Guidance n Superintendent Evaluatin The superintendent evaluatin is ne f the bard s mst imprtant tasks. It is directly cnnected t the bard s respnsibility fr versight and setting directin fr the district. It is als ne f the primary means by which the gvernance team establishes and strengthens a high-trust relatinship between the superintendent and the bard. It is a mistake f leadership t treat the evaluatin as nthing mre than an annually required prcedure that must be fulfilled t meet plicy r cntract requirements. A high quality evaluatin prcess is at the cre f the bard s gvernance wrk. Establishing a superintendent evaluatin prcess requires the gvernance team t reach agreement in three general areas: cntent, instrument design, and prcess /timeline. Cntent What aspects f the superintendent s perfrmance shuld the bard evaluate? The answer is nt simple. The jb descriptins fr superintendents are pages lng. In their research n effective schl leadership, Marzan and Waters identified 21 skills f leadership used by principals and superintendents, with 63 sub-skills. The Califrnia Prfessinal Standards fr Educatinal Leaders (CPSELs) utline six standards with 43 criteria. One sample instrument frm a Califrnia district included seven areas fr evaluatin cntaining 59 criteria fr the bard t cnsider. The challenge is this: bard members rarely have pprtunity t bserve r experience many aspects f the superintendent s wrk r respnsibilities cntained in all f these criteria. In determining hw t make the evaluatin prcess mst useful, it is imprtant fr bards and superintendents t cnsider the insight ffered by Dug Eadie in Five Habits f High-Impact Bards: the primary bjective f the [superintendent evaluatin] prcess is t strengthen superintendent perfrmance and the bard-superintendent partnership. This is best achieved by designing an evaluatin prcess and instrument that helps the bard and superintendent fcus the superintendent s wrk in the specific areas f bard-superintendent relatins and perfrmance that are f greatest imprtance. Cre Cntent Annual Gals t Supprt Lng-Range Pririties - The superintendent evaluatin is ne f the primary means by which the bard hlds the superintendent and the district accuntable. Fr this reasn, district gals must figure prminently in the evaluatin f the superintendent. Hwever, it s imprtant t nte that sme bard members and superintendents distinguish between district gals and superintendent gals. Sme maintain that the superintendent shuld be judged n gals that are within the superintendent s pwer t influence r cntrl. If yu accept this premise, then the bard and superintendent must translate a district gal int the actual activity the superintendent will engage in r the utcme the superintendent will guarantee. Service t the Bard - The superintendent is generally identified in the bylaws as the bard s secretary. The relatinship between the superintendent and the bard is critical t ensuring smth and efficient gvernance and administratin. The bard and superintendent bth have a deep interest in maintaining gd relatins and this shuld be an imprtant aspect f the superintendent s evaluatin prcess. 1
Prfessinal Standards Based n the CPSELs District Operatins Superintendents d mre than lead change, and bards d mre than set directin. Bth must demnstrate that district peratins are cnducted in an effective and efficient manner. Bards fulfill their versight respnsibility by mnitring district peratins t ensure that they cnfrm t the bard s expectatins fr perfrmance. These areas might include financial peratins, budget develpment and apprval, etc. Fcus Evaluating everything is neither practical nr beneficial. The bard and superintendent must use the prcess t fcus n the mst imprtant aspects f the superintendent s wrk in the current year. This will change ver time. A new superintendent might fcus part f the evaluatin n bard service. A superintendent with limited budget experience might fcus n finances. A bard planning t pass a parcel tax might have the superintendent fcus n wrk in the cmmunity necessary t supprt that effrt. The bard and superintendent can use the evaluatin t supprt the mst imprtant challenges facing the district. The Structure f the Bard s Written Evaluatin The bard and superintendent must reach agreement regarding hw the evaluatin is structured, including the use f a summary, rating scales r rubrics, and the weighting. The Summary The summary can be placed at the pening r clsing f the dcument. Its purpse is t explain hw the bard balances its judgment in each f the perfrmance areas t supprt a single, verarching level f perfrmance. This ensures that the bard makes a final cllective judgment that will supprt the decisin they need t make regarding the superintendent s cntract and salary. Evaluating Perfrmance Areas Rating Scales Sample evaluatin tls are available frm many surces, and their use f ratings scales vary widely, using 3, 4, 5 and even 10 pint scales. This may be a matter f simple preference, but cnsider that research n student grading has fund that as the levels f differentiatin increase, grading cnsistency amng teachers decreases. In ther wrds, if ten teachers grade the same piece f student wrk using a 100 pint scale, the variance can be quite large. If they use a 4 pint rubric, their individual assessments becme much mre aligned and cnsistent. This might be true fr bards as well. Odd numbered scales prvide a middle f the rad ptin : a 5-pint scale can ften prduce a lt f 3s because peple default t the average. Even numbered scales eliminate this. Bards and superintendents shuld agree n whether r nt t use ratings scales and if s, hw many pints shuld the scale prvide. 2
Rubrics The alternative is t create clear explanatins f the utcmes the bard expects in each gal area. Then the bard can quickly identify what wuld nt meet that expectatin as well as what wuld exceed that expectatin. This rubric wuld be develped fr each perfrmance gal. Hybrid The bard culd use a rubric fr critical cntent and a rating scale fr ther cntent. There is a parallel example fr student assessment. Critical cntent is assessed thrugh perfrmance evaluatin. But cntent that is nice t knw can be assessed with multiple chice tests. Simply put, the mre imprtant the criteria, the mre detailed the evaluatin prcess. Reaching a final decisin Assume yu have seven perfrmance areas and yu use a fur pint rating scale. D sme areas matter mre than thers? What final results wuld be cnsidered unsatisfactry? What des the GPA need t be in rder fr the superintendent s perfrmance t be judged satisfactry? This agreement must be established at the beginning f the prcess s that the superintendent understands the bard s expectatins fr perfrmance. Prcess After the gals are established, the bard and superintendent shuld check in regularly regarding the superintendent s perfrmance. Waiting a year fr s imprtant a cnversatin rbs the superintendent f the pprtunity fr cnstructive input frm the bard. A cardinal rule f recreatinal scuba diving is ABC = always breathe cntinuusly. Fr a gd evaluatin prcess, use ABC = always be cmmunicating. The gvernance team shuld talk regularly abut perfrmance expectatins. It is thrugh these cnversatins that the superintendent and bard avid misunderstanding and cnfusin. 3
Prcess Optins Step 1 Superintendent prvides self-assessment The superintendent presents a written self-evaluatin t the bard in clsed sessin. The bard will have an pprtunity t ask clarifying questins. Step 1A: Optinal Bard members respnd individually Each bard member culd cmplete an individual evaluatin f the superintendent. This can be dne either at the meeting, r utside the meeting. Sme members prefer t clarify their wn judgments befre hearing frm ther members. Step 1B: Optinal Individual respnses are integrated int a single draft evaluatin A member, ften the BP but any member culd d it, cmbines individual evaluatins int a single dcument and sends it t all members. Step 2 The bard meets in clsed sessin, withut the superintendent, t discuss their reactins t the superintendent s evaluatin as a grup, at the same r subsequent meeting, with r withut individual assessments. The bard shuld reach cllective judgment; the results shuld nt be a merely a cllectin f individual cmments. The bard must decide t what extent minrity pinins will be reflected in the final dcument. In sme instances, the bard r individual bard members may identify talking pints that they wish t share with the superintendent in clsed sessin, which may r may nt be reflected in the written evaluatin. Step 3 The bard reaches agreement n a single written evaluatin f the superintendent s perfrmance and signs it. Step 4 The bard prvides the written evaluatin t the superintendent several days in advance. Step 5 The bard reviews the evaluatin with the superintendent in clsed sessin. The superintendent will have an pprtunity t ask questins fr clarificatin. The Superintendent may either: request an additinal clsed sessin meeting t prvide additinal input; OR sign the instrument if n further discussin r input is desired. 4
Superintendent Evaluatin Prcess: Optins Flwchart Step 1 Superintendent prvides a selfassessment. The bard wuld have the pprtunity t ask clarifying questins. OR Step 1A: Optinal Bard members respnd individually OR OR OR Step 2: The bard meets in clsed sessin, withut the superintendent, t discuss their reactins t the superintendent s evaluatin as a grup, at the same r subsequent meeting, with r withut individual assessments. Step 1B: Optinal Individual respnses are integrated int a single draft evaluatin Step 3: The bard reaches agreement n a single written evaluatin f the superintendent s perfrmance and signs it. Step 4: The bard sends the written evaluatin t the superintendent in advance. Step 5: The bard meets with the superintendent in clsed sessin and presents the evaluatin t the superintendent. 5
Superintendent Evaluatin: Name A Sample Schl District 2060-61 Schl Year Executive Summary The verall perfrmance f the superintendent is very strng. This assessment is based n tw ver-arching areas f perfrmance. First and fremst, the superintendent's success in the five pririty gals was very strng. In additin, the superintendent has engaged in additinal effrts and accmplishments that he initiated r cmpleted that cntribute t the imprvement f district peratins. Finally, the superintendent's service t the bard and his prfessinal relatinship with trustees has created a strng culture f trust and respect. Nte: The bard writes this part last prviding an verall summary f the bard s judgments, balancing the achievements and areas fr imprvement. Part I: Achievement n Pririty Gals The verall perfrmance f the superintendent with regard t the five pririty gals is very strng. In fur f the five gals, his effrts and accmplishments are either strng (gal 3), very strng (gal 4) r excellent (gals 1, 2 & 5). Gal 1: The Superintendent will pursue land acquisitin fr the district t secure a site in area 51. Average Rank: 4.0 Range f Scres 4 4 4 4 4 Nte: The use f rating scales is the chice f the bard and superintendent. If yu d, cnsider a 4 pint scale. Sme bards prefer t assign descriptrs t the numbers (fr example, 4 = Very Strng). The superintendent's wrk in this area has been excellent. Lack f cmment n the status f the bnd was Gal 2: Develp a Master Facility Plan fr the district. In additin, yu must decide whether t include the rating n the frm. Yu may include just the average, r the range f scres, r bth. Or yu may use the scres just fr the bard, and nt include them in the written evaluatin. 6
Average Rank: 4.0 Range f Scres 4 4 4 4 4 The superintendent s wrk in this area has been excellent; he and his staff have develped an utstanding plan fr the district. Gal 3: The Superintendent will wrk cllabratively with that ther District in their petitin fr the unificatin & keep Our Excellent District stakehlders infrmed abut the prcess. Average Rank: 3.6 Range f Scres 4 4 4 3 3 The superintendent s wrk in this area has been strng. The bard recgnizes that the superintendent has dne very gd jb f crdinating a cmplicated effrt. The bard believes that additinal effrt in prviding infrmatin regarding the prcess and the status f the effrt t the district staff and cmmunity will be beneficial. Gal 4: The Superintendent will develp and implement a cmmunicatins strategy that builds buyin amng district stakehlders, and creates a cmmn cmmitment t establishing a culture f service in Our Excellent District. Average Rank: 3.2 Range f Scres 4 4 3 3 2 The superintendent s wrk in this area has been very strng. Shifting the culture is a wrk in prgress, and will take time, but very real prgress has been made. There was sme cnfusin as t whether the metrics fr this gal were clearly defined. Hwever, the bard des agree that sme f the district s cmmunicatin tls and strategies culd and shuld be 7
imprved, including an imprved web site and feedback pprtunities fr all the district s stakehlders. Gal 5: Implement the Prgram Imprvement plan. Average Rank: 3.8 Range f Scres 4 4 4 3 3.8* The superintendent s wrk in this area is excellent. The Prgram Imprvement Plan is cmprehensive, and his passin fr it is clear t the bard and t the staff. Part II: Achievement in Additinal Areas Beynd the five pririty gals adpted by the bard in summer 2007, the superintendent has engaged in a number f additinal activities that have imprved district peratins and culture. Mst ntably the mnthly meetings with trustees, serving as a substitute teacher, and meeting regularly with unin leadership are examples f his effrts and his passins fr leading the district by example. Clsing Remarks It is a pleasure wrking with yu. Nte: Bard signs befre delivering t Superintendent. Signature Lines fr Each Trustees Date Sup signs when he respnds and returns, usually at the clsed Signature Line fr Superintendent Date 8
Anther USD Superintendent Evaluatin Instrument 2010-11 Part 1: Lng-range pririties Here the superintendent helps the bard develp specific annual gals that supprt the achievement f lng-range gals. Pririty One: EXAMPLE - Preserve and strengthen district fiscal health Annual Gal: Check One: Met Target: Kept spending within budget. Exceeded Target: Spending within budget and develped new revenue surces Did Nt Meet Target: Spending exceeded budget. Bard Member Cmments / Cmmendatins / Suggestins fr Imprvement Pririty Tw: EXAMPLE - Narrw the achievement gap fr underperfrming subgrups. Annual Gal: Check One: Met Target: Reduce the gap by 7% Exceeded Target: Meet abve criteria and reduce the gap fr ne r mre subgrups by 12% Did Nt Meet Target: Gap reductins are less than 7% Bard Member Cmments / Cmmendatins / Suggestins fr Imprvement Pririty Three: Increase rigr and increase pathway ptins. Annual Gal: Check One: Met Target: Write what the superintendent must d? Exceeded Target: What wuld exceed expectatins? Did Nt Meet Target: What wuld cnstitute failure? Bard Member Cmments / Cmmendatins / Suggestins fr Imprvement 9
Part 2: Bard Service / Relatinship These criteria are adapted frm Superintendent Gvernance Standards (ACSA / CSBA 2001). The bard and superintendent may wish t identify a limited number (ne r tw) fr fcused imprvement. Supprts Gvernance 1. Prvides leadership based n the directin f the Bard as a whle. 2. Helps the bard build a unity f purpse and a cmmn visin. 3. Implements the visin, gals and plicies f the district. Supprts Gvernance culture 4. Helps the bard create a psitive rganizatinal culture. 5. Recgnizes and respects the differences f perspective and style n the Bard 6. Treats bard members and all staff, students, parents and cmmunity members with civility and respect. Supprts Gvernance Operatins 7. Assists the bard in preparing fr and cnducting meetings. 8. Prvides all members f the Bard with equal access t infrmatin. 9. Is respnsive t bard member cmmunicatin. Supprts Gvernance Develpment 10. Supprts the Bard s cntinuus prfessinal develpment. Check One: Met Target: Exceeded Target: Did Nt Meet Target: Bard Member Cmments: 10
Part 3: Califrnia Prfessinal Standards fr Educatinal Leaders These six ver-arching standards frm the CPSELs include 21 specific criteria. The superintendent may wish t recmmend t the bard a limited number (ne r tw) A schl administratr is an educatinal leader wh prmtes the success f all students by: 1. Facilitating the develpment, articulatin, implementatin, and stewardship f a visin f learning that is shared and supprted by the schl cmmunity 2. Advcating, nurturing, and sustaining a schl culture and instructinal prgram cnducive t student learning and staff prfessinal grwth 3. Ensuring management f the rganizatin, peratins, and resurces fr a safe, efficient and effective learning envirnment 4. Cllabrating with families and cmmunity members, respnding t diverse cmmunity interests and needs, and mbilizing cmmunity resurces 5. Mdeling a persnal cde f ethics and develping prfessinal leadership capacity 6. Understanding, respnding t, and influencing the larger plitical, scial, ecnmic, legal, and cultural cntext Check One: Met Target Exceeded Target Did Nt Meet Target Bard Member Cmments: 11
Part 4: District Operatins (Optinal) Here the bard and superintendent may wish t select a limited number f peratinal functins that require clser mnitring r change. Check One: Met Target Exceeded Target Did Nt Meet Target Bard Member Cmments: Part 5: Other Cmmendatins Bard members may cmment n additinal achievements by the superintendent nt cvered elsewhere in this evaluatin. Part 6: Overall Evaluatin Overall the superintendent has: 12
Exceeded Expectatins Exceeded expectatins in at least # f # areas. Met Target n mst/ all ther gals. Met Expectatins Met expectatins n # r mre areas. Did nt meet target n n mre than # areas. Did Nt Meet Expectatins Did nt meet targets n # r mre areas. Nte: Exceeded Expectatins r Met Expectatins will be cnsidered satisfactry perfrmance regarding the bard s decisins regarding superintendent cntract and salary. Summary cmments highlighting the bard s perspective n the superintendent s perfrmance cnsistent with and supprtive f the verall rating abve. Superintendent Respnse: Respnse is inserted here. Respnse is inserted here. Respnse is inserted here. Respnse is inserted here. Respnse is inserted here. Respnse is inserted here. Respnse is inserted here. Respnse is inserted here. Respnse is inserted here. Respnse is inserted here. Respnse is inserted here. Respnse is inserted here. Respnse is inserted here. Respnse is inserted here. Respnse is inserted here. Respnse is inserted here. Signature lines fr superintendent Signature lines fr each bard members 13