- Board operations
- Evaluating the Superintendent
Evaluating the superintendent
Evaluation fulfills several board governing roles:
• Vision: Clear expectations for the superintendent.
• Structure: Evaluation criteria, plan, and timeline are determined in advance.
• Accountability: Measurement of progress on goals and superintendent performance.
• Communication: Evaluation summary of progress on goals and overall performance is shared.
Evaluation should be...
• A positive, objective process
• A tool for informed change
• Performed in a supportive atmosphere
Things for the board to consider:
• What issues require leadership from the superintendent?
• What changes do we want to see next year?
• What is the superintendent's role in leading these changes?
• How do we measure progress?
• When do we want a report on the progress?
How can we evaluate objectively and fairly?
• By following board policy and evaluation language in your superintendent’s employment contract.
• By evaluating on the agreed-upon criteria.
• By coming to agreement on the process and instrument/tool that will be used in the evaluation in advance.
• By agreeing in advance what documentation or evidence you will require.
Plan the evaluation calendar
• Pre-evaluation meeting to establish criteria and procedures
• Identify informal progress review check-in meeting dates
• Identify formal evaluation completion date
• Be aware of the March 15th contract notification requirements
• March - August: Pre-evaluation for determination of the evaluation process
• August – March: Interim progress check-in meetings
• January - March: Gather information
• By March 15: Formal evaluation meeting
• By end of school year: Adopt evaluation summary
What are the requirements?
• State statutes (ORS) 192.660, 332.120, 342.513
• Administrative Rules (OAR) 199-040-0020
• Board Policy Manual Policy CBG
• Superintendent Employment Contract
Adopt an evaluation document that:
• Includes all agreed-upon criteria
• Provides a defined rating system (numerical, descriptive, etc.)
• Provides space for written comments
• Serves as worksheet for the board's composite evaluation
Part 1: Performance Standards
• Visionary District Leadership
• Ethics and Professional Norms
• Inclusive District Culture
• Culturally Responsive Instructional Leadership and Improvement
• Communication and Community Relations
• Effective Organizational Management
• Effective Financial Management
• Policy, Governance and Advocacy
Part 2: Goals
• The board adopts goals based on the superintendent’s previous evaluation and/or the district’s current strategic initiatives or goals
• Goals should be developed collaboratively between the board and superintendent
• Goals should reflect the superintendent’s role in achieving the overall goals of the district but are not the same as the overall district goals.
Part 3: Evidence of Performance
• The superintendent fills out forms for both part 1 and part 2 and reports back to the board.
• Assists board in understanding what has been accomplished.
• May be reported before the formal evaluation meeting or at the same time.
Part 4: Targeted Feedback Survey (Optional)
• Optional component meant to give the superintendent and board additional feedback.
• Asks a targeted group of stakeholders to give feedback via a survey.
• The board and superintendent develop a list of individuals who will receive the survey.
• An independent party should conduct the survey and send the summary report back to the board.
• If a targeted feedback survey is used, the board considers that information in completing Parts 1 & 2.
Part 5: Evaluation Summary
Completing the job
• Superintendent reports self-evaluation supported by artifacts or documents in those areas where the board may lack direct knowledge.
• Members fill out the evaluation worksheets for parts 1 and 2 individually using the superintendent’s self-evaluation and the targeted feedback survey, if used.
• Board meets to prepare a composite evaluation (executive session allowed)
• Composite evaluation is presented to superintendent. (executive session is allowed)
• Once signed off, it becomes a public document
• Report the composite evaluation to the public
1. Consult district and legal requirements
2. Review relevant documents
3. Determine evaluation criteria (public)
4. Determine evaluation calendar (public)
5. Hear interim progress reports (check-ins)
6. Circulate worksheets to board
7. Schedule executive session to compile results
8. Discuss composite evaluation with the superintendent
9. Report results to the public
• A governing body may not use an executive session held for purposes of evaluating the chief executive "to conduct a general evaluation of an agency goal, objective or operation." ORS 192.660(8)
• The final evaluation document is a public record
• Any evaluation documents/surveys returned to the board/central office are public records
• Board member's notes may be public records
A high quality superintendent evaluation process helps develop good board/superintendent relationships, provides clarity of roles, creates common understanding of the leadership being provided and provides a mechanism for public accountability.