2.1 Provides leadership in the development of a shared vision for educational improvement that inspires employees to work collaboratively. 2.2 Organizes the collaborative development and implementation of a division strategic plan based on analysis of data from a variety of sources. 2.3 Works collaboratively to develop long- and short-range goals and objectives consistent with the strategic plan and monitors progress in achieving the goals and objectives. 2.4 and utilizes human and material resources outside the division that may support and/or enhance the achievement of goals and objectives. 2.5 Uses research-based techniques to analyze and apply data gathered from division improvement measurements that include student assessment results and staff implementation practices. 2.6 Collaboratively identifies needs, determines priorities, and assesses program implementation using researched-based instructional practices that result in student learning. 2.7 Plans, implements, supports, and assesses instructional programs that enhance teaching and student achievement such that the school division and all schools meet all required federal and state standards. 2.8 Applies and communicates findings to all stakeholders to ensure continuous improvement. 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 out research on the effective use of assessment data and ensures division personnel are aware of relevant findings and are using data to improve instructional programs, resulting in improved student academic performance. The superintendent strategically gathers, analyzes, and uses a variety of data to planning and decision making consistent with established guidelines, policies, and procedures that result in student academic progress. The superintendent has not reached a of proficiency in gathering, analyzing, and using a variety of data to guide planning and decision making consistent with established guidelines, policies, and procedures that result in student academic success. The superintendent does not gather, analyze, and use a variety of data to guide planning and decision making consistent with established guidelines, policies, and procedures that result in student academic success. Performance Standard 3: 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. Sample Performance Indicators Examples may include, but are not limited to: The superintendent: 3.1 Communicates a vision of excellence and continuous improvement consistent with the goals of the school division.
Superintendent Summative Performance Report Directions: Evaluators use this form to provide the superintendent with an assessment of performance. The superintendent should be given a copy of the form at the end of each evaluation cycle. Superintendent: School Year(s): School: Performance Standard 1: Mission, Vision, and Exemplary In addition to meeting the requirements for Proficient... Proficient Proficient is the expected level of performance. Developing/Needs Improvement Unacceptable The superintendent establishes a highly productive relationship with the local school board to formulate and implement the school division’s mission, vision, and goals to promote student academic progress. 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. The superintendent has not reached a level of proficiency in working with the local school board to formulate and implement the school divisions, mission, vision, and goals to promote student academic progress. The superintendent does not work with the local school board to formulate and implement the school divisions, mission, vision, and goals to promote student academic progress. Comments: Performance Standard 2: Planning and Assessment Exemplary In addition to meeting the requirements for Proficient... Proficient Proficient is the expected of performance. Developing/Needs Improvement Unacceptable The superintendent proactively out research on the effective use of assessment data and ensures division personnel are aware of relevant findings and are using data to improve instructional programs, resulting in improved student academic performance. The superintendent strategically gathers, analyzes, and uses a variety of data to planning and decision making consistent with established guidelines, policies, and procedures that result in student academic progress. The superintendent has not reached a level of proficiency in gathering, analyzing, and using a variety of data to guide planning and decision making consistent with established guidelines, policies, and procedures that result in student academic success. The superintendent does not gather, analyze, and use a variety of data to guide planning and decision making consistent with established guidelines, policies, and procedures that result in student academic success. Comments: Performance Standard 3: Instructional Leadership
Exemplary In addition to meeting the requirements for Proficient... Proficient Proficient is the expected 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 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, 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, 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: Performance Standard 5: Communication and Community Relations Exemplary In addition to meeting the requirements for Proficient... Proficient Proficient is the expected 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 of performance. 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: Overall Evaluation Summary (based on Cumulative Summative rating range decided by school division): Include comments here Exemplary Proficient Developing/Needs Improvement Unacceptable Recommended for Targeted Professional Growth. (One or more standards are Unacceptable, or two or more standards are Developing/Needs Improvement.) Commendations: