303.5 Superintendent Evaluation

Code No. 303.5

SUPERINTENDENT EVALUATION

The board will conduct an ongoing evaluation of the superintendent's skills, abilities, and competence. At a minimum, the board will formally evaluate the superintendent on an annual basis. The goal of the superintendent's formal evaluation is to ensure the education program for the students is carried out, promote growth in effective administrative leadership, clarify the superintendent's role, clarify the immediate priorities of the board, and develop a working relationship between the board and the superintendent. This policy supports and does not preclude the ongoing, informal evaluation of the superintendent's skills, abilities and competence.

The superintendent will be an educational leader who promotes the success of all students by:

Mission, Vision and Core Values: Develop, advocate and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.
Ethics and Professional Norms: Act ethically and according to professional norms to promote each student’s academic success and well-being.
Equity and Cultural Responsiveness: Strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being.
Curriculum, Instruction and Assessment: Develop and support intellectually rigorous and coherent systems of curriculum, instruction and assessment to promote each student’s academic success and well-being.
Community Care and Support for Students: Cultivate an inclusive, caring and supportive school community that promotes the academic success and well-being of each student.
Professional Capacity of School Personnel: Develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being.
Professional Community for Teachers and Staff: Foster a professional community of teachers and professional staff to promote each student’s academic success and well-being.
Meaningful Engagement of Families and Community: Engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being.
Operations and Management: Manage school operations and resources to promote each student’s academic success and well-being.
School Improvement: Act as an agent of continuous improvement to promote each student’s academic success and well-being.

The formal evaluation will be based upon the following principles:

· The evaluation criteria will be in writing, clearly stated and mutually agreed upon by the board and the superintendent. The criteria will be related to the job description, the Iowa Standards for School Leaders, the school district's goals, and the goals of the administrator’s individual professional development plan.

· At a minimum, the evaluation process will be conducted annually at a time agreed upon;

· Each board member will have an opportunity to individually evaluate the superintendent, and these individual evaluations will be compiled into an overall evaluation from the entire board;

· The superintendent will conduct a self-evaluation prior to discussing the board's evaluation, and the board as a whole will discuss its evaluation with the superintendent;

· The board may discuss its evaluation of the superintendent in closed session upon a request from the superintendent and if the board determines its discussion in open session will needlessly and irreparably injure the superintendent's reputation; and,

· The individual evaluation by each board member, if individual board members so desire, will not be reviewed by the superintendent. Board members are encouraged, however, to communicate their criticisms and concerns to the superintendent in the closed session. The board president will develop a written summary of the individual evaluations, including both the strengths and the weaknesses of the superintendent, and place it in the superintendent's personnel file to be incorporated into the next cycle of evaluations.

Legal Reference:

Wedergren v. Board of Directors 307 N.W. 2d 12 (Iowa 1981)

Iowa Code 279.8, .20, .23, .23A

281 I.A.C. Ch.83;12.3(4)

Approved 12-15-63 Reviewed 10-17-2022 Revised 7-19-2021

303.5E1 Job Description

Code No.303.5EI

JOB DESCRIPTION

303.5E2 Performance Evaluation Form

Code No. 303.5E2

PERFORMANCE EVALUATION FORM

PART I Job Responsibilities: Based on Iowa Standards for School Leaders (ISSL)

STANDARD #1: A superintendent is an educational leader who promotes the success of all students facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

Sample Performance Indicators

Sets priorities which evidence shows result in improved student achievement.

Articulates a vision of high expectations for teaching and student learning, and promotes school improvement to get there.

Sets an example for gathering, analyzing and using district data for decision-making.

Supporting Evidence/Comments:

Summary Rating

Circle Appropriate Response:

Weak - Average - Exemplary

1 - 2 - 3 - 4 - 5

STANDARD #2: A superintendent is an educational leader who 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.

Sample Performance Indicators

2.1 Provides leadership for annually assessing and setting priorities on student and district needs and providing structures for improvement.

2.2 Uses data to determine needs and oversee provision of appropriate professional development to meet needs.

2.3 Continually learning about and applying new developments in education.

2.4 Provides leadership encouragement, opportunities, and structures for all staff to continually improve teaching and learning.

Supporting Evidence/Comments:

Summary Rating

Circle Appropriate Response:

Weak - Average - Exemplary

1 - 2 - 3 - 4 - 5

STANDARD #3: A superintendent is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

Sample Performance Indicators

Provides direction and support for periodic review of plans, policies and procedures and their impact on student learning.

Monitors distribution of district resources based on the district’s school improvement plan.

Evaluates performance of staff, takes appropriate follow-up action and supports improvement.

Effectively manages district budget, facilities and staff in ways that maximize improved student learning.

Supporting Evidence/Comments:

Summary Rating

Circle Appropriate Response:

Weak - Average - Exemplary

1 - 2 - 3 - 4 - 5

STANDARD #4: A superintendent is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

Sample Performance Indicators

Provides leadership for improving parent/student/community involvement in the schools.

Promotes, demonstrates, and supports clear two-way communication for district priorities at all levels of the community school district.

4.3 Provides community service and leadership for developing a positive rapport between the schools and the community.

Supporting Evidence/Comments:

Summary Rating

Circle Appropriate Response:

Weak - Average - Exemplary

1 - 2 - 3 - 4 - 5

STANDARD #5: A superintendent is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

Sample Performance Indicators

Conducts oneself in an ethical, fair, trustworthy and professional manner.

5.2 Establishes practices to promote personal, physical, and emotional health.

5.3 Demonstrates respect for diversity in students, staff, and programs.

Supporting Evidence/Comments:

Summary Rating

Circle Appropriate Response:

Weak - Average - Exemplary

1 - 2 - 3 - 4 - 5

STANDARD #6: A superintendent is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Sample Performance Indicators

Serves as an articulate advocate to community and legislature for issues beneficial to improved teaching and learning.

Provides leadership for defining superintendent and board roles, mutual expectations, procedures for working together, and formulating appropriate district policies.

6.3 Knows and supports the district school improvement plan and accurately reports progress on goals.

Supporting Evidence/Comments:

Summary Rating

Circle Appropriate Response:

Weak - Average - Exemplary

1 - 2 - 3 - 4 - 5

Overall Consideration of Standards

Of the standards listed above, which is the superintendent’s greatest strength? How does this strength directly contribute to district goals?

Of the standards listed, which area of standard achievement is presenting the greatest blocker to the superintendent leading for achievement of district goals?

What supports might the board offer to enhance the superintendent’s strengths and promote triumph over existing blockers?

PART II –Superintendent Goals

List at least two, but we suggest no more than three, significant individual Superintendent goals. These goals should be directly linked to district goals which are clearly aimed at improving student learning and the climate for student learning.

These goals should include the measurable progress indicators to be accomplished by the superintendent during the next 12-months. These are specific outcomes that will best move the system forward in achieving the district’s long-term goals.

These goals should be approved by the board in consultation with the superintendent. The measurable progress indicators, or evidence the board can expect to see over the next year of progress toward the goals, should be suggested by the superintendent in consultation with the board and approved by the board. The measurable progress indicators should be clear and understood by both board and superintendent.

This document will be part of the superintendent’s ongoing evaluation throughout the year as well as included as part of the overall, year-end evaluation.

7.1 Goal:

Measurable Progress Indicator:

7.2 Goal:

Measurable Progress Indicator:

7.3 Goal:

Measurable Progress Indicator:

Part III: End of Year Review of Goal Attainment

Year end review will require the board to provide supporting evidence for its goal attainment ranking. Ongoing discussion of goal attainment, throughout the year, will assist board in providing this data.

7.1 Supporting Evidence of Goal Attainment:

Goal Attainment Rating

Circle Appropriate Response:

Weak - Average - Exemplary

1 - 2 - 3 - 4 - 5

7.2 Supporting Evidence of Goal Attainment:

Goal Attainment Rating

Circle Appropriate Response:

Weak - Average - Exemplary

1 - 2 - 3 - 4 - 5

7.3 Supporting Evidence of Goal Attainment:

Goal Attainment Rating

Circle Appropriate Response:

Weak - Average - Exemplary

1 - 2 - 3 - 4 - 5

PART IV – Overall End of Year Summary [Check (√) one in each row]

Job Responsibilities:

Satisfactory

Unsatisfactory

Overall standards

Goal 1

Goal 2

Goal 3

Goal 4

Goal 5

Summative Rating:

Significant Achievements:

Areas for Growth:

Superintendent Comments:

Board Comments:

Approved 6-20-2017 Reviewed 10-17-2022 Revised 4-15-2019

303.5E3 Statement of Competency

Code No. 303.5E3

STATEMENT OF COMPETENCY

Statement of Overall Competency is a summation of ratings as recorded on the Superintendent Performance Evaluation Form.

________Exceeds ________Meets ________Does Not Meet

At any time when the majority of the board marks a statement of overall competency as "does not meet" the Board President will notify the Superintendent in writing. This notification will include 1) the primary reason(s) that can be attributed to the perceived lack of achievement and 2) a recommended intensive assistance program to increase the level of performance by the Superintendent.

Superintendent’s Signature: Date:

Evaluation Period: , 200____ to , 200____

Board President’s Signature: Date:

Approved 6-20-2017 Reviewed 10-17-2022 Revised 4-15-2019

303.5E4 Performance Evaluation Feedback Form

Code No. 303.5E4

FIRST PERFORMANCE EVALUATION FEEDBACK FORM

Please review the Action Plan Templates provided.

Please list area(s) you perceive this administrator can improve that would result in personal and/or professional growth.

Please list area(s) of strengths of this administrator.

For the purpose of meeting the established goals, please list activities you would like to see the administrator pursue in each of the following areas:

Support for Board:

Planning-System Development:

Educational Leadership:

Communication-External Relations & Internal Operations:

Budget and Finance:

Individual Professional Development:

Approved 6-20-2017 Reviewed 10-17-2022 Revised 4-15-2019

303.5R Evaluation Process

Code No. 303.5R

SUPERINTENDENT EVALUATION PROCESS

The Board of Education shall evaluate the Superintendent's performance utilizing an approach that emphasizes multiple lines of evidence.

This evaluation process will also include the following:

A. The annual review of the Superintendent's job description to ensure that it accurately reflects both the Board and Superintendent's expectations for the position.

B. The annual review of the Superintendent Evaluation Process is to ensure that the process accurately reflects both the Board and Superintendent's latest thinking on the process.

C. The Board and Superintendent shall meet two times during the evaluation cycle.

D. A suggested timeline is:

July: set performance goals for coming evaluation cycle.
November: Board review job description, evaluation process, and performance goals.
January: First performance review
Review of Feedback Form completed by Board members Progress report by superintendent on performance goals
April: Set superintendent's salary for coming year.
June: Final performance review
Review of superintendent's self-assessment of areas of strength and areas for attention as related to job description (End of Year Form)
Review of Board's assessment of areas of strength and areas for attention as related to job description. (End of Year Report)
Select performance goals for coming evaluation cycle.

Reviewed 10-17-2023