1 Evaluating the Superintendent and the District A Public Process That Yields a Public Document A Public Document That Focuses on Results

2 University Place School District Board Members Rick Maloney Rick Maloney Mary Lu Dickinson Mary Lu Dickinson Kent Keel Kent Keel Paul Koppe Paul Koppe Ray Tennison Ray TennisonSuperintendent Patti Banks Patti Banks

Your Observations, Please Please discuss with a neighbor: In your experience… What problems or concerns have you had with superintendent evaluation? Agenda 1

4 Now Let’s Hear From You What problems or concerns have you had with superintendent evaluation? Agenda

5 Agenda Role of the superintendent… Role of the superintendent… Problems for boards to avoid… Problems for boards to avoid… An approach to consider… An approach to consider… Our board’s experience with this approach, under policy governance… Our board’s experience with this approach, under policy governance… and the impact on superintendent evaluation Supt Role

6 Cuban (1998) - Superintendents are expected to succeed at 3 roles: Instructional Instructional Managerial Managerial Political Political P M I The Superintendent Role Standards Improve Student Achievement Operate Efficiently Deal w/Multiple Stakeholders

7 Standards AASA/NSBA (1993) Professional Standards for the Superintendency Leadership and District Culture Leadership and District Culture Policy and Governance Policy and Governance Communications and Community Relations Communications and Community Relations Organizational Management Organizational Management Curriculum Planning and Development Curriculum Planning and Development Instructional Management Instructional Management Human Resources Management Human Resources Management Values and Ethics of Leadership Values and Ethics of Leadership Sort

8 Age of Acct Standards AASA/NSBA (1993) Professional Standards for the Superintendency Leadership and District Culture Leadership and District Culture Policy and Governance Policy and Governance Communications and Community Relations Communications and Community Relations Curriculum Planning and Development Curriculum Planning and Development Instructional Management Instructional Management Organizational Management Organizational Management Human Resources Management Human Resources Management Values and Ethics of Leadership Values and Ethics of Leadership

9 Age of Acct Standards AASA/NSBA (1993) Professional Standards for the Superintendency Curriculum Planning and Development Curriculum Planning and Development Instructional Management Instructional Management Organizational Management Organizational Management Human Resources Management Human Resources Management Leadership and District Culture Leadership and District Culture Values and Ethics of Leadership Values and Ethics of Leadership Communications and Community Relations Communications and Community Relations Policy and Governance Policy and Governance I M P

10 Under Accountability In an age of accountability, superintendents are in danger of being… “…preoccupied with shoring up their political base and thus unlikely to take the bold steps needed for transforming schools.” - Lashway (2002) Role shift P M I

11 Under Accountability Superintendent role shift Superintendent role shift Greater focus on student learningGreater focus on student learning From Manager to Instructional LeaderFrom Manager to Instructional Leader P I M P M I Challenge

12 Challenge for Boards How do we ensure the instructional gets the most superintendent time? How do we ensure the instructional gets the most superintendent time? How do we avoid preoccupation by the superintendent with managerial/political? How do we avoid preoccupation by the superintendent with managerial/political? How do we maintain balance? How do we maintain balance? P I M Not this way

13 The “blame game” Not This Way Priorities

14 Board Priorities Have Impact Take the lead in political arena Take the lead in political arena Supt in supporting roleSupt in supporting role Support managerial Support managerial Delegate/monitorDelegate/monitor Scrutinize the instructional Scrutinize the instructional Obsess on resultsObsess on results I P M Can we? Distraction

Your Observations, Please Please discuss with a neighbor: With regard to Cuban’s description of the superintendent’s role… How can board priorities reduce distractions/support the supt in the political and managerial areas? Questions

16 Now Let’s Hear From You How can board priorities reduce distractions/support the supt in the political and managerial areas? Questions

17 Questions to Consider In superintendent evaluation, what could possibly go wrong? In superintendent evaluation, what could possibly go wrong? Let’s review the research. Dr. Dave says… Let’s review the research. Dr. Dave says… Community The top ten things that can go wrong in superintendent evaluation are…

18 #10 – Community Missing Community values/priorities/voice missing – confidential vs public The law… The board… The superintendent… The community… All have expectations Ignoring any one of them changes the nature of evaluation Subjective Executive session

19 #9 – Subjectivity Feedback that is subjective Unfocused dialogue leans toward the subjective Unfocused dialogue leans toward the subjective e.g. ‘style’e.g. ‘style’ Even checklist criteria that, on paper, appear objective, can morph into the subjective Even checklist criteria that, on paper, appear objective, can morph into the subjective Time

20 #8 – Time & Timing Board focus gets limited time and is affected by the timing of the evaluation process Limited time planned/available Limited time planned/available Important end-of-yr conversation crowded out by other prioritiesImportant end-of-yr conversation crowded out by other priorities Timing of annual conversation Timing of annual conversation Recent events color the toneRecent events color the tone “What have you done (for me) lately?”“What have you done (for me) lately?” Past

21 #7 – Past Mindset Past vs. future mindset leads to Punishing past peccadilloes… “Let the flogging begin” Punishing past peccadilloes… “Let the flogging begin” Thinking about the cup as “half-empty” vs. thinking about filling it Thinking about the cup as “half-empty” vs. thinking about filling it The past cannot be changed, but the future can be built The past cannot be changed, but the future can be built Alignment

22 #6 – (Mis)Alignment Various district elements affecting evaluation are not aligned Superintendent Job Description Superintendent Job Description Superintendent Contract Superintendent Contract Policies and Procedures Policies and Procedures Strategic Plan Strategic Plan Annual District Report Card Annual District Report Card Budget Budget Superintendent Evaluation Superintendent Evaluation Expectations

23 #5 – Expectations Unclear The Superintendent is judged according to criteria that the Board has not stated or not clarified Imagine a teacher publicly announcing a grading policy that says: “Guess what it takes to get an A” Imagine a teacher publicly announcing a grading policy that says: “Guess what it takes to get an A” Now imagine not announcing that policy Now imagine not announcing that policy Supt’s often find themselves guessing Supt’s often find themselves guessing Voice

24 #4 – Voice(s) Failing to speak with one voice Multiple sources – blurred message Multiple sources – blurred message Individual agendas Individual agendas ‘Stray zinger’ effect ‘Stray zinger’ effect Traits

25 #3 – Traits Standards emphasize approved traits or behaviors rather than district results Most evaluation checklists describe standards - focusing on: Most evaluation checklists describe standards - focusing on: Who the superintendent is andWho the superintendent is and What the superintendent doesWhat the superintendent does Q: How much is focused on the district and its results? Q: How much is focused on the district and its results? Dialogue

26 #2 – Dialogue Failing to really communicate; Evaluation that is not serious Missed opportunity Missed opportunity Annual ritual – going thru motions Annual ritual – going thru motions Just doing it to get it done Just doing it to get it done Skirting around important issues Skirting around important issues Nike

27 #1 – Not Nike Just Don’t Do It!” - Evaluation is not done Just Don’t Do It!” - Evaluation is not done ~20-25% of all districts ~20-25% of all districts Waiting for the next crisis Waiting for the next crisis How does this compare with just going thru the motions? How does this compare with just going thru the motions? Summary

28 Our List 10. Community 10. Community 9. Subjectivity 9. Subjectivity 8. Time & Timing 8. Time & Timing 7. Past Mindset 7. Past Mindset 6. (Mis)Alignment 6. (Mis)Alignment 5. Expectations 5. Expectations 4. Voice(s) 4. Voice(s) 3. Traits 3. Traits 2. Dialogue 2. Dialogue 1. Not Nike 1. Not Nike Which

Your Observations, Please Please discuss with a neighbor: With regard to this list… Which is of most concern? Why? Given Community Missing 9. Subjectivity 8. Time & Timing 7. Past Mindset 6. Alignment Missing 5. Expectations Unclear 4. No Single Voice 3. Traits vs. Results 2. Inadequate Dialogue 1. Just Don’t Do It

30 Now Let’s Hear From You Which is of most concern? Why? Given 10. Community Missing 9. Subjectivity 8. Time & Timing 7. Past Mindset 6. Alignment Missing 5. Expectations Unclear 4. No Single Voice 3. Traits vs. Results 2. Inadequate Dialogue 1. Just Don’t Do It

31 Given Given what can get in the way of superintendent evaluation, and… Given what can get in the way of superintendent evaluation, and… Given a desire to shift focus toward instruction and student outcomes… Given a desire to shift focus toward instruction and student outcomes… How should the board approach the evaluation process? How should the board approach the evaluation process? What v How

32 What & How Evaluating outcomes Object: Grade the Bottom LineObject: Grade the Bottom Line Summative evaluationSummative evaluation Evaluating how the superintendent goes about getting there Object: Guide and ShapeObject: Guide and Shape Formative evaluationFormative evaluation Summative

33 Should We ‘Just Do it’ Like This? The ‘Drive by’ Summative Evaluation: Meet annually to review results Meet annually to review results Only one agenda item… Only one agenda item… Motion: Retain the Superintendent?Motion: Retain the Superintendent? If the motion passes, annual eval is ‘Satisfactory’…See you next year… If the motion passes, annual eval is ‘Satisfactory’…See you next year… End of storyEnd of story If the motion fails…Supt search… If the motion fails…Supt search… End of storyEnd of story Formative

34 Or Like This? The ‘Dissection’ Formative Evaluation: Superintendent develops a detailed portfolio Superintendent develops a detailed portfolio Members of the public respond to a detailed opinion survey on superintendent performance… Members of the public respond to a detailed opinion survey on superintendent performance… Central office and principals provide an upward assessment of the superintendent… Central office and principals provide an upward assessment of the superintendent… Trained evaluator uses surveys/interviews to assess professional superintendent standards… Trained evaluator uses surveys/interviews to assess professional superintendent standards… Each board member fills out an assessment checklist Each board member fills out an assessment checklist False choice

35 False Choice “Drive by” evaluation Too little…Baby Bear…Ignores the suptToo little…Baby Bear…Ignores the supt “Dissection” evaluation Too much…Papa Bear…All about suptToo much…Papa Bear…All about supt Is there a third way? Mama Bear?Mama Bear? Another way

36 How About This? Limit the scope Limit the scope Reduce emphasis – HOW (supt)Reduce emphasis – HOW (supt) Increase attention – WHAT (district)Increase attention – WHAT (district) Get more value Get more value Increase time – distributedIncrease time – distributed Most important (district) issues…Most important (district) issues… Issues we are qualified to judge KISS KISS Simplify

37 Simplify Now, explain it to me like I'm a four-year-old.

38 Simplify Job Descriptions Job Descriptions Policy Policy Execution Execution Focus Focus

39 Simplify Job Descriptions The board’s job is to assure, on behalf of the community, that the district ‘works’ The board’s job is to assure, on behalf of the community, that the district ‘works’ The superintendent’s job is to ensure that the district… The superintendent’s job is to ensure that the district… AchievesAchieves AvoidsAvoids Evaluation involves the board doing its job by judging whether the superintendent is doing his/her job as written in policy Evaluation involves the board doing its job by judging whether the superintendent is doing his/her job as written in policy If we follow What it should End results Limitations

40 Simplify Policy First we fulfill our policymaking role by: Writing (in policy) what the board’s job is in regard to evaluation Writing (in policy) what the board’s job is in regard to evaluation Writing (in policy) the superintendent’s job: Writing (in policy) the superintendent’s job: Achieve desired district end resultsAchieve desired district end results Avoid unacceptable conditionsAvoid unacceptable conditions Writing criteria (in policy) for judging whether the job is done Writing criteria (in policy) for judging whether the job is done Follow policy

41 Simplify Execution Then we follow our policy by: Monitoring for criteria: Monitoring for criteria: Achievement of prescribed endsAchievement of prescribed ends Avoidance of unacceptable meansAvoidance of unacceptable means Judging whether the district has made: Judging whether the district has made: Progress toward endsProgress toward ends Compliance with limitationsCompliance with limitations Focus

42 Simplify Focus Focus on the District Organizational Results vs Personality Continuous Monitoring Results compared w/policy criteria, Record accumulates thru the year Continuous

43 Simplification Process Expectations written into policy If expectations change…so do policies

44 Simplification Process Organizational performance monitored systematically throughout the year 2

45 Simplification Process Performance data compared w/ criteria 3

46 Simplification Process Board makes judgments about whether criteria are met 4

47 Simplification Process If not met, Board judges whether there is reasonable progress 5

48 Simplification Process Board judgments written in “monitoring response documents” Business 6

49 Simplification Process Adjustments then made in policy based on monitoring/judgments 7

50 Simplification Process Compilation of board response to monitoring constitutes the ongoing district evaluation 8

51 Simplification Process The district’s annual evaluation becomes the superintendent’s evaluation 9

52 9-Step Process Expectations written into policy Expectations written into policy Performance systematically monitored Performance systematically monitored Performance data compared with written criteria Performance data compared with written criteria Board judges whether criteria are met Board judges whether criteria are met Reasonable progress? Reasonable progress? Monitoring response documents Monitoring response documents Adjustments in policy Adjustments in policy Compilation of board response documents becomes evaluation Compilation of board response documents becomes evaluation District’s annual evaluation becomes the superintendent’s District’s annual evaluation becomes the superintendent’s

53 Process Reduced sensitivity, because…

54 It’s not personal… … it’s strictly business.” Can it be?

Your Observations, Please Please discuss with a neighbor: Given a theory that suggests a simpler superintendent evaluation can be “strictly business”… How do we do this in practice? PG 1

56 Now Let’s Hear From You Given a theory that suggests a simpler superintendent evaluation can be “strictly business”… How do we do this in practice? PG

57 Can we do this? We believe we have changed the terms of superintendent evaluation We believe we have changed the terms of superintendent evaluation Now it is ‘strictly business’ Now it is ‘strictly business’ Part of a total system change… Part of a total system change… Evaluation is one feature A change in how we look at board and superintendent roles A change in how we look at board and superintendent roles

58 Policy Governance A strategy that A strategy that Focuses on district ends,Focuses on district ends, Provides limits on district means, andProvides limits on district means, and Evaluates based on district criteriaEvaluates based on district criteria Offers a more narrowly focused approach but devotes more time to evaluation Offers a more narrowly focused approach but devotes more time to evaluation It’s strictly [district] business It’s strictly [district] business Bd Job

59 Under PG Our Board’s Job Is to ensure: Linkage with the Community Linkage with the Community Discern community expectations & values that are to be written in policy Written Policy that guides the district Written Policy that guides the district Prescribe ‘What’ & proscribe ‘How’ District Performance District Performance By monitoring and comparing results against expectations written in policy Supt Job

60 The Superintendent’s Job IS NOT HOW: IS NOT HOW: Education/curricular knowledge/skillEducation/curricular knowledge/skill Demonstration of political skillsDemonstration of political skills Demonstration of leadership skillsDemonstration of leadership skills Demonstration of management skillsDemonstration of management skills Intelligence – Sociability – CharmIntelligence – Sociability – Charm IS WHAT: District Performance in 2 ‘Job Products’…the district IS WHAT: District Performance in 2 ‘Job Products’…the district Achieves what it should achieveAchieves what it should achieve Avoids conditions it should avoidAvoids conditions it should avoid Supt Eval

61 Superintendent Evaluation Comparison* of Job Performance vs Pre-Stated Expectations Is the Superintendent… Achieving What is Expected? Achieving What is Expected? Avoiding What is Not Acceptable? Avoiding What is Not Acceptable? *part-time (lay) board is able to do Public

62 Public Process Open Public Meetings Open Public Meetings Linkage that ID’s expectationsLinkage that ID’s expectations Board response to linkageBoard response to linkage Monitoring of ‘achieves’ (board agenda)Monitoring of ‘achieves’ (board agenda) Monitoring of ‘avoids’ (consent agenda)Monitoring of ‘avoids’ (consent agenda) Board response to monitoringBoard response to monitoring Accumulation of district evaluationAccumulation of district evaluation Executive Session Executive Session Addendum - personnel file (if needed)Addendum - personnel file (if needed) Schedule

63 Throughout the Year BoardBd/Supt RelEndsLimits July 1,2,3,42 August 81,3,4,7,8 September 119,10 October 218 November 1313,14 December 1,2,3,411,12 January 5 February 17 March 5,6,73 April 125,16 May 9,10115 June 56 E-2

64 Example Ends Policy

65 Monitoring Ends 7 th gr WASL

66 Board Response to Monitoring Response Ends

67 Board Response - Ends Monitoring Response Document (Ends)B/SR 5-E-1 Policy Monitored: E-2Date Report Submitted: Oct 26, 2005 The Board on the date shown above received and reviewed the official internal monitoring report of its policy E-2 (Competence Goal 1 – Academic Standards) submitted by the Superintendent. Following its review of the report, the Board concludes: 1. _x_ Based upon the information provided, the Board finds that the Superintendent has reasonably interpreted the provisions of the relevant Ends policy, and the district is making reasonable progress toward achieving the desired results called for in the relevant policy. The Board commends the Superintendent for exemplary performance in the following areas: The district has made commendable progress in most areas of Reading, Writing, and Math at the 4th and 7th grade levels, and in writing at the 10th grade level. EL’s

68 Executive Limitations Policies Means guidance for Superintendent Means guidance for Superintendent What are the parameters within which the Superintendent may act? What are the parameters within which the Superintendent may act? What conditions or actions would be unacceptable? What conditions or actions would be unacceptable? Any means not prohibited in EL policies are permissible Any means not prohibited in EL policies are permissible Budget

69 Example EL Policy Budget PlanningEL-7 Financial planning for any fiscal year shall not deviate materially from the Board’s Ends policies, risk fiscal jeopardy to the district, or fail to be derived from a multi-year plan. Accordingly, the Superintendent may not present to the Board a recommended budget which: 1. Is not consistent with the board’s established priorities; 2. Is not in a comprehensive summary format understandable to the Board; 3. Fails to adequately describe major budget initiatives and funding sources; 4. Fails to show the amount budgeted for each major fund type for the most recently completed fiscal year, for the current fiscal year and the amount budgeted for the next fiscal year; Monitor EL

70 Monitoring EL’s (EL-7) “…the Superintendent may not present to the Board a recommended budget which:” 1. Is not consistent with the Board’s established priorities. In Compliance. Despite on-going shortfalls in State revenues and escalating costs (in some case, e.g., fuel costs, this escalation is very large) the district continues to maintain support for all strategic student achievement initiatives, e.g., significantly reduced class size, math and reading specialist support, all day kindergarten option (now expanded to all four primary schools) and comprehensive extended learning opportunities (achievement academy and after school programs). Bd Response

71 Board Response – Means Monitoring Response Document (Means)B/SR 5-E-2 Policy Monitored: EL-7Date Report Submitted: Aug 24, 2005 The Board on the date shown above received and reviewed the official internal monitoring report of its policy EL-7 (Budget Planning) submitted by the Superintendent. Following its review of the report, the Board concludes: 1. With respect to the provisions of its policy, EL-7 the University Place Board of Directors concludes that the Superintendent’s performance during the previous year has been a. _x_ In compliance. b. ___ In compliance, with the following exceptions: c. ___ Not in compliance. 2. Additional remarks: - Good information about priorities. - Clarity of budget documents is a strength. Writ Eval

72 ‘Writing’ the Evaluation Each Board response document adds to a continuously accumulating annual evaluation Each Board response document adds to a continuously accumulating annual evaluation Superintendent evaluation discussion runs all year, in considerable depth Superintendent evaluation discussion runs all year, in considerable depth Superintendent is judged against criteria that the Board has taken the time to put in writing, in advance. Superintendent is judged against criteria that the Board has taken the time to put in writing, in advance. UPSD Eval

73 ‘Writing’ the Evaluation Annual Summative Evaluation of the Superintendent During the current year, the following Ends and Executive Limitations policies have been monitored by the Board, with acceptance of monitoring reports considered to be evidence of satisfactory organizational and Superintendent performance: E-1 District Mission Proj: May 2006 E-2 Academic Standards Oct 2005 E-3 Contributing Citizens Proj: Mar 2006 EL-1 Expectations of Superintendent Aug 2005 EL-2 Emergency Superintendent Succession July 2005 EL-3 Treatment of Parents, Students, and the Public Aug 2005 What’s right

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75 What’s Right about Supt Eval? 1. It is done 1. It is done 2. In-depth conversation 2. In-depth conversation 3. All through the year, few surprises 3. All through the year, few surprises 4. Aligned w/ job description, contract, board self-evaluation, policies, strategic plan, budget 4. Aligned w/ job description, contract, board self-evaluation, policies, strategic plan, budget 5. Expectations stated upfront, then superintendent judged 5. Expectations stated upfront, then superintendent judged 6-10

76 What’s Right about Supt Eval? 6. Expectations based on community values/priorities 6. Expectations based on community values/priorities 7. District evaluation not ‘personal’ 7. District evaluation not ‘personal’ 8. Future mindset 8. Future mindset 9. Criteria used in making judgments 9. Criteria used in making judgments 10. Substantive discussion in public 10. Substantive discussion in public Conclusion

77 Conclusion Superintendent evaluation, using a strategy that works, makes you an offer that you really can’t refuse. Superintendent evaluation, using a strategy that works, makes you an offer that you really can’t refuse. And… It’s strictly business. And… It’s strictly business. Questions

78 Questions For more information: University Place School District University Place School District Rick Maloney, Board President Maloney, Board President Patti Banks, Superintendent Banks, Superintendent