recommends that the evidence of progress be reviewed and considered throughout the year. Trend analysis should be used where applicable. Part 3: Documenting Superintendent Performance In order to develop a complete picture of the superintendent’s performance, board members should use multiple sources of information in assessing performance quality. These data sources might include formal and informal observations, client surveys, artifacts of performance, goal setting, and other relevant sources of performance information. As representatives of the community, board members often receive unsolicited opinions about the performance of the superintendent, most often from individuals who are not pleased or disagree with an action or decision of the superintendent. Although it is tempting to use selected data sources in assessing the superintendent’s performance, some sources may be more problematic than others; thus, these problematic, unsolicited, non-representative data should be very carefully and cautiously considered before applying the data to superintendent evaluation, if they are to be used at all. For data sources to be acceptable, they must meet the tests of logic, validity, reliability, fairness, and legality. Answering questions like the ones that follow will assist board members in determining whether various data sources meet these tests: Are the data caused by or the responsibility of the superintendent? Do the data reflect responsibilities included in the superintendent’s job description? Are the data linked to student learning, welfare, or other needs? Are the data of primary importance in considering the quality of the superintendent’s performance? Are better data available on the same issue? Board members should work with the superintendent to reach consensus on the evidence-based data sources to be used. The suggested sources of information described in Figure 3.1 were selected to provide comprehensive and accurate feedback on superintendent performance. Data sources may include, but are not limited to, the sources in Figure 3.1. Figure 3.1: Suggested Documentation Sources for Superintendent Evaluation Data Source Definition Self-Evaluation Self-evaluation reveals superintendents’ perceptions of their job performance. Results of a self-evaluation should inform superintendents’ personal goals for professional development. Documentation Evidence Items generated by superintendents provide evidence of meeting the seven performance standards.
Figure 4.1: Examples of Measures of Divisionwide Student Academic Progress Category Measure Early elementary school (may include PreK) Upper elementary school Middle school High school All students’ academic progress Progress on SOL assessments Improvement on advanced pass rates on SOL assessments Increase percentage of middle school students taking high school-level courses Improvements in high school graduation rates  Subgroups and other student groupings English Language Learners progress on English language proficiency assessment Increase percentage of students with disabilities earning Standard and Advanced Studies diplomas Increase achievement of economically disadvantaged Subgroups making increased academic progress Decrease in achievement gap in subgroups Increase in achievement of Individualized Education Plan goals Improvements in underperforming subgroups earning high school diploma   College and Career Readiness Participation and success in AP and dual enrollment courses Enrollment and achievement in postsecondary education Increase percentage of students earning career and technical industry certification, state licenses, or successful national occupational assessment credentials Reading/Literacy Readiness On track indicators such as Phonological Awareness Literacy Screening or similar measures available locally SOL test outcomes Benchmark outcomes    
Mathematics Readiness Progress on Algebra readiness assessments such as the Algebra Readiness Diagnostic Test Enrollment and success in Algebra I by eighth grade SOL test outcomes Benchmark outcomes STEM Education Increase percentage of underrepresented students taking advanced STEM courses  Student Progress Reduced retention rates resulting from increased student achievement outcomes Increased student academic progress based on progress (value) table data    Student Nonacademic Core Activities Increase percentage of students involved in extracurricular activities Increase percentage of students receiving prestigious awards    Sample: Superintendent’s Annual Goals Sample: Superintendent’s Annual Goals Directions: This form is a tool to assist superintendents in setting goals that result in measurable divisionwide student academic progress. Goals may relate to other standards, but all goals should address Standard 7 as well. Use a separate sheet for each goal. Superintendent’s Name: Date: School Division: School Year: Preliminary approval granted by school board on: Mid-year review conducted by school board on: Year-end review conducted by school board on: Goal:
Exemplary In addition to meeting the requirements for Proficient... Proficient Proficient is the expected level of performance. Developing/Needs Improvement Unacceptable The superintendent actively and consistently employs innovative and effective leadership strategies that empower teachers, maximize student academic progress, and result in effective teaching and learning that reflects excellence. 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. The superintendent has not reached a level of proficiency in fostering the success of all teachers, staff, and student students by facilitating the development, communication, implementation, or evaluation of effective teaching and learning that leads to student academic progress and school improvement. The superintendent does not foster the success of all teachers, staff, and students by facilitating the development, communication, implementation, or evaluation of effective teaching and learning that leads to student academic progress and school improvement. Performance Standard 4: Organizational Leadership and 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. Sample Performance Indicators Examples may include, but are not limited to: The superintendent: 4.1 Identifies, analyzes, and resolves problems using problem-solving techniques. 4.2 Facilitates the implementation of research-based theories and techniques of classroom management, student discipline, and school safety to ensure an orderly and positive environment conducive to teaching and learning. 4.3 Implements sound personnel procedures in recruiting, employing, and retaining highly qualified and most effective teachers, administrators, and other personnel based on identified needs. 4.4 Acquires, allocates, and manages division human, material, and financial resources in compliance with all laws to ensure the effective and equitable support of all of the division’s students, schools, and programs. 4.5 Demonstrates organizational skills to achieve school, community, and division goals. 4.6 Provides staff development for all categories of personnel consistent with individual
needs, program evaluation results, and instructional improvement plans. 4.7 Plans and implements a systematic performance evaluation system of all employees that provides timely and constructive feedback. 4.8 Provides support and resources for staff to improve job performance and recognizes and supports the achievement of highly effective personnel. 4.9 Collaborates with stakeholders to develop, assess, and improve procedures and policies that maximize the amount of available time for successful teaching, learning, and professional development. Exemplary In addition to meeting the requirements for Proficient... Proficient Proficient is the expected level of performance. Developing/Needs Improvement Unacceptable The superintendent is highly effective at organizational management, demonstrating proactive decision making, coordinating safe, efficient operations, and maximizing available resources. 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. The superintendent has not reached a level of proficiency in supporting, managing, or evaluating the division’s organization, operation, safety, or use of resources. The superintendent inadequately supports, manages, or evaluates the division’s organization, operation, safety or use of resources. Performance Standard 5: Communication and Community Relations The superintendent fosters the success of all students through effective communication with stakeholders. Sample Performance Indicators Examples may include, but are not limited to: The superintendent: 5.1 Models and promotes effective communication and interpersonal relations within the school division. 5.2 Establishes and maintains effective channels of communication with board members and between the schools and community. 5.3 Works collaboratively with all stakeholders to secure resources and to support the success of a diverse student population. 5.4 Creates an atmosphere of trust and mutual respect with all stakeholders. 5.5 Demonstrates the skills necessary to build community support for division goals and priorities. 5.6 Uses formal and informal techniques to gather external perceptions and input as a part of the decision making process.
The superintendent actively and consistently employs innovative and effective leadership strategies that empower teachers, maximize student academic progress, and result in effective teaching and learning that reflects excellence. 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. The superintendent has not reached a level of proficiency in fostering the success of all teachers, staff, and student students by facilitating the development, communication, implementation, or evaluation of effective teaching and learning that leads to student academic progress and school improvement. The superintendent does not foster the success of all teachers, staff, and students by facilitating the development, communication, implementation, or evaluation of effective teaching and learning that leads to student academic progress and school improvement. Comments: Performance Standard 4: Organizational Leadership and Safety Exemplary In addition to meeting the requirements for Proficient... Proficient Proficient is the expected level of performance. Developing/Needs Improvement Unacceptable The superintendent is highly effective at organizational management, demonstrating proactive decision making, coordinating safe, efficient operations, and maximizing available resources. 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. The superintendent has not reached a level of proficiency in supporting, managing, or evaluating the division’s organization, operation, safety, or use of resources. The superintendent inadequately supports, manages, or evaluates the division’s organization, operation, safety or use of resources. Comments: Sample: Superintendent Summative Performance Report Option B Page 3 of 4 Performance Standard 5: Communication and Community Relations Exemplary In addition to meeting the requirements for Proficient... Proficient Proficient is the expected level of performance. Developing/Needs Improvement Unacceptable The superintendent proactively seeks and creates innovative and productive methods to communicate and engage effectively with stakeholders. The superintendent fosters the success of all students through effective communication with stakeholders. The superintendent has not reached a level of proficiency in communicating on issues of importance to stakeholders. The superintendent demonstrates ineffective or detrimental communication with stakeholders.
Comments: Performance Standard 6: Professionalism Exemplary In addition to meeting the requirements for Proficient... Proficient Proficient is the expected level of performance. Developing/Needs Improvement Unacceptable The superintendent demonstrates professionalism through published works, formal presentation(s), and/or formal recognition(s) or award(s). 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. The superintendent has not reached a level of proficiency in demonstrating professional standards, engaging in continuous professional development, or in contributing to the profession. The superintendent shows disregard for professional standards and ethics, engaging in continuous professional development, or contributing to the profession. Comments: Performance Standard 7: Divisionwide Student Academic Progress Exemplary In addition to meeting the requirements for Proficient... Proficient Proficient is the expected level of performance. Developing/Needs Improvement Unacceptable The superintendent’s leadership results in a high level of student academic progress with all populations of learners. The superintendent’s leadership results in acceptable, measurable divisionwide student academic progress based on established standards. The superintendent’s leadership has not reached a level of proficiency in promoting student academic progress that meets the established standard. The superintendent’s leadership consistently results in inadequate student academic progress. Comments: Sample: Superintendent Summative Performance Report Option B Page 4 of 4 Overall Evaluation Summary (based on Cumulative Summative rating range decided by school division): Include comments here Exemplary Proficient Developing/Needs Improvement Unacceptable