302.5 - Superintendent Evaluation

The board will conduct an ongoing evaluation of the superintendent's skills, abilities, and competence. At a minimum, the board will formally evaluate the superintendent on an annual basis. The goal of the superintendent's formal evaluation is to ensure the education program for the students is carried out, promote growth in effective administrative leadership, clarify the superintendent's role, clarify the immediate priorities of the board, and develop a working relationship between the board and the superintendent. This policy supports and does not preclude the ongoing, informal evaluation of the superintendent's skills, abilities and competence.

The superintendent will be an educational leader who promotes the success of all students by:

Mission, Vision and Core Values: Develop, advocate and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.
Ethics and Professional Norms: Act ethically and according to professional norms to promote each student’s academic success and well-being.
Equity and Cultural Responsiveness: Strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being.
Curriculum, Instruction and Assessment: Develop and support intellectually rigorous and coherent systems of curriculum, instruction and assessment to promote each student’s academic success and well-being.
Community Care and Support for Students: Cultivate an inclusive, caring and supportive school community that promotes the academic success and well-being of each student.
Professional Capacity of School Personnel: Develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being.
Professional Community for Teachers and Staff: Foster a professional community of teachers and professional staff to promote each student’s academic success and well-being.
Meaningful Engagement of Families and Community: Engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being.
Operations and Management: Manage school operations and resources to promote each student’s academic success and well-being.
School Improvement: Act as an agent of continuous improvement to promote each student’s academic success and well-being.

The formal evaluation will be based upon the following principles:

· The evaluation criteria will be in writing, clearly stated and mutually agreed upon by the board and the superintendent. The criteria will be related to the job description, the Iowa Standards for School Leaders, the school district's goals, and the goals of the administrator’s individual professional development plan.

· At a minimum, the evaluation process will be conducted annually at a time agreed upon;

· Each board member will have an opportunity to individually evaluate the superintendent, and these individual evaluations will be compiled into an overall evaluation from the entire board;

· The superintendent will conduct a self-evaluation prior to discussing the board's evaluation, and the board as a whole will discuss its evaluation with the superintendent;

· The board may discuss its evaluation of the superintendent in closed session upon a request from the superintendent and if the board determines its discussion in open session will needlessly and irreparably injure the superintendent's reputation; and,

· The individual evaluation by each board member, if individual board members so desire, will not be reviewed by the superintendent. Board members are encouraged, however, to communicate their criticisms and concerns to the superintendent in the closed session. The board president will develop a written summary of the individual evaluations, including both the strengths and the weaknesses of the superintendent, and place it in the superintendent's personnel file to be incorporated into the next cycle of evaluations.

Legal Reference:  Wedergren v. Board of Directors, 307 N.W.2d 12 (                                    Iowa Code §§ 279.8, .20, .23, .23A.
                                    281 I.A.C. Ch. 83; 12.3(4). 1981).
  Iowa

Cross Reference: 212 Closed Sessions
302 Superintendent

Approved 7/10/89
Reviewed 10/18/21
Revised 10/18/21

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302.5E1 - Iowa Superintendent Evaluation

Developed by and for Iowa school leaders by the Iowa Association of School Boards and the School Administrators of Iowa to be used in conjunction with the Superintendent Evaluation Resource Guide: Promoting Professional Growth Through a Systems Approach.

Available on-line: www.ia-sb.org and www.sai-iowa.org
November 2007

At the end of the year, the board should have an agenda item for the formal summative evaluation of the superintendent. Part II includes a final form to be placed in the superintendent's personnel file.

Standard #1: A superintendent is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

Sample Performance Indicators

1.1 Sets priorities which evidence shows result in improved student achievement.

1.2 Articulates a vision of high expectations for teaching and student learning, and promotes school improvement to get there.

1.3 Sets an example for gathering, analyzing and using district data for decision-making.

Supporting Evidence/Comments: ___________________

______________________________________________

Goal Attainment Rating

Weak - Average – Exemplary

1 - 2 - 3 - 4 - 5

(Circle Appropriate Response)

Standard #2: A superintendent is an educational leader who promotes the success of all students by advocating, nurturing and sustaining a school culture and
instructional program conducive to student learning and staff professional development.

Sample Performance Indicators

2.1 Provides leadership for annually assessing and setting priorities on student and district needs and providing structures for improvement.

2.2 Uses data to determine needs and oversee provision of appropriate professional development to meet needs.

2.3 Continually learning about and applying new developments in education.

2.4 Provides leadership encouragement, opportunities, and structures for all staff to continually improve teaching and learning.

Supporting Evidence/Comments: ___________________

______________________________________________

Goal Attainment Rating

Weak - Average – Exemplary

1 - 2 - 3 - 4 - 5

(Circle Appropriate Response)

Standard #3: A superintendent is an educational leader who promotes the success of all students by ensuring management of the organization, operations and resources
for a safe, efficient and effective learning environment.

Sample Performance Indicators

3.1 Provides direction and support for periodic review of plans, policies and procedures and their impact on student learning.

3.2 Monitors distribution of district resources based on the district's school improvement plan.

3.3 Evaluates performance of staff, takes appropriate follow-up action and supports improvement.

3.4 Effectively manages district budget, facilities and staff in ways that maximize improved student learning.

Supporting Evidence/Comments: ___________________

______________________________________________

Goal Attainment Rating

Weak - Average – Exemplary

1 - 2 - 3 - 4 - 5

(Circle Appropriate Response)

Standard #4: A superintendent is an educational leader who promotes the success of all students by collaborating with families and community members, responding
to diverse community interests and needs and mobilizing community resources.

Sample Performance Indicators

4.1 Provides leadership for improving parent/student/community involvement in the schools.

4.2 Promotes, demonstrates, and supports clear two-way communication for district priorities at all levels of the community school district.

4.3 Provides community service and leadership for developing a positive rapport between the schools and the community.

Supporting Evidence/Comments: ___________________

______________________________________________

Goal Attainment Rating

Weak - Average – Exemplary

1 - 2 - 3 - 4 - 5

(Circle Appropriate Response)

Standard #5: A superintendent is an educational leader who promotes the success of all students by acting with integrity, fairness and in an ethical manner.

Sample Performance Indicators

5.1 Conducts oneself in an ethical, fair, trustworthy and professional manner.

5.2 Establishes practices to promote personal, physical and emotional health.

5.3 Demonstrates respect for diversity in students, staff and programs.

Supporting Evidence/Comments: ___________________

______________________________________________

Goal Attainment Rating

Weak - Average – Exemplary

1 - 2 - 3 - 4 - 5

(Circle Appropriate Response)

Standard #6: A superintendent is an educational leader who promotes the success of all students by understanding the profile of the community, and responding to and
influencing the larger political, social, economic, legal and cultural context.

Sample Performance Indicators

6.1 Serves as an articulate advocate to community and legislature for issues beneficial to improved teaching and learning.

6.2 Provides leadership for defining superintendent and board roles, mutual expectations, procedures for working together, and formulating appropriate district policies.

6.3 Knows and supports the district school improvement plan and accurately reports progress on goals.

Supporting Evidence/Comments: ___________________

______________________________________________

Goal Attainment Rating

Weak - Average – Exemplary

1 - 2 - 3 - 4 - 5

(Circle Appropriate Response)

Overall Consideration of Standards

Of the standards listed, which is the superintendent's greatest strength? How does this strength directly contribute to district goals?

Of the standards listed, which area of standard achievement is presenting the greatest blocker to the superintendent leading for achievement of district goals?

What supports might the board offer to enhance the superintendent's strengths and promote triumph over existing blockers?

Overall End of Year Summary

(Place a check (a) in either the Satisfactory or Unsatisfactory column for each goal)

Job Responsibilities	Satisfactory	Unsatisfactory
Overall Standards
Goal 1
Goal 2
Goal 3
Goal 4
Goal 5

Summative Rating

Significant Achievements:

Areas for Growth:

Superintendent Comments:

Board Comments:

_______________________________________________________________________

Superintendent's Signature: _________________________________ Date:___________

Evaluation period: _____________________, 20__ to _____________________, 20__

Board President’s Signature: ________________________________ Date:___________

Approved 07/13/09
Reviewed__10/18/21______
Revised_______________

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