Making Plans for the Future April 29, 2013 Brenda M. Tanner, Ed.D.

The Old and the New Current Evaluation Model Model in New Guidelines

Purposes of Evaluation Improve educational performance Improve superintendent/board relations and communications Clarify roles of superintendent/inform superintendent of board’s expectations Improve planning Aid in the professional development of superintendent Serve as an accountability mechanism Serve as a basis for personnel decisions Fulfill legal requirements

Guidelines The Guidelines for Uniform Performance Standards and Evaluation Criteria for Superintendents provide a model evaluation system that may be used “as is” or used to refine existing systems.

Requirements The Code of Virginia requires that school boards have procedures for evaluating superintendents that include a component to address student academic progress. How this requirement is met is the responsibility of the board. See: Code of Virginia Section and :5

The Evaluation Process The evaluation process is designed to be a collaborative, interactive process involving the superintendent and the board. The model includes the following components: Performance standards – expectations Performance indicators – observable, tangible behaviors Documentation – multiple sources of data Student academic achievement – goals for student growth Ratings rubric – acceptable performance levels

An Effective Superintendent Think of how you would complete the following statement – “An effective superintendent is one who ________________.” Write at least 3 precise statements that could be used to measure effectiveness.

The Superintendent’s Role In… Mission, Vision & Goals Planning & Assessment Instructional Leadership Org Leadership & Safety Communication and Community Relations Professionalism Student Academic Progress

Mission, Vision, and Goals The superintendent works with the local school board to formulate and implement the school division’s mission, vision, and goals to promote student academic progress.

Planning and Assessment The superintendent strategically gathers, analyzes, and uses a variety of data to guide planning and decision- making consistent with established guidelines, policies, and procedures that result in student academic progress.

Instructional Leadership The superintendent fosters the success of all teachers, staff, and students by ensuring the development, communication, implementation, and evaluation of effective teaching and learning that leads to student academic progress and school improvement.

Organizational Leadership & Safety The superintendent fosters the safety and success of all teachers, staff, and students by supporting, managing, and evaluating the division’s organization, operation, and use of resources.

Communication and Community Relations The superintendent fosters the success of all students through effective communication with stakeholders.

Professionalism The superintendent fosters the success of teachers, staff, and students by demonstrating professional standards and ethics, engaging in continuous professional development, and contributing to the profession.

Student Academic Progress The superintendent’s leadership results in acceptable, measurable division-wide student academic progress based on established standards.

Student Academic Achievement One approach to linking student academic progress to superintendent performance is goal setting. Use student achievement data to set target goals for division – wide student improvement.

Division-Wide Performance Think of short term goals that are needed to address long- term issues Set annual goals related to the division’s needs and concerns Identify valid measures of student academic progress See page 28 of Guidelines for examples of progress measures.

Documentation Multiple data sources are needed in order to develop a complete picture of the superintendent’s performance. Suggestions include: Self Evaluation Documents Client Survey Goal Setting

Rating Scales ExemplaryProficient Developing/ Needs Improvement Unacceptable Proficient is the expected level of performance.

Targeted Professional Growth Part 6 of Guidelines provides suggestions for targeted professional growth plans when additional support is needed for superintendent. See pages 59 – 61

The Old and the New Current Evaluation Model Model in New Guidelines Our Revised Model