Superintendent Evaluation Workshop Darci D’Ercole , M.Ed. Director of Leadership Development, NYSSBA Mark Snyder, M.Ed. Leadership Development Manager, NYSSBA
Question? 1. In general, how was your most recent superintendent evaluation? 2. How well did the process work? 3. What were the pro’s and con’s of the instrument you used? 4. Where is there room for improvement?
Did You Know? 60-70% of all superintendents in NYS are new superintendents (less than 4 years) Less than 25% of board members in NYS have experience in education The average tenure of a board member in NYS is 5-6 years.
Our Vision and Mission
Waters, T., & Marzano, R., (2006). The Effect of Superintendent Leadership on Student Achievement. McREL, Denver, Colorado. The length of a superintendent’s tenure has a positive effect on student achievement. The average tenure of a school superintendent in the U.S. is 3.2 years (NSBA)
Hendricks, S. (2013). Evaluating the Superintendent: The Role of the School Board. NCPEA Educational Leadership Review, 14 (3). The primary reason for superintendents leaving the district is due to a lack of support from the school board or conflicts with individual board members.
According to NSBA’s Center for Public Education …boards and superintendents in “high - achieving districts” came together creating a strong working relationship, refining their visions over time, assessing district strengths and weaknesses. However in “less successful districts” boards and superintendents were not aligned with a lack of collaboration with a board that may not hold the superintendent accountable for goals. Eight characteristics of Effective School Boards
Our Essential Question • How can a school board develop and support an effective superintendent?
Hendricks, S. (2013). Evaluating the Superintendent: The Role of the School Board. NCPEA Educational Leadership Review , 14 (3). In order to maintain a successful relationship, it is imperative that a well designed performance evaluation tool is implemented. Therefore, it is essential that formal guidelines are established because they can provide both guidance and standards throughout the superintendent performance process.
Evaluating the superintendent is a legal requirement 8 NYCRR § 100.2 (o) (1) (vi) Performance review of superintendent. The governing body of each school district shall: • Annually review the performance of the superintendent of schools • Procedures for review must be developed by such body in consultation with the superintendent • Such procedures shall be filed in the district office and available for review by any individual no later than September 10th of each year.
The Timeline Summer • Board develops/confirms the vision, mission, annual goals, and core values of the district (wkshop/retreat) • Board and superintendent collectively define the superintendent’s goals (exec. session) • Superintendent’s professional development plan is reviewed with the board (exec session)
The Timeline Autumn • The Board and superintendent agree upon the evaluation process, instrument, rating method, and supporting data to be used to measure performance • The Board files the procedures by September 10 ( per Commissioner’s regulations, 8 NYCRR 100.2 (o)(2)(v) • The board president reviews the evaluation process and instrument with new board members
The Timeline Winter • The superintendent makes interim progress report to the board on district goals and superintendent annual objectives, and/or the board conducts an informal mid- year formative performance assessment (board mtg)
The Timeline Spring • The superintendent conducts a self-assessment (with supporting evidence) • Individual board members complete the evaluation instrument • Board members meet in executive session to discuss their evaluation and determine the board’s official evaluation rating and commentary • Board’s official document(s) is/are shared, clarified, and discussed with the superintendent in executive session • A copy of the final performance summary is placed in the superintendent’s personnel file
DEFINING BOARD EXPECTATIONS OF THE SUPERINTENDENT
The 5 Standards of the Superintendent’s Job The New York State Schools Boards Association (NYSSBA) believes that an effective performance evaluation helps drive school improvement and student achievement, develops a positive relationship between the school board and the superintendent, demonstrates accomplishments of the district, and sets annual priorities. As such, The NYSSBA Superintendent Evaluation , developed in 2015, provides performance standards for rating superintendent performance:
5 Standards • Standard 1 : Vision, Culture, and Instructional Leadership • Standard 2 : Operations, Resources, and Personnel Management • Standard 3 : Board Governance and Policy • Standard 4 : Communication and Community Relations • Standard 5 : Ethical Leadership
Standard 1: Vision, Culture, and Instructional Leadership • The superintendent leads the district by promoting the success of all students, articulating a vision of learning, developing a positive school climate, and demonstrating best practices in instructional programs and staff professional development. • There are seven Professional Practices in this standard
Standard 1: Vision, Culture, and Instructional Leadership 1.1 Leadership actions, staffing and resources are clearly aligned to a student achievement focused vision, and that vision is evident in the school culture 1.2 Demonstrates a deep understanding of quality instruction and consistently promotes effective instructional programs and high expectations for student learning outcomes 1.3 District goals are systematically aligned throughout the district with a focused plan for student achievement and school improvement supported by resources 1.4 Leads and supports the use of data informed instruction for administrators and teachers 1.5 Monitors and reviews the effectiveness of curriculum and instruction and their alignment with state standards 1.6 Ensures that all staff have district-specific professional development that directly enhances their performance and improves student learning 1.7 Sets self-improvement goals and applies learning from professional development
Standard 2: Operations, Resource and Personnel Management • The superintendent demonstrates the knowledge, skills and ability to effectively manage operations that promote a safe and effective environment for students and staff, ensure the fiscal health of the district, and implement sound personnel practices. • There are six Professional Practices in this standard
Standard 2: Operations, Resource and Personnel Management 2.1 Develops and ensures the implementation of procedures and structures to support compliance with local, state, and federal laws and regulations 2.2 Implements personnel procedures, recruitment, and employee performance programs to hire and retain the best qualified teachers, administrators, and personnel 2.3 Aligns and adjusts resources accordingly to meet district priorities and annual goals/objectives operating within budget and fiscal guidelines 2.4 Guides the process of fiscal planning and budget development and makes recommendations based upon the district’s current fiscal position and future needs 2.5 Stays informed of facilities use and needs and makes facilities recommendations as needed to the board, promotes safety across the district, and ensures a facilities management plan is in place for future needs 2.6 Effectively works with district bargaining units and actively seeks to improve bargaining outcomes that best serve students and the district
Standard 3: Board Governance and Policy • The superintendent works effectively with the board of education, exhibits a shared understanding of board and superintendent roles, leads and manages the district consistent with board policies, and demonstrates the skills to work effectively with the board • There are five Professional Practices in this standard
Standard 3: Board Governance and Policy 3.1 Offers professional advice to the board with appropriate recommendations based on thorough study and analysis 3.2 Keeps the board regularly informed with data, reports, and information which enables them to make effective timely decisions 3.3 Interprets and executes the intent of board policies, and advises the board on the need for new and/or revised policies 3.4 Works collaboratively with the board to shape district vision, mission, and goals with measurable objectives of high expectations for student achievement 3.5 Makes considerable effort to have a positive working relationship with the board, treating all board members fairly and respectfully, and attempts to resolve any serious conflicts with board members
Standard 4: Communication and Community Relations • The superintendent establishes effective communication with students, parents, staff, and community, and has the knowledge and awareness of different cultures among all community members to effectively engage and respond to diverse interests and needs that support the success of all students. • There are 6 Professional Practices in this standard
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