BUFFALO PUBLIC SCHOOLS MODEL SUPERINTENDENT EVALUATION

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1 BUFFALO PUBLIC SCHOOLS MODEL SUPERINTENDENT EVALUATION This model evaluation draws elements from various other 'models' proposed by the New York State Council of School Superintendents, the Ohio Department of Education, the Oregon School Boards Association, and the Massachusetts Department of Education. The model uses a three-part evaluation of the Superintendent, combining a traditional board evaluation, a goal-setting process, and a broader stakeholder evaluation. The evaluation reflects the perspectives of the Board, the goals set for the Superintendent based on the previous year's evaluation, and also considers the perspective of a broad range of stakeholders, determined at the discretion of the Board and the Superintendent. Part I of the model evaluation is based on the NYSCOSS model evaluation; it is a modified version of the current evaluation the Board has previously used. Instead of rating the superintendent on a laundry list of questions, each evenly weighted, the NYSCOSS model groups similar items together, then asks board members to rate the superintendent on eight overarching 'categories.' Part II is adopted from the NYSCOSS evaluation, the Ohio DOE and the Massachusetts DOE evaluations, though requires customization by the local board and superintendent. In Part II, the Board and the Superintendent reflect upon the previous year's evaluation, the Superintendent's self-evaluation, and the District's Strategic Plan. Upon reflection, the Board and the Superintendent collectively establish three to five measurable, achievable goals with clearly defined benchmarks. At the end of the year, the progress towards these goals is measured and each board member rates the Superintendent's progress toward the agreed-upon goals. Finally, Part III is adopted from the Oregon School Boards Association model, and calls for a '360 degree' evaluation of the Superintendent, drawing samples from a range of stakeholders, from staff and administrators to community partners to parents. Less formal than Parts I and II, this part nonetheless is important to ensure that the evaluation elements completed by the Board comply with the general perception of the Superintendent held by the various other stakeholders in the system. This model evaluation was developed in collaboration by Buffalo Board of Education Vice President for Executive Affairs, Jay McCarthy, and Buffalo ReformED Executive Director, Jason Zwara. BPS Model Superintendent Evaluation 1

2 PART I: PERFORMANCE STANDARDS REVIEW Each Board member will evaluate the Superintendent on each of the eight performance standards. These evaluations should be based on the superintendent's performance in achieving goals and also the superintendent's overall leadership of the school district. Please note the superintendent's reference to these performance standards in his/her self-evaluation. Each Performance Standard has performance indicators listed below it. These performance indicators suggest objective measures to consider when choosing the overall level selected for that Performance Standard. Do not rate each performance indicator separately. The only rating is for the overall Performance Standard. Comments supporting your rating will be helpful in providing back-up during the board discussion to prepare a summary evaluation form. BPS Model Superintendent Evaluation 2

3 Standard 1: Leadership & District Culture This standard stresses the Superintendent's performance in leadership through empowering others, visioning, helping shape school culture and climate and understanding multi-cultural and ethnic differences. 1.1 Facilitate a community process to develop and implement a share vision that focuses on improving student achievement 1.2 Promote academic rigor that focuses on learning and excellence for schools 1.3 Create and support a community of learners that empowers others to reach high levels of performance to achieve the school's vision 1.4 Promote understanding and celebrating school/community cultures 1.5 Promote and expect a school based climate of tolerance, acceptance and civility 1.6 Develop, implement, promote and monitor continuous improvement processes 1.7 Develop administrative procedures for implementing Board policy and enforcing all policies, laws, rules and regulations 1.8 Participate actively in the development of a management team 1.9 Assume responsibility for own professional growth and development BPS Model Superintendent Evaluation 3

4 Standard 2: Policy & Governance This standard involves working with the Board to formulate internal and external district policy, defining mutual expectations of performance with the Board and demonstrating good school governance to staff, schools, and the community at large. 2.1 Understand and articulate the system of public school governance and differentiate between policy making and administrative roles 2.2 Establish procedures for superintendent/board interpersonal and working relationships 2.3 Attend and participate in regular and special meetings of the Board 2.4 Prepare the Board agenda, in coordination with the Board President, which sets forth all known items of business to be conducted at the next Board meeting 2.5 Advise the Board on the need for new and/or revised policies and sees that all policies of the Board are implemented 2.6 Act on own discretion if any action is necessary on any matter not covered by Board policy and report such action to Board as soon as practicable 2.7 Understand and interpret the role of federal, state and regional governments, policies, and politics and their relationships to local district and schools 2.8 Use legal counsel in governance and procedures to avoid criminal and civil liability BPS Model Superintendent Evaluation 4

5 Standard 3: Communications & Community Relations This standard emphasizes the skills necessary to establish effective two-way communications not only with students, staff, and parents, but with the community as a whole including beneficial relationships with the media. It also stresses responding to community feedback and building community support for the district. 3.1 Board Communications: a. Informs the Board with timely communications b. Responds to concerns and needs of the entire Board and individual members c. Keeps Board informed on issues, needs and operations of the district d. Seeks and accepts constructive criticism from Board 3.2 Community Relations: a. Keeps public informed of educational practices, policies, trends and problems b. Promotes involvement of all stakeholders in decision making c. Establishes effective school/community relations d. Understands role of and develop a cooperative relationship with the media 3.3 Staff/Student Communications: a. Involves staff in goal setting and decision making b. Encourages high personal expectations in performance of all staff and students c. Encourages participation of appropriate staff in planning procedures and implementation BPS Model Superintendent Evaluation 5

6 Standard 4: Organizational Management This standard requires the Superintendent to gather and analyze data for decision making and for making recommendations to the Board. It stresses the skills necessary to meet internal and external customer expectations and to effectively allocate resources. 4.1 Demonstrate budget management including financial forecasting, planning, cash flow management, account auditing and monitoring 4.2 Supervises the preparation and presentation of the annual budget in accordance with the schedule established by the Board 4.3 Directs the establishment of efficient procedures to maximize income, safeguard investments and provide effective controls for all expenditures of school funds 4.4 Develop and monitor long range plans for district technology and I.T. 4.5 Evaluate plant needs and make recommendations regarding improvements, alterations, and changes in the buildings and equipment of the district 4.6 Demonstrate knowledge of school facilities and develop a process that builds internal and public support for facility needs BPS Model Superintendent Evaluation 6

7 Standard 5: Curriculum Planning Development This standard tests the Superintendent's skills in keeping current with the latest designs in curriculum, teaching, learning, and testing theories. 5.1 Develop core curriculum design and delivery system based on content and assessment standards (NYS Common Core Standards) and best practices 5.2 Establish curriculum planning to anticipate trends and school-to-career needs 5.3 Use child development and learning theories to create developmentally appropriate curriculum and instruction 5.4 Assess student progress using a variety of appropriate techniques and measures 5.5 Involve faculty and stakeholders in enhancement and renewal of curriculum to assure alignment of curriculum, instruction, and assessment 5.6 Recommend to the Board for its adoption all courses of study, curriculum guides, and major changes in text and time schedules to be used in district's schools BPS Model Superintendent Evaluation 7

8 Standard 6: Instructional Leadership This standard focuses on how the curriculum developed (under Standard #5) is actually taught. It emphasizes the skills required to ensure that the most effective teaching techniques are in place and that all instructional resources are used to maximize student achievement. This standard also centers on applying research, best practices and sensitivity with respect to diversity in the community and district. 6.1 Collaboratively develop, implement and monitor process to improve learning 6.2 Implement appropriate safety and security practices in schools 6.3 Faithfully utilize instructional evaluation system to assess appropriate teaching methods and classroom management strategies 6.4 Analyze available instructional resources and assign them in a cost effective and equitable manner to enhance student outcomes 6.5 Establish instructional strategies that include cultural diversity and differentiated learning strategies 6.6 Review and update the instructional program on a continuing basis 6.7 Applies effective methods of providing, monitoring, evaluating and reporting student achievement and using good research and assessments to improve the learning process BPS Model Superintendent Evaluation 8

9 Standard 7: Human Resources Management This performance standard requires skills in developing and implementing a staff performance evaluation system. It also requires skills in applying ethical, contractual, and legal requirements for personnel selection, development, retention, promotion and dismissal. 7.1 Demonstrate use of system and staff evaluation data for personnel policies, decision making, promotion of career growth and professional development 7.2 Identify and apply appropriate policies, criteria, and processes for the recruitment, selection, induction, and compensation of personnel 7.3 Encourage in-service education and staff professional growth 7.4 Develop a satisfactory collective bargaining process that will enhance the reaching of satisfactory contractual agreements with employee organizations 7.5 Delegate authority and responsibility effectively 7.6 Recommend the number and types of positions required to provide proper personnel for the operation of the district 7.7 Report violations of policies, laws, and regulations to the Board for its consideration and action BPS Model Superintendent Evaluation 9

10 Standard 8: Values and Ethics of Leadership This standard stresses the understanding and modeling of appropriate value systems, ethics and moral leadership. It requires the Superintendent to exhibit multi-cultural and ethnic understanding and to coordinate with social agencies and human services to help students grow and develop as caring, informed citizens. 8.1 Exhibit multi-cultural and ethnic understanding 8.2 Describe the role of schooling in a democratic society 8.3 Manifest a professional code of ethics and demonstrate personal integrity 8.4 Model accepted moral and ethical standards in all interactions 8.5 Explore and develop ways to find common ground in dealing with difficult and divisive issues 8.6 Promote the value that moral and ethical practices are established and practiced in every classroom and school and throughout the district BPS Model Superintendent Evaluation 10

11 PART II: BOARD & SUPERINTENDENT GOALS For this part, the Board and the Superintendent should cooperatively develop three to five clearly-defined, measurable goals. These goals should be developed after reflecting on the previous year's Board evaluation and Superintendent self-evaluation, as well as the District's Strategic Plan. These goals should reflect shared decisions and commitments by the Superintendent and the Board to pursue actions and resources for continued improvement of the school district's operations and performance. For each goal, individual Board members will rate the performance of the Superintendent on meeting the goal and provide comments to support the rating. BPS Model Superintendent Evaluation 11

12 GOAL #1 (repeat this page for each established goal) (list the clearly-defined, measurable goal developed through collaboration between the Superintendent and the Board) BPS Model Superintendent Evaluation 12

13 PART III: 360-DEGREE REVIEW The final part of the evaluation involves surveying various stakeholder groups, including administrators, principals, teachers, parents, and community partners. These surveys should be less formal than Parts I and II. While this part offers an important opportunity for input for the various stakeholders in the system, it also serves as a check on the Board's portions of the evaluation: if the result of the 360-degree review differ significantly from the results of Part I and Part II, the Board should be alerted that something in their evaluation is significantly wrong. Surveys should be sent to small samples of each stakeholder group (e.g. 20 parents, 20 teachers, 5 principals, 5 administrators, 5 community partners). These surveys should be brief, anonymous, and easy to complete and return to the Board. The survey should adopt elements from both Parts I and II, asking the stakeholders to reflect on the Superintendent's performance against the Performance Standards, as well as against the Goals the Board and Superintendent established. This part should be guided by the Superintendent, with input from the Board; it should be conducted in five steps: Step 1: Identify and define the questions to be asked, drawing from and modifying from the Performance Standards and Goals from Parts I and II. Step 2: Select evaluation respondents. Evaluators should represent a diverse range of constituent groups, and should be a large enough sample to fairly represent each group. All responses should be anonymous. Step 3: Distribute the 360-degree review with instructions for completion and time for return. Step 4: Board analyzes the responses and incorporates their results into the final evaluation, taking particular note of areas where 360-degree review significantly differs from Board evaluation. Step 5: Develop an action plan to improve on successes and address concerns raised by 360-degree review. BPS Model Superintendent Evaluation 13

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