Workshop Darci DErcole , M.Ed. Director of Leadership Development, - - PowerPoint PPT Presentation

Superintendent Evaluation Workshop

Darci D’Ercole, M.Ed. Director of Leadership Development, NYSSBA Mark Snyder, M.Ed. Leadership Development Manager, NYSSBA

Question?

• 1. In general, how was your most recent superintendent

evaluation?

• 2. How well did the process work?
• 3. What were the pro’s and con’s of the instrument you

used?

• 4. Where is there room for improvement?

Did You Know?

60-70% of all superintendents in NYS are new superintendents (less than 4 years) Less than 25% of board members in NYS have experience in education The average tenure of a board member in NYS is 5-6 years.

Our Vision and Mission

Waters, T., & Marzano, R., (2006). The Effect of Superintendent Leadership on Student Achievement. McREL, Denver, Colorado.

The average tenure of a school superintendent in the U.S. is 3.2 years (NSBA)

The length of a superintendent’s tenure has a positive effect on student achievement.

Hendricks, S. (2013). Evaluating the Superintendent: The Role of the School Board. NCPEA Educational Leadership Review, 14 (3).

The primary reason for superintendents leaving the district is due to a lack of support from the school board or conflicts with individual board members.

According to NSBA’s Center for Public Education

…boards and superintendents in “high-achieving districts” came together creating a strong working relationship, refining their visions over time, assessing district strengths and weaknesses. However in “less successful districts” boards and superintendents were not aligned with a lack of collaboration with a board that may not hold the superintendent accountable for goals.

Eight characteristics of Effective School Boards

Our Essential Question

• How can a school board develop and support an

effective superintendent?

Hendricks, S. (2013). Evaluating the Superintendent: The Role of the School Board. NCPEA Educational Leadership Review, 14 (3).

In order to maintain a successful relationship, it is imperative that a well designed performance evaluation tool is implemented. Therefore, it is essential that formal guidelines are established because they can provide both guidance and standards throughout the superintendent performance process.

Evaluating the superintendent is a legal requirement

8 NYCRR §100.2 (o) (1) (vi) Performance review of superintendent. The governing body of each school district shall:

• Annually review the performance of the superintendent of

schools

• Procedures for review must be developed by such body in

consultation with the superintendent

• Such procedures shall be filed in the district office and

available for review by any individual no later than September 10th of each year.

The Timeline

Summer

• Board develops/confirms the vision, mission, annual goals,

and core values of the district (wkshop/retreat)

• Board and superintendent collectively define the

superintendent’s goals (exec. session)

• Superintendent’s professional development plan is

reviewed with the board (exec session)

The Timeline

Autumn

• The Board and superintendent agree upon the evaluation

process, instrument, rating method, and supporting data to be used to measure performance

• The Board files the procedures by September 10

(per Commissioner’s regulations, 8 NYCRR 100.2 (o)(2)(v)

• The board president reviews the evaluation process and

instrument with new board members

The Timeline Winter

• The superintendent makes interim progress report to the

board on district goals and superintendent annual

• bjectives, and/or the board conducts an informal mid-

year formative performance assessment (board mtg)

The Timeline

Spring

• The superintendent conducts a self-assessment

(with supporting evidence)

• Individual board members complete the evaluation instrument
• Board members meet in executive session to discuss their evaluation

and determine the board’s official evaluation rating and commentary

• Board’s official document(s) is/are shared, clarified, and discussed

with the superintendent in executive session

• A copy of the final performance summary is placed in the

superintendent’s personnel file

DEFINING BOARD EXPECTATIONS OF THE SUPERINTENDENT

The 5 Standards of the Superintendent’s Job

The New York State Schools Boards Association (NYSSBA) believes that an effective performance evaluation helps drive school improvement and student achievement, develops a positive relationship between the school board and the superintendent, demonstrates accomplishments of the district, and sets annual priorities. As such, The NYSSBA Superintendent Evaluation, developed in 2015, provides performance standards for rating superintendent performance:

5 Standards

• Standard 1: Vision, Culture, and Instructional Leadership
• Standard 2: Operations, Resources, and Personnel

Management

• Standard 3: Board Governance and Policy
• Standard 4: Communication and Community Relations
• Standard 5: Ethical Leadership

Standard 1: Vision, Culture, and Instructional Leadership

• The superintendent leads the district by promoting the

success of all students, articulating a vision of learning, developing a positive school climate, and demonstrating best practices in instructional programs and staff professional development.

• There are seven Professional Practices in this standard

Standard 1: Vision, Culture, and Instructional Leadership

1.1 Leadership actions, staffing and resources are clearly aligned to a student achievement focused vision, and that vision is evident in the school culture 1.2 Demonstrates a deep understanding of quality instruction and consistently promotes effective instructional programs and high expectations for student learning outcomes 1.3 District goals are systematically aligned throughout the district with a focused plan for student achievement and school improvement supported by resources 1.4 Leads and supports the use of data informed instruction for administrators and teachers 1.5 Monitors and reviews the effectiveness of curriculum and instruction and their alignment with state standards 1.6 Ensures that all staff have district-specific professional development that directly enhances their performance and improves student learning 1.7 Sets self-improvement goals and applies learning from professional development

Standard 2: Operations, Resource and Personnel Management

• The superintendent demonstrates the knowledge, skills and

ability to effectively manage operations that promote a safe and effective environment for students and staff, ensure the fiscal health of the district, and implement sound personnel practices.

• There are six Professional Practices in this standard

Standard 2: Operations, Resource and Personnel Management

2.1 Develops and ensures the implementation of procedures and structures to support compliance with local, state, and federal laws and regulations 2.2 Implements personnel procedures, recruitment, and employee performance programs to hire and retain the best qualified teachers, administrators, and personnel 2.3 Aligns and adjusts resources accordingly to meet district priorities and annual goals/objectives operating within budget and fiscal guidelines 2.4 Guides the process of fiscal planning and budget development and makes recommendations based upon the district’s current fiscal position and future needs 2.5 Stays informed of facilities use and needs and makes facilities recommendations as needed to the board, promotes safety across the district, and ensures a facilities management plan is in place for future needs 2.6 Effectively works with district bargaining units and actively seeks to improve bargaining outcomes that best serve students and the district

Standard 3: Board Governance and Policy

• The superintendent works effectively with the board of

education, exhibits a shared understanding of board and superintendent roles, leads and manages the district consistent with board policies, and demonstrates the skills to work effectively with the board

• There are five Professional Practices in this standard

Standard 3: Board Governance and Policy

3.1 Offers professional advice to the board with appropriate recommendations based on thorough study and analysis 3.2 Keeps the board regularly informed with data, reports, and information which enables them to make effective timely decisions 3.3 Interprets and executes the intent of board policies, and advises the board on the need for new and/or revised policies 3.4 Works collaboratively with the board to shape district vision, mission, and goals with measurable objectives of high expectations for student achievement 3.5 Makes considerable effort to have a positive working relationship with the board, treating all board members fairly and respectfully, and attempts to resolve any serious conflicts with board members

Standard 4: Communication and Community Relations

• The superintendent establishes effective communication with

students, parents, staff, and community, and has the knowledge and awareness of different cultures among all community members to effectively engage and respond to diverse interests and needs that support the success of all students.

• There are 6 Professional Practices in this standard

Standard 4: Communication and Community Relations

4.1 Communicates key information to all stakeholders in an appropriate and timely manner 4.2 Works collaboratively with staff and community members to secure resources and effective partnerships to support district goals and student success 4.3 Uses effective public information strategies to communicate and promote a positive image of the district with families, community, the media, state, and local officials 4.4 Establishes effective communication within the district and promotes positive interpersonal relations among staff 4.5 Creates an atmosphere of trust and respect with staff, families, and community members 4.6 Regularly attends events and visibly engages the school community and the community at large

Standard 5: Ethical Leadership

• The superintendent promotes the success of every student

and every staff member by acting with integrity, fairness, and in an ethical manner

• There are 5 Professional Practices in this standard

Standard 5: Ethical Leadership

5.1 Demonstrates ethical and professional behavior, inspiring

• thers to higher levels of performance

5.2 Maintains a caring and professional relationship with staff, grounded in shared district values 5.3 Demonstrates appreciation for, and sensitivity to, the diversity of the school community, and respects divergent

• pinions

5.4 Demonstrates efforts to close the achievement gap across all demographics 5.5 Demonstrates a high level of self-awareness and improves upon professional practice

Professional Practices Activity

Review the Professional Practices for your assigned standard Any Questions? How do they align with district goals?

SUPERINTENDENT ANNUAL OBJECTIVES

Annual Objectives

• Once the Board is aware of the performance standards for a

superintendent, it is recommended that they establish annual

• bjectives (goals) that are district-specific and aligned with district

goals

• It is recommended that a limit of 3-5 annual goals are identified
• Setting goals essentially involves three questions:

– Where are we? – Where do we want to go? – How shall we get there? “What expectations can we set with the superintendent to help meet district goals over the next school year?”

SMART Goals

• The most effective goals are written as SMART goals

SMART Goals

• SPECIFIC

– What exactly should be realized? – Who is involved? What do I want to accomplish? Where will it be done? Why am I doing this? Which constraints and/or requirements do I have?

SMART Goals

• Measurable

– Can the progress be tracked and the outcome measured? – How much, how many, how will I know when the goal is accomplished?

SMART Goals

• Achievable

– Is the goal feasible and realistic enough to be accomplished? How so? – Is the goal something that we have direct control over? – Is the expectation reasonable and not out of reach or below standard?

SMART Goals

• Relevant

– Is the goal worthwhile? – Will the goal meet district needs? – Is it consistent with other established goals?

SMART Goals

• TIMELY

– A deadline or timeframe can be established

Examples of Superintendent Goals

Superintendent Goals Activity

• 1. Read the sample goals that have been

provided.

• 2. Share any “A-HA” moments

What do you notice? What is surprising? What questions do you have?

MEASURING SUCCESS

Rubrics

• What is a rubric?

– A rubric is a scoring device that contains the evaluative criteria for rating the standards at various levels of achievement.

• In other words:

– A rubric will guide you as you determine how effective the superintendent was for each performance indicator.

Rubrics will identify:

Rubrics

By what criteria should performance be judged? What does the range of quality of performance look like? How do we determine what each rating represents? How do the different levels of quality differ from each other?

Levels of Quality in Performance Indicators

Each Professional Practice is evaluated on a continuum of performance quality using the performance indicators of:

• Ineffective
• Developing
• Effective
• Highly Effective

Levels of Quality in Performance Indicators

• 1. Work with a partner.
• 2. Highlight the key words or phrases that

are indicative of the quality expectations for each performance indicator.

Levels of Quality in Performance Indicators

Levels of Quality in Performance Indicators

The Use of Data in the Superintendent’s Evaluation

• An effective evaluation tool must be unbiased and have

minimal opportunities for interpretation. As a result, it is imperative that the evaluation tool be evidence-based.

• An evidence-based evaluation tool will eliminate evaluator

bias, increase credibility, and reduce the opportunities for interpretation.

• Evidence is used to support the

Board’s/superintendent’s claims in the evaluation.

How do we obtain evidence?

What is Evidence?

Evidence: Actual observations and specific measurements—what you see, hear, or read; what can be proved Interpretation: Making inferences and assumptions not supported by specific

• bservations of behavior or measurements of

data. Bias: Making value judgments based

• n one’s own personal preferences

and feelings.

What is Evidence?

Evidence

• The superintendent visited each building at

least once a week.

• The superintendent held quarterly

Superintendent Forums.

• The meeting evaluations by

participants rated the evening as “effective” or “highly effective.”

What is Evidence?

Evidence

• No questions were asked during the budget

hearing meeting.

• The budget has passed the last 5 years with a

higher than 80% approval rating.

What is not Evidence?

Interpretation

• The faculty seemed bored during the

superintendent’s opening day presentation.

• The elementary school faculty and staff were

happy when I visited the school.

• The community members present

at the Board meeting seemed irritated.

What is not Evidence?

Bias

• The superintendent’s age prevents him/her

from embracing new ideas.

• The superintendent should be more talkative

with parents.

• I feel the superintendent is

doing an awesome job!

What is not Evidence?

Interpretation and Bias can threaten the consistency, validity, and integrity of the evaluation process and jeopardize the accuracy

• f the rating system, making the evaluation of

performance invalid.

Evidence, Interpretation, or Bias

Evidence: Actual observations and specific measurements—what you see, hear, or read. Interpretation: Making inferences and assumptions not supported by specific

• bservations of behavior or measurements of

data. Bias: Making value judgments based

• n one’s own personal preferences

and feelings.

Evidence, Interpretation, or Bias

Evidence, Interpretation, or Bias

• 1. Bias
• 2. Evidence
• 3. Interpretation
• 4. Evidence
• 5. Bias
• 6. Interpretation
• 7. Evidence
• 8. Interpretation
• 9. Bias

10.Evidence

Data Sources

Observations Artifacts of Performance

• Meeting Minutes
• Articles written for

publication

• Presentation notes
• Meeting agendas
• Records of

meetings/appointments

PROVIDING FEEDBACK

Feedback

• The superintendent’s evaluation is an opportunity for the

Board to provide feedback to the superintendent on his job performance.

• When the board approves of the superintendent’s job

performance, providing feedback is usually a comfortable and positive experience.

Providing Feedback

Individual Member Input Board Deliberations Collective Voice of Board

Difficult Conversations

To Develop and Support an Effective Superintendent

• Rely on the evidence
• Keep the conversation constructive
• Avoid blame

Remember, the evaluation is not a “Gotcha” opportunity

Identify the Problem

• It is crucial to be honest!
• Ensure that you are on the

same page

• Offer the superintendent time

to respond to your concerns

• Keep the attention focused on the problem, not the person
• Clearly state the expectation
• Tone should be encouraging

More Tips for Difficult Conversations

• Use “I” statements instead of “You” statements
• Keep your tone and language positive
• Consider timing
• Engage the superintendent/Board in creating a collaborative

action plan

• Be encouraging and reassuring

ADDRESSING CONCERNS

What if…

• …the board doesn’t agree on the overall evaluation?
• …board members have individual agendas?
• …a board member doesn’t complete the evaluation?
• …the board fails to complete the evaluation?
• …board members do not understand how to complete the

evaluation?

• …the superintendent disagrees with the evaluation? Is there

an appeals process?

• …the superintendent is rated ineffective?

Please feel free to ask more questions!

EXPLORING THE INSTRUMENT

Evidence Activity

Let’s Practice

• Examine the evidence provided to you. The evidence was

given to support the superintendent’s evaluation.

• Use this evidence to rate the

superintendent’s performance for the professional practice indicated

• When a rating has been given for each professional practice,

convene with your “board” to assign an official board rating.

EVALUATION TOOLS

NYSSBA’s Superintendent Evaluation Booklet

NYSSBA’s Superintendent Evaluation Writable PDF

CONCLUSION

Final Thoughts

• 1. With a partner, brainstorm questions

you have about the content and/or the evaluation instruments.

• 2. Discuss and identify “Next Steps”

for superintendent evaluation in your district.

• 3. Then, individually identify a powerful

insight from the workshop that had an impact on you.

THANK YOU!

Darci ci D’Ercole – darci. ci.der dercol cole@ e@ny nyssba.or ba.org 1-518 18-783 783-3764 3764 Mark Snyder yder – mark.sn .snyder@n der@nyssba.o sba.org 1-518 518-783 783-3783 3783