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:
Measurable Progress Indicator:
Measurable Progress Indicator:
Measurable Progress Indicator:
Measurable Progress Indicator:
7.2 Goal:
Measurable Progress Indicator:
Measurable Progress Indicator:
Measurable Progress Indicator:
Measurable Progress Indicator:
Measurable Progress Indicator:
7.3 Goal:
Measurable Progress Indicator:
Measurable Progress Indicator:
Measurable Progress Indicator:
Measurable Progress Indicator:
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