Superintendent Evaluation Raymond G. Gordon Queensbury UFSD Board - - PowerPoint PPT Presentation

Superintendent Evaluation

Raymond G. Gordon

Queensbury UFSD Board of Education President

Jacinda H. Conboy, Esq.

NYS Council of School Superintendents General Counsel

Douglas W. Huntley, Ed.D.

Queensbury UFSD Superintendent of Schools

NYS School Boards Association Officer Training Academy October 4, 2013

Superintendent Evaluation

Mission Statement and Core Values Board Goals Roles and Responsibilities The Instrument The Superintendent

 Three things you know:

1. 2. 3.

Superintendent Evaluation

 Three things you need

to know:

1. 2. 3.

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Superintendent Evaluation

Mission Statement and Core Values

Board Goals Roles and Responsibilities The Instrument The Superintendent

Mission Statement: Empower all students to be lifelong learners inspired to pursue their dreams and contribute to the global community. Core Values:

We believe that:



Everyone has inherent worth.



People are responsible for their choices.



Every person is unique and has a gift or talent.

 Valuing diversity makes the community stronger. 

Honesty is essential for trust and integrity.

 Community flourishes when all individuals participate and contribute.  Lifelong learning is essential for a meaningful life.  Persistence and hard work are attributes of meaningful achievement.

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Queensbury Union Free School District

Year adopted: 2004 Year renewed: 2013

Superintendent Evaluation

Board Goals

Mission Statement and Core Values Roles and Responsibilities The Instrument The Superintendent

“Organization performance and CEO performance are the same. Evaluation of one is evaluation of the other.” “Accountability can be gravely damaged when the two are viewed differently.”

(Carver, 2006, p. 168)

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Queensbury UFSD Board of Education Goals

All students will …

 … be involved with extra-curricular and service activities either in or

• ut of school.

 … have literacy skills on or above grade level in all curriculum areas.  … develop dream plans and make progress toward reaching their

dreams each year.

 … graduate from high school able to meet or exceed local and state

standards for college and career readiness. The district will…

 … safeguard its educational, financial and structural assets as well as

its reputation for transparency in accordance with the community’s input and expectations.

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“…‘the well intentioned in full pursuit of the irrelevant.’”

(Carver, 2006, p. 33)

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Examples of Measurement

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Examples of Measurement

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Examples of Measurement

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 Setting a vision, goals, focus, expectations and educational

plans

 Providing data driven instruction through

assessments/benchmarks

(Snapshot, 2012, p. 36)

Most Important Functions for Improving Student Achievement

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Superintendent Evaluation

Roles and Responsibilities

Board Goals Mission Statement and Core Values The Instrument The Superintendent

 Considered to be one of the most important functions

• f the BOE.

 Mandated by law [NYCRR 8 NYCRR 100.2(o)(1)(vi)] to

be conducted annually.

 Format, Instrument and timelines to be determined

locally; the Superintendent’s contract may supersede any locally derived format, instrument or timelines, including processes or procedures if it is so outlined in the Supt.’s contract.

 The evaluation instrument/procedures must be filed in

the District office by September 10 each year.

The Superintendent Evaluation

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

Be evidence-based – valid and reliable



Have set benchmarks agreed upon in advance



Be transparent



Foster a board/superintendent culture of collaboration and trust



Be comprehensive but not overly complex



Be both formative and summative



Include multiple measures



Have well-defined timelines



Provide ongoing feedback to the superintendent



Aligned to BOE Goals



Be flexible enough to allow for adjustments

Guiding Principles of the Evaluation System

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 Takes time to plan and execute  Narrows focus – which sometimes worries board

members that new goals cannot be raised

 Training for board members takes time  Research on evaluation of superintendents – slow to

emerge

Factors that Prevent Adoption of a Quality Evaluation System

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1.

Unstated expectations

2.

Generic personnel evaluation forms

3.

Personal objectives that the CEO developed

(Carver, 2006, p. 171)

Three Common Ways in Which Boards Add Superfluous Evaluative Criteria

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 Overweighs management vs. leadership  Provides for minority opinions  Ad hoc expressions of frustrations  Weakens vs. strengthens the Board-Superintendent

relationship

 Based on opinions vs. evidence

Potential Outcomes of a Flawed Evaluation Format

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Board Performance + Superintendent Performance = Governance Team Optimal Performance = District Success Nothing has greater impact on the Superintendent’s performance than the performance of the Board.

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“Eighty-five percent of the boards rated as ineffective had members who typically served six years or less.”

(Snapshot, 2012, p. 32)

Board Characteristics

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Superintendent Evaluation

The Instrument

Board Goals Roles and Responsibilities Mission Statement and Core Values The Superintendent

Superintendent Evaluation

The Superintendent

Board Goals Roles and Responsibilities The Instrument Mission Statement and Core Values

Criteria Board members recognize that their primary function is to establish policy Board members base decisions upon available facts in each situation Board members keep matters confidential Board members work in a spirit of harmony and cooperation Board members welcome and encourage active involvement of stakeholders Board members uphold the majority decision

Boards and NYSSBA Code of Conduct

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Criteria

Boards and NYSSBA Code of Conduct

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• 1. Board members uphold the majority decision
• 2. Board members work in a spirit of harmony and cooperation
• 3. Board members base decisions upon available facts in each situation
• 3. Board members welcome and encourage active involvement of stakeholders
• 4. Board members keep matters confidential
• 5. Board members recognize that their primary function is to establish policy

“Snapshot VII reported that forty-six percent (46%)

• f superintendents planned to retire by 2013. The

2012 survey results show that 30% or nearly 130 superintendents plan to retire by 2016.”

(Snapshot, 2012, p. 21)

Analysis

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“Jonathan J. Cooper reported, ‘… school districts are finding it harder to recruit and retain superintendents as the job becomes more complex, time-consuming and political, experts say. As baby boomers retire from the superintendent jobs, districts are finding few candidates willing to take the top post.’”

(Snapshot, 2012, p. 21)

“Large numbers of retirements, increased expectations, and mounting political pressures have resulted in a diminished talent pool for school superintendents

(Karmler, 2009, p. 115).”

Recruitment of School Leaders

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• Sep. 10, 2012
• Jan. 14, 2013

May 3, 2013 May 28, 2013 June 3, 2013

• Sep. 9, 2013
• Jan. 13, 2014
• Apr. 7, 2014

May 12, 2014

Board and Superintendent approve goals for 2012-13. Agree on form, format and evaluation process Superintendent submits Self-Appraisal to the Board Board approves Superintendent’s Evaluation Interim Evaluation Annual Evaluation Interim Evaluation Board review and discussion of Superintendent’s Evaluation Board and Superintendent approve goals for 2013-14 Agree on form, format and evaluation process Superintendent submits Self-Appraisal to the Board

Queensbury Union Free School District Superintendent of Schools Evaluation Timeline

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