Executive Evaluation The Ohio Superintendent Evaluation System Training Session February 10, 2011

Leadership Matters “The Lighthouse Inquiry: School Board/Superintendent Team Behaviors in School Districts with Extreme Differences in Student Achievement” by The Iowa Association of School Board, 2000 School board members and superintendents in high-achieving districts think and act differently from their counterparts in low- achieving districts.

Buckeye Association of School Administrators Superintendent-School Board Leadership Development Workshop “The Lighthouse Inquiry” Superintendents and School Board Members in high-achieving districts are significantly different in their knowledge and beliefs than school boards in low-achieving districts. The way you think, act, and work together makes a significant difference in the student achievement in your district.

Buckeye Association of School Administrators Superintendent-School Board Leadership Development Workshop Key Findings SimilaritiesDifferences Caring about childrenCaring about children Peaceable relationshipsPeaceable relationships Board Opinion of Supt.Board Opinion of Supt. Tension about roles in site-based systemTension about roles in site-based system Students in categorical programsStudents in categorical programs Local backgrounds of board members and staffLocal backgrounds of board members and staff Elevating vs. Accepting Belief SystemsElevating vs. Accepting Belief Systems Prioritization of organizational focus and disciplinePrioritization of organizational focus and discipline Accountability for measurable objectivesAccountability for measurable objectives

Buckeye Association of School Administrators Superintendent-School Board Leadership Development Workshop Roles and Responsibilities BoardSuperintendent Leadership Team What? Why? How Much? How Well? End Results Mission Vision Goals Policies Standards Vote Means How? When? Where? By Whom? Strategies Procedures Regulations Assignments Documentation Recommendation Focus Questions Tools Method How do we cooperate to accomplish our distinct yet complimentary roles? Confusion Modified from Table 1 OSBA Board-Superintendent Partnership 2008, page 4

Buckeye Association of School Administrators Superintendent-School Board Leadership Development Workshop Roles and Responsibilities “…Confusion regarding the roles, responsibilities and relations between boards and superintendents likely creates more problems than any other issue.” -- OSBA: Board-Superintendent Partnership, 2008

Buckeye Association of School Administrators Superintendent-School Board Leadership Development Workshop Roles and Responsibilities New Superintendent Questions in BASA Executive Coaching Program

2008 Thirty-five Board Members, Superintendents, and University Representatives met for over 18 months to develop the Ohio Superintendent Evaluation System.

2008 Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Vision, Continuous Improvement, and Focus on District Work Communication and Collaboration Policies and Governance Instruction Resources

1.It is important to create a standards-based job description 2.The governance team should focus on 3-5 annual objectives 3.A mid-year formative assessment should be used to communicate about progress and to provide an opportunity for mid-course correction 4.An annual summative evaluation should completed in narrative form 5.The system must be kept simple OSES Themes:2008

Jan.- May June- Sept. Dec.-Jan. June-July

Standards-Based Job Description

Annual Objectives

Key Concepts: Annual Objectives Annual objectives are specific, measurable statements of what should be accomplished within a specified time frame to improve the district. They provide the basis for evaluating the Superintendent’s annual progress. Annual objectives must be: Clear Focused Based on data Within the scope of the superintendent’s control Aligned with broader district goals Set with an understanding of the district’s capacity Designed the stretch but not exceed district capacity Measurable Set with a clear timeframe

Annual Objectives Develop 3 rd Grade Writing RubricDevelop 3 rd Grade Writing Rubric Pave High School Parking LotsPave High School Parking Lots Design Professional Development for Advanced Placement TeachersDesign Professional Development for Advanced Placement Teachers Institute a K-12 Writing RubricInstitute a K-12 Writing Rubric Audit Maintenance Needs of the DistrictAudit Maintenance Needs of the District Design Comprehensive Professional Development Strategies for Ohio Academic AssessmentsDesign Comprehensive Professional Development Strategies for Ohio Academic Assessments Unit Level ObjectivesDistrict Level Objectives

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Work Plans

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Formative Assessment

Key Concepts: Formative Assessments 1.Linked to standards Job Descriptions and Annual Objectives 2. Monitors progress, offers suggestions, confirms achievement Non punitive Provides opportunities for coaching 3. Provides evidence Artifacts and Portfolios 4.Promotes self-assessment Encourages alternative approaches to current practice

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Summative Evaluation

Key Concepts: Summative Assessments Summative assessment comments should be made in a general yet comprehensive manner, and they should address each of the five standards. Descriptors similar to those cited below may be useful. Exemplary Proficient Progressing Not meeting standards

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Preliminary Findings: The process… Creates standards-based job description for the superintendentCreates standards-based job description for the superintendent Stimulates meaningful discussion about the important work of the district– creates a limited number (3-5) of focused annual objectivesStimulates meaningful discussion about the important work of the district– creates a limited number (3-5) of focused annual objectives Helps the district to focus on key priorities and to minimize distractionsHelps the district to focus on key priorities and to minimize distractions Charts a clear path or work plan to achieve district prioritiesCharts a clear path or work plan to achieve district priorities Provides alignment of priorities in administrative teamProvides alignment of priorities in administrative team Improves communication and understanding of marching ordersImproves communication and understanding of marching orders Determines up front the criteria for judging successDetermines up front the criteria for judging success What is the Return on Investment of Time and Energy?

What is the Estimated Time Commitment? Standards- Based Job Description Annual Objectives and Work Plans Formative Assessment Summative Evaluation Board Member Time Commitment 2 hours 3-5 hours 2-3 hours 2 hours Total Estimated time 9 to 12 hours

School board establishes new objectives for Superintendent JIM FISCHER ThisWeek Community Newspapers Improving the process for superintendent evaluations was the focus of a Marysville Exempted Village School District Board of Education work session last Monday. The board discussed a new mechanism for the evaluations based on a model developed by the Ohio Department of Education that board president Jeff Mabee said is "an incredible change from where we were." The board set goals for superintendent Larry Zimmerman in three broad areas: academics, specifically as relates to achieving an "Excellent" rating on the ODE school district report cards; communications, both with the community and internally; and health and safety, with an eye toward maintaining a drug-free school environment. Mabee said the evaluation process includes setting the goals, developing a work plan, interim reviews and the annual summary. In the past, Mabee said, reviews have been less than effective. "We used to assign a numerical rating at the end of the year," he said, "but we learned that a certain number doesn't necessarily mean the same to each board member." The new mechanism "helps the board and it helps (Zimmerman) by having an ongoing conversation throughout the year." "It also allows the public to see what the board and superintendent are focused on," he added. Superintendent evaluations are done annually. Zimmerman is currently on a five-year contract that expires at the end of June 2012.

U.S. Airways Flight 1594 Lessons on Leadership and Teamwork Planning and prep matters– essential to know key priorities Attention to detail matters– step-by-step procedures make a difference Being focused matters– capacity to tune out distractions Communication matters– clear direction and feedback are important Understanding unique roles matters—everyone must understand how they contribute to a successful mission

Dr. Ralph Johnson, Director of Leadership Charles R. Parsons, President Charles R. Parsons Group