts
·     Identifies critical data elements with stakeholder groups (e.g., teacher leaders, principals, School Improvement Advisory Committee, Board, etc.).
·     Ensures data-driven goals are set for the building and district teams.
·     Participates in planning process to establish measurable goals with all stakeholders.


·       Board agendas/administrative team agendas
·       Presentations to groups, including teachers (shareholders/stakeholders)
·       Comprehensive School Improvement Plan actions for Annual Progress Report
·       Board and administrative goals
·       Growth goals for administrators
·       Work with School Improvement Advisory Committee (SIAC) (documentation)
·       “Observational” data from board, staff, etc.
·       Comprehensive School Improvement Plan
·       Evidence of annual review of district’s mission statement and alignment to practice
·       Opening day PowerPoint-type presentation
·       Podcasts/video communicating district vision and accomplishments
·       Iowa Core Curriculum – vision
·       Collaborative sharing of programs, etc. (agendas and minutes)
 1b. Uses research and/or best practices in improving the education program.
Descriptors
Examples of Evidence/Artifacts
  • Demonstrates knowledge of current research and best practice.
·    Ensures staff has access to information and/or examples of current research and best practice.
·    Aligns goals with current research and best practice about high-quality instructional programs.
·    Systematically engages stakeholders in discussions about current research and best practice.

·       Board agendas/administrative team agendas
·       Media – Newsletter/paper articles/Web site
·       Presentations to groups, including teachers (shareholders/stakeholders)
·       Comprehensive School Improvement Plan actions for Annual Progress Report
·       Board and administrative goals
·       Growth goals for administrators
·       Board policy and administrative policy enforcement that’s reflective of a “new” vision with supporting materials
·       Participation on state, regional, national initiatives (documentation)
·       Comprehensive School Improvement Plan
·       Communication “vehicles” that make the school vision visible to stakeholders including using technology
·       Opening day PowerPoint-type presentation
·       Podcasts/video communicating district vision and accomplishments
·       Collaborative sharing of programs, etc. (agendas and minutes)
1c. Articulates and promotes high expectations for teaching and learning.
Descriptors
Examples of Evidence/Artifacts
  • Holds administrative team to established expectations for teacher and student performance.
·    Works with stakeholders to establish expectations for teacher and student performance.
·    Communicates and discusses expectations for teaching and learning with stakeholders.
·    Promotes the belief that all students will master rigorous academic standards.
·    Facilitates goal setting to improve student achievement.

·       Board agendas/administrative team agendas
·       Media – Newsletter/paper articles/Web site
·       Presentations to groups, including teachers (shareholders/stakeholders)
·       Comprehensive School Improvement Plan actions for Annual Progress Report
·       Board and administrative goals
·       Growth goals for administrators
·       Work with School Improvement Advisory Committee (SIAC) (documentation)
·       “Observational” data from board, staff, etc.
·       Comprehensive School Improvement Plan
·       Evidence of annual review of district’s mission statement and alignment to practice
·       Communication vehicles, including using technology, that make the school vision visible to stakeholders
·       Opening day PowerPoint-type presentation
·       Podcasts/video communicating district vision and accomplishments
·       Iowa Core Curriculum – vision
·       Collaborative sharing of programs, etc. (agendas and minutes)
 1d. Aligns and implements the education programs, plans, action, and resources with the district’s vision and goals
Descriptors
Examples of Evidence/Artifacts
·     Ensures building-level goals and action plans are consistent with district goals.
·     Ensures curriculum, instruction, and assessment alignment.
·     Provides leadership for development of effective and meaningful school improvement plan.
·    Makes decisions and allocates resources to support building and district goals.


·       Board agendas/administrative team agendas
·       Comprehensive School Improvement Plan actions for Annual Progress Report
·       Board and administrative goals
·       Growth goals for administrators
·       Board policy and administrative policy enforcement that’s reflective of a “new” vision with supporting materials
·       Work with School Improvement Advisory Committee (SIAC) (documentation)
·       “Observational” data from board, staff, etc.
·       Comprehensive School Improvement Plan
·       Evidence of annual review of district’s mission statement and alignment to practice
·       Opening day PowerPoint-type presentation
·       Podcasts/video communicating district vision and accomplishments
·       Iowa Core Curriculum – vision
·       Economic vision (participation with community development groups)
·       Collaborative sharing of programs, etc. (agendas and minutes)
1e. Provides leadership for major initiatives and change efforts.
Descriptors
Examples of Evidence/Artifacts
  • Demonstrates understanding of the change process.
·       Board agendas/administrative team agendas
·       Presentations to groups, including teachers (shareholders/stakeholders)
·       Comprehensive School Improvement Plan actions for Annual Progress Report
·       Board and administrative goals
·       Growth goals for administrators
·       Board policy and administrative policy enforcement that’s reflective of a “new” vision with supporting materials
·       Work with School Improvement Advisory Committee (SIAC) (documentation)
·       Participation on state, regional, national initiatives (documentation)
·       Comprehensive School Improvement Plan
·       Evidence of annual review of district’s mission statement and alignment to practice
·       Communication “vehicles” that make the school vision visible to stakeholders including using technology
·       Opening day PowerPoint-type presentation
·       Podcasts/video communicating district vision and accomplishments
·       Collaborative sharing of programs, etc. (agendas and minutes)
  • Systematically plans change efforts to improve student achievement.
  • Uses knowledge of the school, district and community environment to inform planning and actions.
  • Allocates resources to support initiatives and change efforts.
  • Supports staff during the change process.
  • Garners staff and community support for change.
  • Fosters a climate of shared leadership.

1f. Communicates effectively to various stakeholders regarding progress with school improvement plan goals.
Descriptors
Examples of Evidence/Artifacts
  • Uses multiple means of communication to report district progress to share and help all stakeholders understand district progress.

  • Responds to stakeholder questions and/or concerns with information.



·       Board agendas/administrative team agendas
·       Presentations to groups, including teachers (shareholders/stakeholders)
·       Comprehensive School Improvement Plan actions for Annual Progress Report
·       Board and administrative goals
·       Growth goals for administrators
·       Board policy and administrative policy enforcement that’s reflective of a “new” vision with supporting materials
·       Work with School Improvement Advisory Committee (SIAC) (documentation)
·       Participation on state, regional, national initiatives (documentation)
·       Comprehensive School Improvement Plan
·       Evidence of annual review of district’s mission statement and alignment to practice
·       Communication vehicles, including using technology, that make the school vision visible to stakeholders
·       Opening day PowerPoint-type presentation
·       Podcasts/video communicating district vision and accomplishments
·       Collaborative sharing of programs, etc. (agendas and minutes)

Evidence:


Reflection:


Summary Rating  oMeets Standard  oDoesn’t Meet Standard

Reflective Conversation: Possible questions board members could ask
Standard 1
The questions provided are meant to guide the discussion between the superintendent and the board. The questions are not exhaustive nor would it be reasonable to expect a superintendent to respond to all questions.
  • As you reflect on your work implementing the vision, what are some of the barriers you encountered and how did you overcome them?
  • In what ways are you maximizing resources to support the vision?
  • What are the connections between the district’s initiatives, allocation of resources and student learning? (Success? achievement?)
  • How are you supporting the accomplishment of our district’s vision?
  • How does our student achievement data compare to others?
  • What are the factors that you believe will impact our long-range vision?
  • What is the approach you use to develop and sustain the district’s vision?
  • How widely known is the vision? How often do you review it? What do you do to recommend policies and practices that reflect the vision?
  • Does our vision reflect the culture and climate of our community?




Standard 2: An educational leader promotes the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional development. (Culture of Learning)
The descriptors supporting each criterion are provided as examples of the kind of activities/behaviors that would support the criterion. The descriptors are not exhaustive nor would it be reasonable to expect that a superintendent demonstrate competence on all descriptors. The artifacts listed are meant to provide examples of evidence of work on the standards. The artifacts listed are not exhaustive nor would it be reasonable to expect a superintendent to provide all of the artifacts.
2a. Provides leadership for assessing, developing and improving climate and culture.
Descriptors
Examples of Evidence/Artifacts
  • Articulates a plan to improve/sustain the desired climate and culture.
·       Professional Development Plan
·       Log of school visits and conversations with staff (includes emails)
·       Reflective journals
·       Written communications
·       Surveys of staff/community
·       Meeting logs of times with administrative staff/support staff
·       Symbolic “pins,” other symbols – celebrations, etc.
·       Reports and celebrations of student achievement to board and other audiences
·       Iowa Youth Survey results
·       Log of school visits and presentations
·       Monthly calendar
·       Comprehensive School Improvement Plan
·       ACT Student Satisfaction Survey
·       Distribution of research to administrative team and teachers
·       Documentation of coaching and evaluation of principals
·       Meaningful interpretive reports of student achievement data delivered in lay language
·       Diversity training/awareness plan
·       Bullying/harassment programs
·       Agendas and/or minutes from community planning meetings, including key communicators meetings
  • Defines a set of core values, which reflect the desired climate and culture.
  • Facilitates the assessment of implementation of the plan and alters as necessary based on data sources.
  • Fosters a climate in which every student is well known, respected and cared for.
 2b. Systematically and fairly recognizes and celebrates accomplishments of staff and students.
Descriptors
Examples of Evidence/Artifacts
  • Develops a structure that ensures all students and staff earn recognition for work well done.
·       Log of school visits and conversations with staff (includes emails)
·       Written communications
·       Feedback from a wide variety of stakeholders about performance as the superintendent
·       Surveys of staff/community
·       Symbolic “pins,” other symbols – celebrations, etc.
·       Student achievement data
·       Reports and celebrations of student achievement to board and other audiences
·       Iowa Youth Survey results
·       Log of school visits and presentations
·       Documentation of coaching and evaluation of principals
·       Meaningful interpretive reports of student achievement data delivered in lay language
·       Agendas and/or minutes from community planning meetings, including key communicators meetings
  • Communicates accomplishments of staff and students to district stakeholders.
 2c. Provides leadership, encouragement, opportunities and structure for staff to continually design more effective teaching and learning experiences for all students.
Descriptors
Examples of Evidence/Artifacts
  • Articulates desired effective teaching and learning experiences.
·       Professional Development Plan
·       Log of school visits and conversations with staff (includes emails)
·       Reflective journals
·       Agenda of learning experiences of administrative teams
·       Written communications
·       Meeting logs of times with administrative staff/support staff
·       Student achievement data
·       Linkage of Iowa Professional Development Model to student achievement goals (documentation)
·       Evidence of teachers examining student achievement data
·       Monthly calendar
·       Written proposals for innovative practices
·       Distribution of research to administrative team and teachers
·       Documentation of coaching and evaluation of principals
·       Trends in Career Development Plan growth goals for teachers
·       Administrative team book study (agendas and minutes)
·       iPod audible book study
·       Leadership library (documentation)
·       ICC/national standards implementation plan
·       Agendas and/or minutes from community planning meetings, including key communicators meetings
  • Facilitates the utilization of effective current practices and new innovations.
  • Orchestrates processes to improve teaching and learning experiences.
  • Facilitates the assessment of the results, which reflect the success of established processes.

 2d. Monitors and evaluates the effectiveness of curriculum, instruction and assessment.
Descriptors
Examples of Evidence/Artifacts
  • Ensures a high quality system is in place and used for the review of curriculum implementation and instruction and assessment practices.
·       Professional Development Plan
·       Log of school visits and conversations with staff (includes emails)
·       Agenda of learning experiences of administrative teams
·       Written communications
·       Feedback from a wide variety of stakeholders about performance as the superintendent
·       Meeting logs of times with administrative staff/support staff
·       Student achievement data
·       Evidence of teachers examining student achievement data
·       Iowa Youth Survey results
·       Log of school visits and presentations
·       Comprehensive School Improvement Plan
·       Written proposals for innovative practices
·       Distribution of research to administrative team and teachers
·       Documentation of coaching and evaluation of principals
·       Trends in Career Development Plan growth goals for teachers
·       Meaningful interpretive reports of student achievement data delivered in lay language
·       Administrative team book study (agendas and minutes)
·       iPod audible book study
·       Iowa Core Curriculum team attendance at AEA meeting, agendas of district ICC meetings
  • Facilitates the collection of data related to curriculum, instruction and assessment.
  • Facilitates the collaborative analysis of data related to curriculum, instruction and assessment.
  • Ensures that a rigorous academic program is in place at each school.
  • Ensures that each student is engaged in a rigorous course of study.
  • Ensures that the curricular program is aligned with assessment systems.
  • Ensures that the curricular program is aligned across grades and levels of schooling.
  • Ensures that the regular and special programs (special education, English as a second language, etc.)
 2e. Evaluates staff and provides ongoing coaching for improvement.
Descriptors
Examples of Evidence/Artifacts
  • Demonstrates an understanding of and applies the Iowa Standards for School Leaders and Criteria.
·       Professional Development Plan
·       Log of school visits and conversations with staff (includes emails)
·       Reflective journals
·       Agenda of learning experiences of administrative teams
·       Written communications
·       Meeting logs of times with administrative staff/support staff
·       Reports and celebrations of student achievement to Board and other audiences
·       Linkage of Iowa Professional Development Model to student achievement goals (documentation)
·       Evidence of teachers examining student achievement data
·       Log of school visits and presentations
·       Documentation of coaching and evaluation of principals
·       Trends in Career Development Plan growth goals for teachers
·       Meaningful interpretive reports of student achievement data delivered in lay language
·       Administrative team book study (agendas and minutes)
·       Iowa Core Curriculum/national standards implementation plan
·       Diversity training/awareness plan
·       Bullying/harassment programs
·       Agendas and/or minutes from community planning meetings, including key communicators meetings
  • Maximizes district evaluation process to improve staff performance.
  • Initiates frequent conversations focused on continuous improvement.
  • Initiates critical conversations about quality teaching.
 2f. Ensures staff members have professional development that directly enhances their performance and improves student learning.
Descriptors
Examples of Evidence/Artifacts
  • Allocates resources to provide ongoing, research-based professional development.
·       Professional Development Plan
·       Agenda of learning experiences of administrative teams
·       Written communications
·       Feedback from a wide variety of stakeholders about performance as the superintendent
·       Meeting logs of times with administrative staff/support staff
·       Student achievement data
·       Linkage of Iowa Professional Development Model to student achievement goals (documentation)
·       Evidence of teachers examining student achievement data
·       Log of school visits and presentations
·       Monthly calendar
·       Comprehensive School Improvement Plan
·       Written proposals for innovative practices
·       Distribution of research to administrative team and teachers
·       Trends in Career Development Plan growth goals for teachers
·       Meaningful interpretive reports of student achievement data delivered in lay language
·       Iowa Core Curriculum team attendance at AEA meeting, agendas of district ICC meetings
·       Iowa Core Curriculum/national standards implementation plan
·       Agendas and/or minutes from community planning meetings, including key communicators meetings
  • Ensures professional development reflects current research-based practices, which have demonstrated improvement in student achievement.
  • Solicits input from staff regarding professional development needs and planning.
  • Collaborates with staff in the design of a plan that correlates with the Iowa Professional Development Model.
 2g. Uses current research and theory about effective schools and leadership to develop and revise his/her professional growth plan.
Descriptors
Examples of Evidence/Artifacts
  • Demonstrates an understanding of current research and theory regarding effective schools and leadership.
·       Professional Development Plan
·       Log of school visits and conversations with staff (includes emails)
·       Reflective journals
·       Agenda of learning experiences of administrative teams
·       Written communications
·       Feedback from a wide variety of stakeholders about performance as the superintendent
·       Surveys of staff/community
·       Meeting logs of times with administrative staff/support staff
·       Student achievement data
·       Linkage of Iowa Professional Development Model to student achievement goals (documentation)
·       Written proposals for innovative practices
·       Distribution of research to administrative team and teachers
·       Documentation of coaching and evaluation of principals
·       Meaningful interpretive reports of student achievement data delivered in lay language
·       Administrative team book study (agendas and minutes)
·       Attend state or national conference (agendas and minutes)
·       Iowa Core Curriculum team attendance at AEA meeting, agendas of district ICC meetings
·       Leadership library (documentation)
  • Builds professional growth plan based on school district needs, the school improvement plan, and data on student performance.
 2h. Promotes collaboration with all stakeholders.
Descriptors
Examples of Evidence/Artifacts
  • Ensures that a variety of stakeholders are meaningfully involved in accomplishing the mission of the school.
·       Professional Development Plan
·       Log of school visits and conversations with staff (includes emails)
·       Reflective journals
·       Agenda of learning experiences of administrative teams
·       Written communications
·       Feedback from a wide variety of stakeholders about performance as the superintendent
·       Surveys of staff/community
·       Meeting logs of times with administrative staff/support staff
·       Reports and celebrations of student achievement to board and other audiences
·       Evidence of teachers examining student achievement data
·       Log of school visits and presentations
·       Monthly calendar
·       Comprehensive School Improvement Plan
·       Distribution of research to administrative team and teachers
·       Meaningful interpretive reports of student achievement data delivered in lay language
·       Administrative team book study (agendas and minutes)
·       Iowa Core Curriculum team attendance at AEA meeting, agendas of district ICC meetings
·       Iowa Core Curriculum/national standards implementation plan
·       Agendas and minutes from “key communicator” – meetings in long-range planning committee from the community
  • Provides time and opportunities for collaboration.
  • Provides meaningful opportunities for students to be engaged in school.
  • Fosters a culture in which teachers collaboratively engage, on a routine basis, on the shared work of improving the instructional program.
 2i. Is easily accessible and approachable to all stakeholders.
Descriptors
Examples of Evidence/Artifacts
  • Develops and communicates a process for stakeholders to communicate with the administrator.
·       Log of school visits and conversations with staff (includes emails)
·       Written communications
·       Feedback from a wide variety of stakeholders about performance as the superintendent
·       Surveys of staff/community
·       Meeting logs of times with administrative staff/support staff
·       Reports and celebrations of student achievement to board and other audiences
·       Log of school visits and presentations
·       Administrative team book study (agendas and minutes)
·       iPod audible book study
·       Attend state or national conference (agendas and minutes)
·       Iowa Core Curriculum team attendance at AEA meeting, agendas of district ICC meetings
·       Diversity training/awareness plan
·       Bullying/harassment programs
·       Agendas and/or minutes from community planning meetings, including key communicators meetings
2j. Is highly visible and engaged in the school community.
Descriptors
Examples of Evidence/Artifacts
  • Interacts with stakeholders in ways that enhance their support for the district.
·       Professional Development Plan
·       Log of school visits and conversations with staff (includes emails)
·       Reflective journals
·       Agenda of learning experiences of administrative teams
·       Written communications
·       Feedback from a wide variety of stakeholders about performance as the superintendent
·       Surveys of staff/community
·       Meeting logs of times with administrative staff/support staff
·       Symbolic “pins,” other symbols – celebrations, etc.
·       Reports and celebrations of student achievement to board and other audiences
·       Log of school visits and presentations
·       Monthly calendar
·       iPod audible book study
·       Attend state or national conference (agendas and minutes)
·       Iowa Core Curriculum team attendance at AEA meeting, agendas of district ICC meetings
·       Agendas and/or minutes from community planning meetings, including key communicators meetings
  • Makes systematic and frequent visits to buildings, and school and community activities.

2k. Articulates the desired school culture and shows evidence about how it is reinforced.
Descriptors
Examples of Evidence/Artifacts
  • Develops a shared vision of the school culture.
·       Professional Development Plan
·       Log of school visits and conversations with staff (includes emails)
·       Reflective journals
·       Agenda of learning experiences of administrative teams
·       Written communications
·       Feedback from a wide variety of stakeholders about performance as the superintendent
·       Surveys of staff/community
·       Symbolic “pins,” other symbols – celebrations, etc.
·       Reports and celebrations of student achievement to Board and other audiences
·       Linkage of Iowa Professional Development Model to student achievement goals (documentation)
·       Iowa Youth Survey results
·       Log of school visits and presentations
·       Monthly calendar
·       Comprehensive School Improvement Plan
·       ACT Student Satisfaction Survey
·       Distribution of research to administrative team and teachers
·       Documentation of coaching and evaluation of principals
·       Administrative team book study (agendas and minutes)
·       iPod audible book study
·       Iowa Core Curriculum team attendance at AEA meeting, agendas of district ICC meetings
·       Leadership library (documentation)
·       ICC/national standards implementation plan
·       Diversity training/awareness plan
·       Bullying/harassment programs
·       Agendas and/or minutes from community planning meetings, including key communicators meetings
  • Collects, shares and analyzes data regarding school cultures.

Evidence:


Reflection:


Summary Rating  oMeets Standard  oDoesn’t Meet Standard

Reflective Conversation: Possible questions board members could ask
Standard 2
The questions provided are meant to guide the discussion between the superintendent and the board. They are not exhaustive nor would it be reasonable to expect a superintendent to respond to all questions.
·       How do you monitor the culture and climate of the district? What are the key factors that you consider? Possible key factors to consider:
o   Alignment of quality professional development for all staff
o   Norms about professionalism
o   Staff turnover analysis based on exit interviews
o   Student discipline data
o   Grievances
o   Absentee rates (staff and students)
o   Beginning teacher retention
o   Staff honors/recognitions and student recognitions
o   Open enrollment data
o   Student sub-group profiles re: participation rates in activities
o   Post-graduate surveys
o   Student achievement data
o   Student recognitions
·       How do you support a culture where everything is focused on student achievement?
·       How do you ensure a culture of equality and equity?
·       What standards do you set for your professional development and growth?
·       How do you tell if the resources we’re investing in professional development make a difference in student achievement?
·       What evidence can you provide that we’re using the best research about quality professional development?


Standard 3: An educational leader promotes the success of all students by ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment. (Management)
The descriptors supporting each criterion are provided as examples of the kind of activities/behaviors that would support the criterion. The descriptors are not exhaustive nor would it be reasonable to expect that a superintendent demonstrate competence on all descriptors. The artifacts listed are meant to provide examples of evidence of work on the standards. The artifacts listed are not exhaustive nor would it be reasonable to expect a superintendent to provide all of the artifacts.

3a. Complies with state and federal mandates and local board policies.
Descriptors
Examples of Evidence/Artifacts
  • Ensures organizational compliance at all levels of local, state, and federal policies and mandates.
·       Administrative “calendar” – critical dates calendar (DE due dates, etc) and board presentation cycle/annual reports
·       Department of Education site visit summative report
·       Auditor’s report
·       Grants received/applied for – alignment to goals of the district; sustainability
·       Induction plan of board members for understanding of school finance (confidence of board members’ understanding)
·       Academy of Board Learning Experiences (ABLE) meetings attended
·       Enrollment plans
·       Policies/procedures for management of funds
·       “Categorical” funds/budgets
·       Emergency/Crisis Plans
·       Hiring process (guidelines, procedures, schedules)
·       Employee handbooks
·       Board meeting agendas
·       School Comparisons Chart from Iowa Association of School Boards
·       Administrative team meeting agendas
·       Program evaluation and process result
·       Staff recruitment plan
·       Evidence of implementation of formal project management techniques
·       Collaboration/sharing incentives/opportunities for efficiency/effective learning (documentation)
  • Explains local, state, and federal policies and mandates to stakeholders.
  • Allocates resources to support the compliance of local, state, and federal policies and mandates.
  • Develops and ensures the implementation of procedures and structures to support the compliance at all levels of local, state, and federal policies and mandates.
 3b. Recruits, selects, inducts and retains staff to support quality instruction.
Descriptors
Examples of Evidence/Artifacts
  • Uses a variety of methods and resources to recruit highly qualified staff.
·       Administrative “calendar” – critical dates calendar (DE due dates, etc) and board presentation cycle/annual reports
·       Department of Education site visit summative report
·       Induction plan of board members for understanding of school finance (confidence of board members’ understanding)
·       Enrollment plans
·       Hiring process (guidelines, procedures, schedules)
·       Employee handbooks
·       Board meeting agendas
·       Administrative team meeting agendas
·       Program evaluation and process result
·       Staff recruitment plan
·       Evidence of implementation of formal project management techniques
·       Student/staff training – conflict resolution plans
  • Develops district procedures for hiring staff and ensures the process is followed.
  • Ensures opportunities are provided for orientation, mentoring and ongoing support for staff.
 3c. Addresses current and potential issues in a timely manner.
Descriptors
Examples of Evidence/Artifacts
  • Identifies issues with the potential to impact the district.
·       Administrative “calendar” – critical dates calendar (DE due dates, etc) and board presentation cycle/annual reports
·       Department of Education site visit summative report
·       Auditor’s report
·       Induction plan of board members for understanding of school finance (confidence of board members’ understanding)
·       Academy of Board Learning Experiences (ABLE) meetings attended
·       Facility plans
·       Enrollment plans
·       Policies/procedures for management of funds
·       “Categorical” funds/budgets
·       Emergency/crisis plans
·       Hiring process (guidelines, procedures, schedules)
·       Employee handbooks
·       Board meeting agendas
·       School Comparisons Chart from Iowa Association of School Boards
·       Meeting records of conversations with business manager about fiscal health
·       “Second opinion” report about financial health of the district
·       Financial report card
·       Administrative team meeting agendas
·       Program evaluation and process result
·       “Green school” development plan
·       Collaboration/sharing incentives/opportunities for efficiency/effective learning (documentation)
·       Plans to use technology for communication
  • Develops plans to address the issues with the potential to impact the district.
  • Uses appropriate methods to communicate plans.
 3d. Manages fiscal and physical resources responsibly, efficiently and effectively.
Descriptors
Examples of Evidence/Artifacts
  • Allocates resources, including technology, to optimize student learning.
·       Auditor’s report
·       Grants received/applied for – alignment to goals of the district; sustainability
·       Induction plan of board members for understanding of school finance (confidence of board members’ understanding)
·       Academy of Board Learning Experiences (ABLE) meetings attended
·       Facility plans
·       Enrollment plans
·       Policies/procedures for management of funds
·       “Categorical” funds/budgets
·       Board meeting agendas
·       School Comparisons Chart from Iowa Association of School Boards
·       Meeting records of conversations with business manager about fiscal health
·       “Second opinion” report about financial health of the district
·       Financial report card
·       Administrative team meeting agendas
·       “Green school” development plan
·       Evidence of implementation of formal project management techniques
·       Student/staff training – conflict resolution plans
·       Collaboration/sharing incentives/opportunities for efficiency/effective learning (documentation)
·       Plans to use technology for communication
  • Implements and communicates effective budgetary policies and procedures.
  • Assesses district facility needs and develops plan to meet those needs.
3e. Protects instructional time by designing and managing operational procedures to maximize learning.
Descriptors
Examples of Evidence/Artifacts
  • Develops a school calendar to optimize student learning.
·       Administrative “calendar” – critical dates calendar (DE due dates, etc) and board presentation cycle/annual reports
·       Department of Education site visit summative report
·       Emergency/crisis plans
·       Employee handbooks
·       Board meeting agendas
·       Administrative team meeting agendas
·       Program evaluation and process result
·       Collaboration/sharing incentives/opportunities for efficiency/effective learning (documentation)
·       Plans to use technology for communication
  • Work with board to develop policies and procedures to optimize student learning.
3f. Communicates effectively with both internal and external audiences about the operations of the school.
Descriptors
Examples of Evidence/Artifacts
  • Ensures the development and maintenance of a district communication plan.
·       Administrative “calendar” – critical dates calendar (DE due dates, etc.) and board presentation cycle/annual reports
·       Department of Education site visit summative report
·       Auditor’s report
·       Induction plan of board members for understanding of school finance (confidence of board members’ understanding)
·       Facility plans
·       Enrollment plans
·       Policies/procedures for management of funds
·       “Categorical” funds/budgets
·       Emergency/crisis plans
·       Hiring process (guidelines, procedures, schedules)
·       Employee handbooks
·       Board meeting agendas
·       Financial report card
·       Administrative team meeting agendas
·       Program evaluation and process result
·       Staff recruitment plan
·       Evidence of implementation of formal project management techniques
·       Student/staff training – conflict resolution plans
·       Collaboration/sharing incentives/opportunities for efficiency/effective learning (documentation)
·       Plans to use technology for communication
  • Gathers information and input from a variety of sources prior to communicating.
  • Communicates accurate information to appropriate audience(s) in a timely manner.

Evidence:



Reflection:



Summary Rating  oMeets Standard  oDoesn’t Meet Standard

Reflective Conversation: Possible questions board members could ask
Standard 3
The questions provided are meant to guide the discussion between the superintendent and the board. They are not exhaustive nor would it be reasonable to expect a superintendent to respond to all questions.
  • What strategies do you use to monitor the general operations of the district?
  • How do you identify areas for improvement?
  • How do you ensure that the district’s general operations support student achievement?
  • How do you prioritize in a climate of scarce resources?
  • What can we do to support you?
  • How does our financial data compare to other schools of comparable size and demographics?
  • How often do you have critical conversations with the business manager about the financial health and financial safeguards for the district?
  • How does our budget support our educational goals?
  • What is the protocol for addressing questions of financial health of the district?



Standard 4: An educational leader promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs and mobilizing community resources. (Family and Community)
The descriptors supporting each criterion are provided as examples of the kind of activities/behaviors that would support the criterion. The descriptors are not exhaustive nor would it be reasonable to expect that a superintendent demonstrate competence on all descriptors. The artifacts listed are meant to provide examples of evidence of work on the standards. The artifacts listed are not exhaustive nor would it be reasonable to expect a superintendent to provide all of the artifacts.

4a. Engages family and community by promoting shared responsibility for student learning and support of the education system.
Descriptors
Examples of Evidence/Artifacts
  • Ensures the involvement of students, families and community members in the decision-making process to enhance student achievement.
·       Meeting logs/minutes of task force meetings
·       Level of volunteerism (documentation)
·       Parent-teacher conference numbers
·       Number of visits to Web site
·       Community survey
·       Needs assessments/satisfaction surveys/focus groups
·       Election results that impact tax levies
·       Written communications
·       Data on outreach programs
·       Collaborative partners (documentation)
·       Advisory board minutes
·       Parenting classes - numbers
·       “House calls” – contact with parents and partners (documentation)
·       Open houses (documentation)
·       Membership and service to service clubs (documentation)
·       Participation in youth-oriented organizations (documentation)
·       Communications with parents
·       Minutes of the School Improvement Advisory Committee meetings
·       Civic group presentations
·       Formal and informal community partnership agreements and plans
·       Preschool – community partnership plans
  • Promotes collaborative opportunities to enhance district achievement.
  • Builds partnerships with community groups to support district goals.
 4b. Promotes and supports a structure for family and community involvement in the education system.
Descriptors
Examples of Evidence/Artifacts
  • Establishes system for school and stakeholders to communicate with one another.
·       Meeting logs/minutes of task force meetings
·       Level of volunteerism (documentation)
·       Parent-teacher conference numbers
·       Number of visits to Web site
·       Community survey
·       Needs assessments/satisfaction surveys/focus groups
·       Written communications
·       Data on outreach programs
·       Collaborative partners (documentation)
·       Advisory board minutes
·       Participation in 6-year plan for 8th graders (documentation)
·       Parenting classes - numbers
·       Inter-agency agreements
·       “House calls” – contact with parents and partners (documentation)
·       Open houses (documentation)
·       Membership and service to service clubs (documentation)
·       Participation in youth-oriented organizations (documentation)
·       Communications with parents
·       Minutes of the School Improvement Advisory Committee meetings
·       Civic group presentations
·       Formal and informal community partnership agreements and plans
·       Preschool – community partnership plans
·       Adult learning opportunities (documentation)
  • Collects and uses input/feedback from families and community for decision making.
  • Provides for skill development of family and community to support student learning.
  • Models equity in engaging stakeholders that represent the diversity of the school community.
  • Secures resources from the larger community to support school goals.
 4c. Facilitates the connections of students and families to the health and social services that support a focus on learning.
Descriptors
Examples of Evidence/Artifacts
  • Ensures process exists for connecting students and families to appropriate health and social services.
·       Meeting logs/minutes of task force meetings
·       Community survey
·       Written communications
·       Data on outreach programs
·       Collaborative partners (documentation)
·       Advisory board minutes
·       Parenting classes - numbers
·       Inter-agency agreements
·       Membership and service to service clubs (documentation)
·       Participation in youth-oriented organizations (documentation)
·       Communications with parents
·       Civic group presentations
·       Formal and informal community partnership agreements and plans
·       Preschool – community partnership plans
4d. Collaboratively establishes a culture that welcomes and honors families and community and seeks ways to engage them in student learning.
Descriptors
Examples of Evidence/Artifacts
  • Interacts with parents in ways that enhance their support for student learning.
·       Meeting logs/minutes of task force meetings
·       Parent-teacher conference numbers
·       Number of visits to Web site
·       Community survey
·       Needs assessments/satisfaction surveys/focus groups
·       Written communications
·       Data on outreach programs
·       Collaborative partners (documentation)
·       Advisory board minutes
·       Parenting classes - numbers
·       “House calls” – contact with parents and partners (documentation)
·       Open houses (documentation)
·       Membership and service to service clubs (documentation)
·       Participation in youth-oriented organizations (documentation)
·       Communications with parents
·       Minutes of the School Improvement Advisory Committee meetings
·       Civic group presentations
·       Formal and informal community partnership agreements and plans
·       Preschool – community partnership plans
·       Adult learning opportunities (documentation)
  • Fosters responsibility among staff to provide welcoming culture for all.
  • Promotes respect for diversity; capitalizes on the diversity of the school community.



Evidence:



Reflection:



Summary Rating  oMeets Standard  oDoesn’t Meet Standard

Reflective Conversation: Possible questions board members could ask
Standard 4
The questions provided are meant to guide the discussion between the superintendent and the board. They are not exhaustive nor would it be reasonable to expect a superintendent to respond to all questions.
  • What data do you have that indicates the level of meaningful parent involvement in their children’s education?
  • What steps have you taken to initiate community partnerships based on district goals? What are the results of the initiatives?
  • How do you reach out to disengaged parents in particular?
  • In what ways do you use your leadership skills to have a positive effect on the community?
  • What do you do with the data we get from surveys, needs assessments, etc.?
  • What do you do to model to the families in our district a healthy balance between professional and personal responsibilities?



Standard 5: An educational leader promotes the success of all students by acting with integrity, fairness and in an ethical manner. (Ethics)
The descriptors supporting each criterion are provided as examples of the kind of activities/behaviors that would support the criterion. The descriptors are not exhaustive nor would it be reasonable to expect that a superintendent demonstrate competence on all descriptors. The artifacts listed are meant to provide examples of evidence of work on the standards. The artifacts listed are not exhaustive nor would it be reasonable to expect a superintendent to provide all of the artifacts.

5a. Demonstrates ethical and professional behavior.
Descriptors
Examples of Evidence/Artifacts
  • Adheres to state and federal mandates.
·       Record of solicitation of feedback
·       Customer satisfaction indices
·       Special Education delivery plan
·       Written recommendations on difficult issues
·       “Equity” district-wide program results
·       Character education program data
·       Affirmative Action Plan
·       Background checks verification
·       Notes from state officials
·       Advisory council minutes
·       Staff handbook
·       PBS – Positive Behavior Supports – control/theory/SAFE/Olweus/CHAMPS implementation plans
·       Evidence of relationship building (notes, cards, e-mails, etc.)
·       Development of wikis, blogs, etc. to collect feedback on specific issues in the district
·       IHSAA sportsmanship data/ratings
  • Adheres to board policies, district procedures, and contractual obligations.
  • Adheres to professional standards of behavior.
  • Treats people fairly and with respect.
5b. Demonstrates values, beliefs and attitudes that inspire others to higher levels of performance.
Descriptors
Examples of Evidence/Artifacts
  • Portrays a positive attitude about the ability of staff and students to accomplish substantial goals.
·       Feedback from a variety of stakeholders
·       Record of solicitation of feedback
·       Customer satisfaction indices
·       Special Education delivery plan
·       Written recommendations on difficult issues
·       “Equity” district-wide program results
·       Character education program data
·       Affirmative Action Plan
·       Advisory council minutes
·       PBS – Positive Behavior Supports – control/theory/SAFE/Olweus/CHAMPS implementation plans
·       Evidence of relationship building (notes, cards, emails, etc.)
·       Development of wikis, blogs, etc. to collect feedback on specific issues in the district
·       IHSAA sportsmanship data/ratings
  • Supports major initiatives.
  • Communicates and models ideals and beliefs about schooling, teaching and learning with stakeholders.

5c. Fosters and maintains caring professional relationships with staff.
Descriptors
Examples of Evidence/Artifacts
  • Remains aware of personal needs of the staff.
·       Feedback from a variety of stakeholders
·       Record of solicitation of feedback
·       Customer satisfaction indices
·       “Equity” district-wide program results
·       Background checks verification
·       Staff handbook
·       Coaches/activities handbook
  • Is informed about significant personal issues in the lives of the staff.
  • Acknowledges significant events in the lives of the staff.
5d. Demonstrates appreciation for and sensitivity to diversity in the school community.
Descriptors
Examples of Evidence/Artifacts
  • Practices equity in meeting district needs.
·       Feedback from a variety of stakeholders
·       Customer satisfaction indices
·       Special Education delivery plan
·       Written recommendations on difficult issues
·       “Equity” district-wide program results
·       Character education program data
·       Affirmative Action Plan
·       Advisory council minutes
·       Staff handbook
·       Coaches/activities handbook
·       Evidence of relationship building (notes, cards, e-mails, etc.)
·       Development of wikis, blogs, etc. to collect feedback on specific issues in the district
5e. Is respectful of divergent opinions.
Descriptors
Examples of Evidence/Artifacts
  • Solicits the opinion of others.
·       Feedback from a variety of stakeholders
·       Record of solicitation of feedback
·       Written recommendations on difficult issues
·       “Equity” district-wide program results
·       Affirmative Action Plan
·       Notes from state officials
·       Advisory council minutes
·       Staff handbook
·       Coaches/activities handbook
·       Evidence of relationship building (notes, cards, e-mails, etc.)
·       Development of wikis, blogs, etc. to collect feedback on specific issues in the district



Evidence:



Reflection:



Summary Rating  oMeets Standard  oDoesn’t Meet Standard

Reflective Conversation: Possible questions board members could ask
Standard 5
The questions provided are meant to guide the discussion between the superintendent and the board. They are not exhaustive nor would it be reasonable to expect a superintendent to respond to all questions.
  • How do you apply ethical decision-making with staff, students, parents and other stakeholders?
  • How do you confront and resolve any ethical issue that arises re: interactions between staff, staff and students, students and students, board to board, board to school personnel, board to community?
  • What strategies do you employ when dealing with ethical issues such as treating all kids equitably, ensuring that under-performing kids are given extra supports, creating a safe learning environment for all kids, etc.?
  • How do you model integrity, fairness and ethical behavior?
  • When have you drawn an ethical “line in the sand”?
  • What evidence can you provide that your decisions are based on the “greater good” of all kids and the system?
  • What values and beliefs are central to how you approach ethical dilemmas?
  • What standards do you set for yourself for your own professional development and growth?



Standard 6: An educational leader promotes the success of all students by understanding the profile of the community and, responding to, and influencing the larger political, social, economic, legal and cultural context. (Societal Context)
The descriptors supporting each criterion are provided as examples of the kind of activities/behaviors that would support the criterion. The descriptors are not exhaustive nor would it be reasonable to expect that a superintendent demonstrate competence on all descriptors. The artifacts listed are meant to provide examples of evidence of work on the standards. The artifacts listed are not exhaustive nor would it be reasonable to expect a superintendent to provide all of the artifacts.
6a. Collaborates with service providers and other decision-makers to improve teaching and learning.
Descriptors
Examples of Evidence/Artifacts
  • Participates in efforts for improved education through the political process.
·       Communication logs with legislators
·       Agendas from meetings –Area Education Agency, Board meetings, meetings with legislators, etc.
·       Participation in “non-school” initiatives, e.g., economic development, Chambers, Empowerment (documentation)
·       Participation in professional associations such as School Administrators of Iowa and Iowa Association of School Boards (documentation)
·       Participation in state-level task forces (documentation)
·       Involvement with community colleges, institutions of higher education, post-secondary institutions (documentation)
·       Inter-Agency agreements
·       Involvement with “school safety” organizations (documentation)
·       AEA schools collaboration (agendas and minutes)
·       Conference association (agendas and minutes)
·       Participation in social/fraternal organizations (documentation)
·       Work with city council on city/school initiatives (documentation)
  • Responds to community needs by supporting educational programs.
  • Interacts with organizations to enhance support for schools.
6b. Advocates for the welfare of all members of the learning community.
Descriptors
Examples of Evidence/Artifacts
  • Serves as educational liaison to the community.
·       Communication logs with legislators
·       Participation in “non-school” initiatives, e.g., economic development, Chambers, Empowerment (documentation)
·       Participation in professional associations such as School Administrators of Iowa and Iowa Association of School Boards (documentation)
·       Participation in state-level task forces (documentation)
·       Involvement with community colleges, institutions of higher education, post-secondary institutions (documentation)
·       Inter-agency agreements
·       Participation in social/fraternal organizations (documentation)
·       Work with city council on city/school initiatives (documentation)
  • Advocates for children and families in the larger community.
6c. Designs and implements appropriate strategies to reach desired goals.
Descriptors
Examples of Evidence/Artifacts
  • Assesses needs and analyzes data before making decisions.
·       Agendas from meetings –Area Education Agency, Board meetings, meetings with legislators, etc.
·       Participation in “non-school” initiatives, e.g., economic development, Chambers, Empowerment (documentation)
·       Participation in state-level task forces (documentation)
·       Inter-agency agreements
·       Involvement with “school safety” organizations (documentation)
·       Participation in social/fraternal organizations (documentation)
·       Work with city council on city/school initiatives (documentation)
  • Provides opportunities for input from all stakeholders.
  • Understands community profile and its relationship to global society.
  • Ensures the infusion of global understandings in program design and implementation.

Evidence:


Reflection:


Summary Rating  oMeets Standard  oDoesn’t Meet Standard

Reflective Conversation: Possible questions board members could ask
Standard 6
The questions provided are meant to guide the discussion between the superintendent and the board. They are not exhaustive nor would it be reasonable to expect a superintendent to respond to all questions.
  • What service providers are we working with or networking with, and what is the impact of those efforts?
  • What steps are you taking to collaborate with other districts, institutions and organizations, and on what issues?
  • What steps are you taking to ensure that our students and organization will be prepared for the changing demographics of our state and nation?
  • What examples of your efforts to advocate for our district, all students and for education can you give us?


 Part II – Overall Summary [Mark one in each row]
Job Responsibilities
Meets Standard
Does Not Meet Standard
Standard 1                                                  
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6


Significant Achievements:

Areas for Growth:

Superintendent Comments:

School Board President Comments:

Continuous Improvement Recommendation (mark one)
     Professional Growth Plan  
     Remediation Target(s)       


Superintendent’s Signature: __________________________________________ Date: _____________________
Evaluation Period: 20______ to 20______
Board President’s Signature: __________________________________________ Date: _____________________



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