GOVERNANCE AND LEADERSHIP STANDARD FOR ACCREDITATION

GOVERNANCE AND LEADERSHIP STANDARD FOR ACCREDITATION 20130322 A. ISSUES RELATED TO THIS STANDARD The following requirements ask the school system to provide a self-assessment of expectations for quality included in this Standard for Accreditation. The information and data requested in this section are not for evaluation purposes. Instead, the information and data assist the school system in making the determination whether it meets the Standard and its Indicators of Quality. A.1. FOR INDEPENDENT, RELIGIOUS, AND PROPRIETARY SCHOOL SYSTEMS These issues are not applicable to our school system. 1. Is the school system incorporated? Yes No If yes, Name of Corporation: 2. Is the school system licensed to operate as an educational school system? If yes, In what state(s) is the school system licensed to operate? In what country (ies) is the school system licensed to operate? If no, explain the school system s authority to operate: Yes No New Jersey United States 3. Is the school system licensed to grant diplomas or certificates? If yes, Yes No Page GOV-1

In what state(s) is the school system licensed to grant diplomas or certificates? Type(s) of diplomas or certificates offered If no, explain the school system s authority to grant diplomas or certificates: New Jersey New Jersey State Endorsed Diplomas For religious school systems: Religious Affiliation: N/A B. SELF-ASSESSMENT OF THE INDICATORS OF QUALITY The school system must meet this Standard for Accreditation to be granted Accreditation by the Middle States Association. The Indicators of Quality for the Standard identify the types of evidence that, when taken together, indicate whether the school system meets the Standard. Rate the degree to which the school system meets each Indicator by using the following scale: Rating of Adherence to the Indicator 1. Does Not Meet The evidence indicates the school system does not meet the expectations of this Indicator 2. Partially Meets/In Need of Improvement The evidence indicates that the school system partially meets the expectations of this Indicator and is in need of improvement 3. Meets The evidence indicates the school system meets the expectations of this Indicator 4. Exceeds The evidence indicates the school system exceeds the expectations of this Indicator Page GOV-2

Middle States Association Accreditation Standard: Governance and Leadership The Standard: The school system is chartered, licensed, or authorized by a state, nation, or authority that operates in the public interest. The governance and leadership ensure the integrity, effectiveness, and reputation of the school system through the establishment of policy, provision of resources, and assurance of a quality educational program. The governance and leadership act ethically and consistently to assure an atmosphere of mutual respect and purposeful effort on behalf of students and their learning. School system leaders foster a productive environment for teaching and learning, timely and open communication with stakeholders, and the vision necessary for day-to-day operations and long-term planning. 2.1 2.20: Indicators for the school system School System Governance MSA Indicator of Quality 2.1 The school system is in compliance with the laws, ordinances, and regulations of all civil authorities with jurisdiction over the location in which the school system is located. 2.2 No legal or proprietary ambiguities in ownership, control, or responsibility exist. Partnerships and any corporate linkages in ownership/governance are expressed as enforceable agreements. 2.3 The governance works cooperatively to establish and maintain clearly formulated written policies and procedures that are consistent with the school system s philosophy/mission. The policies and procedures are implemented and reviewed regularly. 2.4 The governance provides appropriate opportunities for education of the trustees/board, including orientation and training sessions so that all members understand their responsibilities and roles. 2.5 The governance appropriately recognizes the accomplishments of the staff and students. Rating 1 2 3 4 Page GOV-3

MSA Indicator of Quality 2.6 The governance provides the school system with effective leadership, support, and continuity, including succession planning to ensure stability of the system s leadership. 2.7 The governance thinks and acts strategically, reflecting on its decisions and the consequences of its actions. 2.8 The governance implements a system for evaluating its own effectiveness in performing its duties. 2.9 The governance focuses its activities on selecting, evaluating, and supporting the head of the school system, policy development, planning, assessing the organization s performance, and ensuring adequate resources to accomplish the system s philosophy/mission. 2.10 Governance refrains from undermining the authority of the leadership to conduct the daily operation of the school system. 2.11 The governance utilizes a clearly defined performance appraisal system for the head of the school system. The appraisal is conducted with the knowledge and participation of the head of the school system. School System Leadership MSA Indicator of Quality 2.12 The head of the school system is accountable to the governance and is responsible for ensuring achievement of expected levels of student performance. 2.13 Together with the school system's governance, the school system's leadership undertakes operational, long range, and strategic planning aimed at accomplishing the school s mission and goals. Rating 1 2 3 4 Rating 1 2 3 4 Page GOV-4

MSA Indicator of Quality 2.14 The school system's leadership ensures that all school system programs and activities are adequately and appropriately planned, supervised, resourced, and staffed with qualified personnel. 2.15 The school system's leadership stays well informed of educational developments. 2.16 The school system leadership adheres to appropriate guidelines concerning confidentiality in communications. 2.17 The school system's leadership provides the component schools with effective leadership, support, and continuity, including succession planning to ensure stability of the schools leadership. 2.18 The school system's leadership focuses its activities on selecting, evaluating, and supporting the leadership of the component schools, planning, assessing the system s performance, and ensuring adequate resources to accomplish the philosophy/mission of the system and its component schools (if appropriate). 2.19 he school system's leadership refrains from undermining the authority of the component schools' leadership to conduct the daily operation of the component schools. 2.20 The school system's leadership uses a clearly defined performance appraisal system for the schools leadership. The appraisal is conducted with the knowledge and participation of the schools leadership. Rating 1 2 3 4 2.21 2.28: Indicators for faith-based school systems 1 These Indicators are not applicable to our school system. Page GOV-5

2.29: Indicator for school systems that provide all or part of their educational program by a distance modality These Indicators are not applicable to our school system. 2.30 2.35: Indicators for component schools School Leadership MSA Indicator of Quality ALL COMPONENT SCHOOLS 2.30 Our school's leadership maintains appropriate and constructive relations with families, students, the staff, the community, and with each other in the interest of serving the needs of the students. 2.31 Our school's leadership undertakes operational and long range planning aimed at accomplishing the school s mission and goals. 2.32 Our head of the school is accountable to the school system's governance and leadership and is responsible for ensuring expected levels of student performance. 2.33 Our school's leadership ensures that all school programs and activities are adequately and appropriately planned, supervised, resourced, and staffed with qualified personnel. 2.34 Our school's leadership ensures that members of the professional and support staffs stay well informed of educational developments. 2. 35 Our school's leadership adheres to appropriate guidelines concerning confidentiality in communications. Rating 1 2 3 4 Page GOV-6

B.1. Stakeholders comments to support the ratings: STANDARD: Governance and Leadership Source of Comments Central Administration and Staff Comments Central Office leadership makes certain that all staff remain informed of educational initiatives underway within the district. District leadership has developed an effective and coherent plan that is directed at supporting the school s philosophy/mission and goals. District leadership is currently defining the parameters of the new evaluation performance appraisal system for their schools leadership and staff. Central Office leadership actively supervises, evaluates, and supports the leadership of each of our component schools. Effective appraisals of the leadership team are performed with the knowledge and participation of each administrator/leader. Governing Body District leadership provides the appropriate resources to accomplish the philosophy/mission of the system and its component schools. Central Office leadership informs the board of the programs provided by the district. Programs provided for students are adequately and appropriately planned, supervised, resourced, and staffed with qualified personnel. The leadership maintains good relations with staff, students, families and the community. COVE ROAD SCHOOL Staff There are many devoted and wonderful Leaders in the Hazlet community and communication is essential to the stability and growth of the district. Parents The relationship between Superintendant, Principal, Staff, Parents and students is remarkable. There is an open door policy in place which allows a steady stream of communication between all parties. HAZLET MIDDLE SCHOOL Staff The leadership is clear about their appraisal system. Parents My son graduated from this school this year. The principal is a Page GOV-7

STANDARD: Governance and Leadership Source of Comments Comments wonderful leader for that school. I have never had any problems here. Everything in this school from the doors opening in the morning till the end of the day is done very well. I am happy to have had such a great experience with Hazlet Middle School. LILLIAN DRIVE SCHOOL Parents I feel that the school leadership is strong. MIDDLE ROAD SCHOOL Parents I feel that the principal of this school contradicts herself. Some of the teachers are not qualified for their jobs for a variety of reasons. The principal is very much in control and knowledgeable in what is going on in her school. I am so happy with Middle Road School, the principal and staff is terrific. My biggest concerns are the teachers at this school and the curriculum. There is too much pressure on testing of these children. As a parent, I think the curriculum has to change and the teachers have to put less pressure on these kids. If they are turned off at school in the early grades what are we accomplishing. RARITAN HIGH SCHOOL Staff Many of these indicators make me consider items such as issues related to the board and long-term planning that is something for which I do not have direct knowledge. Parents The school provides consistent communication to the parents and community on all areas of school programs and district goals. Leadership is very involved in helping students obtain quality education. Leadership is also very involved in community. I honestly didn't even know who my children's principal was. RARITAN VALLEY SCHOOL Parents The new principal is always open to parents ideas and Page GOV-8

STANDARD: Governance and Leadership Source of Comments Comments comments. He is outside the building every morning greeting the children. He is warm and genuinely concerned with the students education. It is a wonderful learning environment. SYCAMORE DRIVE EARLY CHILDHOOD LEARNING CENTER Staff Our administration actively researches to create programs that best suit their student' needs. Parents Sycamore Drive has an OUTSTANDING principal. His leadership in the school this year has truly turned the school into a welcoming and warm place. He directly builds the positive, strong relationships with parents, students and the teachers. It was with his guidance that Sycamore has come into its own and he has instilled community pride in this school. The principal is in the classrooms and cafeteria every day. He is present at after school activities and has an open-door policy for questions parents may have. The school's principal, in particular, is very approachable with any issue, and places a priority on any concerns parents bring to him, and ensures that the school is using best practices. I feel my child s needs are met. The school leaders have been very clear and direct in regards to the environment they are fostering based on mutual respect and a conducive learning environment UNKNOWN Staff Hazlet School System's leadership continually reflects upon policy and performance offering all component participants opportunity for growth and recognition B.2. Evidence: There were no Indicators for this Standard that were rated 1 (Does Not Meet) Indicator No. Evidence Page GOV-9

Indicator No. N/A Evidence C. SELF-ASSESSMENT OF THE DEGREE TO WHICH THE SYSTEM MEETS THIS STANDARD FOR ACCREDITATION Our self-assessment is that our school system MEETS this Standard for Accreditation Our self-assessment is that our school system DOES NOT MEET this Standard for Accreditation because it does not meet or meets only partially the Requirement(s) of the Standard and/or the Indicator(s) of Quality indicated below: N/A Indicator Number N/A Requirement of the Standard Indicator Does Not Meet Does Not Meet Meets Partially Meets Partially C.1. Identify in the table below any component school for which the ratings for this Standard and its Indicators of Quality differ significantly from the system's average rating. Name of Component School: N/A Describe the degree to which this school's performance differs from the average for the system: Page GOV-10

D. ROOT CAUSE ANALYSIS Foundational Issue: Governance and Leadership Are there governance and leadership standard indicators not met or in need of improvement that inhibit the attainment of the organizational capacity objective? Data to support your conclusion: Hypothesis derived from your conclusion: YES NO The district adheres to all laws, ordinances, and regulations for the school system. District policies and procedures have been put into practice and they are reviewed regularly. The school district has established and maintained accurate policies and procedures. District policies and procedures are connected with the school system s philosophy/mission. The district provides effective leadership and resources to component schools to ensure that the leadership has the support they need to support students and staff. E. IMPLICATIONS FOR PLANNING E.1. List the school system s significant strengths in meeting the Governance and Leadership Standard. Central office leadership works collegially and collaboratively with all stakeholders of the school community when developing policies and procedures. The district policies and procedures are consistent with the school system s philosophy/mission. The district policies and procedures are implemented and reviewed regularly. District leadership attends to the governance of schools by focusing its efforts on Page GOV-11

selecting, evaluating, and supporting the programs that are connected to improving the school system. E.2. List the school system s significant areas in need of improvement in meeting the Governance and Leadership Standard. Continue to focus on the development of effective district-wide policy and planning to ensure that adequate resources are continued to support the component schools in fulfilling the district s philosophy/mission. Ensure that all job descriptions of key members of the central office administrative staff are up to date. E.3. Based on the strengths and areas for improvement identified, list any important next steps or strategic priorities related to Governance and Leadership that should be included in the action plan in the Plan for Growth and Improvement. Continue to provide the component schools with effective leadership support to ensure that the daily operation of the component schools goals and objectives are successfully met. Continue to communicate effectively the direction the school district is moving towards to all stakeholders of the school community. Continue to evaluate the school system's effectiveness in achieving goals. Page GOV-12

F. EVIDENCE TO SUPPORT THE SELF-ASSESSMENT OF THIS STANDARD GOVERNANCE & LEADERSHIP Evidence Documentation For All School Systems: The orientation and training plan for members of the school system's governance. POLICY 0144 Board Member Orientation June 2011 School District Accountability Act Mandated NJSBA School Board Member Training The process the school system's governance uses for evaluating its own effectiveness in performing its duties. POLICY 0134 Board Self Evaluation March 2009 Board Self-Evaluation - NJSBA Chart of lines of authority/responsibilities in the school system Organizational Chart Job descriptions for the head of the school system and other key members of the central office administrative staff Superintendent of Schools Assistant Superintendent of Schools School Business Administrator Director of Curriculum, Instruction & Testing Director of Special Services Director of School Counseling Services Director of Athletics Supervisor of Mathematics K-12 Supervisor of English Language Arts K-12 Supervisor of Science 7-12 Supervisor of Educational Technology Secretary to the Superintendent Secretary to the Superintendent's Office Secretary to the School Business Administrator List of NJSBA Board Member training on file in Business Office NJSBA Superintendent s Evaluation, Board Self-Evaluations on file in Business Office Shared with leadership of the district (on file Superintendent s Office) Personnel Office (on file) Page GOV-13

GOVERNANCE & LEADERSHIP Evidence Documentation Job descriptions for the heads of the component schools and other Personnel Office key members of component schools' administrative staff (on file) Principal Assistant Principal Administrative Aide School Secretary School Nurse Appraisal tool and/or description of the process used to appraise the performance of the head of the school system POLICY 1240 Evaluation of Superintendent March 2009 CSA (Chief School Administrator)Evaluation NJSBA CSA (Chief School Administrator) Merit Goals NJSBA Appraisal tool and/or description of the process used to appraise the performance of the heads of the school system's component schools Policy 3223 Evaluation of Administrators March 2009 Administrator Evaluation Form (MyLearningPlan/OASYS) School system policies pertaining to the governance and leadership, including: the roles and responsibilities of the governing body POLICY 0171 Duties of President and Vice President Dec 2010 educating the members of the governing body regarding the governance's responsibilities and roles NJSBA Superintendent s Evaluation Administrator Evaluation (MyLearningPlan/ OASYS) Defined by NJSBA NJSBA Training POLICY 0144 Board Member Orientation June 2011 selecting the head of the school system POLICY 1220 Employment of Chief School Administrator Dec 2009 POLICY 1230 Superintendent Duties March 2011 the governing body's evaluation of its own effectiveness in performing its duties and responsibilities POLICY 0134 Board Self Evaluation March 2009 appraising the performance of the head of the school system POLICY 1240 Evaluation of Superintendent March 2009 Superintendent Search NJSBA Self-Evaluations NJSBA Superintendent s Evaluation Page GOV-14

GOVERNANCE & LEADERSHIP Evidence Documentation adhering to appropriate guidelines for confidentiality in On File communications Superintendent s Office Dropbox & E mail selecting the heads of the component schools Personnel Committee POLICY 1620 Administrative Employment Contracts Meeting Agendas, Minutes, Personnel Packets appraising the performance of the heads of the component schools POLICY 3223 Evaluation of Administrators March 2009 For Component Schools Results of the schools self-assessments of compliance with this Standard for Accreditation and its Indicators of Quality Evaluations on file in Personnel Office All schools within the district have conducted a selfassessment and were included in the final analyses of this standard for accreditation. Page GOV-15