BOARD OF EDUCATION
Buena Vista City Schools
One of the primary responsibilities of the school board is the assurance of effective administrative leadership for the school system. This assurance can best be achieved through the careful selection and evaluation of the superintendent. The purpose of the evaluation proves is to provide both the superintendent and the board with information which can be used to improve the effectiveness of the chief administrator and thereby improve the quality of the school system.
The board is expected to provide the superintendent with continual, informal performance assessments through their regular communications; however, an annual, consistent evaluation system provides a structured vehicle for both individual and system-wide goal setting and clarification of priorities.
The results of the evaluation shall be used by the superintendent to identify and to nurture strengths and to provide specific direction for improving performance. The board shall use the results of the evaluation to improve communications, to clarify roles and expectations, to recognize excellence, to establish documentation for continued contract and compensation decisions, and to assist in its own self-evaluation.
The superintendent’s effectiveness shall be evaluated according to the performance expectations included in the “Superintendent’s Job Description” as approved by the board. This job description designates six general areas of responsibility which are: School Board Relations/Instructional Leadership/Personnel Management/Fiscal Responsibilities/and Community/Public Relations. In addition, the job description includes a category called “Personal Characteristics” which described qualities and values relevant to the effective performance of all duties.
1. The chairman of the school board, or other designated board member, shall supervise the evaluation process.
2. In the spring of each year, the board chairman shall distribute the evaluation instrument which has been jointly approved by the superintendent and the board. Also, a copy of the narrative portion of the previous year’s evaluation shall be distributed.
3. Each board member, including the chairman, shall complete and submit the evaluation form to the chairman by a designated date. The chairman shall compile a summary of these results, protecting the anonymity of the individual ratings and narratives.
4. The chairman shall schedule an executive session of all board members without the superintendent to discuss the summary, reach a consensus, and prepare the final evaluation. The board chairman shall be responsible for executing the preparation of the final evaluations.
5. As soon as possible after this session, the chairman shall schedule an executive session of all board members and the superintendent to discuss the final evaluation and to direct the superintendent in immediate an long-range goal setting.
6. After the superintendent and the board chairman have signed the “Evaluation Acknowledgement” form, the board chairman shall keep one copy of the final evaluation in a confidential file; the original shall be kept in the superintendent’s personnel file in the school board office.
7. The evaluation process should be completed before the end of June of each year.
8. Prior to the opening of the next school year, the superintendent shall submit a description of personal and professional goals for the coming year, which must be approved by the board. These goals shall be made in conjunction with the development of system-wide and school board annual goals.
9. In addition to the development of annual school board goals, the school board shall use the results of the superintendent’s evaluation in any self-evaluation they may conduct, addressing all relevant performance issues which may improve the board’s leadership in assuring administrative excellence in the school system.
RATING SCALE AND CRITERIA:
A four point Performance Rating Scale shall be used to judge the performance of the superintendent in each competency area designated in the job description. The performance rating notations and a description of their application are as follows:
Rating Scale Number Rating Notation Rating Criteria/Application
4 Outstanding Performance consistently exceeds expectations of stated position requirements and objectives; manifests an exceptional degree of initiative and innovation; an unquestionable strength.
3 Professionally Performance meets stated expectations of competent and position requirements and objectives; manifests capable effective skills and proficiency.
2 Needs improvement Performance is
generally acceptable but fails to meet expectations ofstated position
requirements and objectives in designated areas; manifests a need for
attention to areas of concern in order to improve effectiveness. 1 Deficient Performance does not meet
expectations of stated position requirements and objectives; manifests unacceptable level of ability which requires prompt attention to correct weakness.
ASSIGNMENT OF PERFORMANCE RATINGS
Careful consideration should be given in assigning performance ratings, and all board members and the superintendent should be thoroughly familiar with the description of each notation. Because individual board members have varying degrees of first-hand observation of the superintendent’s performance in particular areas of the job
requirements and objectives, it is understood that some ratings may be based on perception of ability. It is also understood that the supervisory nature of many of the superintendent’s duties requires both direct and indirect responsibility for achievement. The following guidelines should be used in assigning specific ratings:
1. The rating of “4” is intended to recognize excellence and to describe the clear strengths of the superintendent. The narrative should include specific illustration of superlative performance.
2. The rating of “3” is intended to describe the superintendent who is “doing a good job” and should not indicate “average” or minimal performance. The superintendent should be rated a “3” except in those instances where the performance exceeds or falls short of the expectations described in the job requirements. In the event that the superintendent receives all “3’s” in any category, the narrative portion should describe any area of responsibility where clear potential for excellence or higher achievement exists.
3. The ratings of “1” and “2” indicate that improvement is needed and must be documented with a narrative explanation which outlines specific suggestions for improvement. The final evaluation must reflect the Board’s consensus of the objectives for such improvement, including time-lines where appropriate, to be used by the superintendent when developing annual goals and which will be considered by the board in subsequent evaluations.
4. Because of its significance, the narrative portion of each category of the final evaluation should:
-validate the performance rating with specific documentation and illustration of strengths and/or need for improvement.
-provide clear reinforcement of strengths and/or direction for change.
-reflect any qualifications for the ratings, clarifying the superintendent’s accountability.
-clarify board priorities or any “weighted” value of particular performance standards within each general area of responsibility.
-reference the previous evaluation and include indications of the suitability
of the annual goals and effectiveness of the implemented strategies to improve performance.
A. SCHOOL BOARD RELATIONS RATING
_____1. Ensures that the school system is in compliance of all federal, state, and local laws and regulations.
_____2. Serves as a liaison between the board and school staff, facilitating
communications and representing board positions and decisions
_____3. Plans agendas for board meetings and provides necessary materials for review in a timely manner, avoiding unexpected or incompletely prepared items for consideration.
_____4. Makes reports to the board when requested in an expeditious manner, providing facts and explanations needed to assist the board in its decisions regarding policy or other matters brought for their consideration.
_____5. Maintains open, clear communications with the board, implements all directives of the board, and is receptive to the constructive suggestions of board members.
_____6. Executes all policies established for the school system by the board
by developing regulations and procedures consistent with those policies and clearly outlined in manuals, handbooks, or other written guidelines which are easily accessed by school employees, students, parents, and other interested citizens.
_____7. Shows respect and courtesy toward each member of the board, both publicly and privately.
B. INSTRUCTIONAL LEADERSHIP RATING
_____1. Ensures that the intent of the mission and philosophy of education
established by the board for the school system is fulfilled by establishing effective system-wide goals which represent both short term needs and a vision of long-range considerations in the delivery of educational services.
_____2. Establishes an inclusive process for determining a priority ranking of the greatest instructional needs of the school system, allowing for input from a variety of sources in order to reflect the diverse instructional interests in the school community.
_____3. Identifies measurable objectives and methods of assessing the progress and level of achievement of system-wide goals, as well as determining the continued validity of the goals.
_____4. Requires continuous appraisal of the effectiveness of the instructional program at the individual school-building level, which includes evidence of the following: clear focus on system-wide goals; student academic progress; staff productivity and accountability; recognition of achievement; and specific strategies for improvement where needed.
_____5. Provides educational resources, direction, and support for principals and other instructional leaders; encouraging innovation and creative instructional methods to meet the diverse needs of students.
_____6. Increases awareness and understanding of current instructional research and advances by participating in professional development and continuing education activities.
C. PERSONNEL MANAGEMENT RATING
_____1. Develops an organizational structure for the efficient administration of the activities of the school system, making assignments which utilizes the strengths and talents of personnel and which coordinates their responsibilities efficiently.
_____2. Delegates authority to appropriate staff members in a way which encourages shared decision-making, responsibility, and accountability.
_____3. Recruits and recommends for selection highly qualified candidates for staff positions on all levels, demonstrating sound, insightful judgment of prospective employees’ capabilities determined through the advise and input of professional staff at the school-building level.
_____4. Provides job descriptions for all employees and requires regular, formal evaluations of all administrative, teaching, certified, and classified employees.
_____5. Establishes a system for review of all staff evaluations, requiring the identification of needed improvements and assessing the effectiveness of individual plans for growth and positive change.
_____6. Establishes methods of recognizing excellence and rewarding superior performance.
_____7. Provides opportunities for professional growth through system-wide and school level in-service programs, as well as individualized professional development activities, which will improve job performance and satisfaction.
_____8. Exercises fairness, objectivity, and attention to the best interests of the school system in the conduct of all personnel relations and decisions in a way which earns the confidence and respect of the staff.
E. COMMUNITY/PUBLIC RELATIONS RATING
_____1. Demonstrates visible, energetic leadership in the community by participating in community and civic activities.
_____2. Acts as a public advocate for the school system whenever possible and seeks opportunities to represent the board and school community in a positive and articulate manner.
_____3. Develops and maintains friendly and cooperative relationships with the press and other media, utilizing these resources to publicize board meeting agendas and school activities, as well as to clarify or interpret school issues of public interest.
_____4. Encourages parents to be involved in their children’s education by ensuring that each school provides opportunities for parent involvement and is responsive to parental needs and concerns.
_____5. Cooperates with local law enforcement, civic, and health and social service agencies for mutual support and to create collaborative efforts in addressing the needs of school families.
_____6. Encourages the growth of school-business partnerships and utilizes the resources of the business community for mutual benefit.
_____7. Ensures opportunities for citizen involvement in school activities and facilitates public input on school issues and matters of public interest by including community representatives on school study committees wherever possible and by organizing public hearings when appropriate.
F. PERSONAL CHARACTERISTICS RATING
_____1. Possesses a friendly, cheerful personality and communicates a positive attitude toward others and enthusiasm toward responsibilities.
_____2. Upholds the highest standards of public conduct and integrity, seeing an example for others to follow and earning the respect and trust of others.
_____3. Maintains pose and uses sound judgment in a crisis situation.
_____4. Manages student and staff disciplinary situations effectively and with sensitivity
_____5. Addresses complaints and criticisms in a positive, responsive manner, avoiding defensiveness and providing timely, adequate feedback and/or action relative to the concern
_____6. Is able to work in concert with others and helps to resolve differences of opinion, building consensus when possible and facilitating compromise when needed.
_____7. Demonstrates good listening skills, keeps an open mind about new ideas and suggestions and avoids intruding personal bias and
_____8. Demonstrates clear, effective verbal skills, both oral and written.
_____9. Shows an appreciation for the importance of good health habits and the need to set scheduling priorities in order to maintain physical and emotional health and well-being.
_____10. Is well-groomed and appropriately attired at public functions.
1. The Buena Vista City School Board has reviewed the enclosed evaluation documents with the superintendent, dated ______________________and submits them for inclusion in his/her personal file.
Chairman, Buena Vista City School Board
2. I have read and fully understand the evaluation documents presented to me by the Buena Vista City School Board and dated ____________________. I understand that this information will be included in my personal file in the central office and should be used in the development of annual goals for myself and for the school division. Any comments and/or exceptions I wish to record are described below.
Superintendent, Buena Vista City Schools