Superintendent Evaluation 2012

8/9/2019 Superintendent Evaluation 2012

http://slidepdf.com/reader/full/superintendent-evaluation-2012 1/19

This document is based on the evaluation requirements of the

Revised School Code. Document released March 2012.



Table of ContentsIntroduction & !"lanation of Rubrics.......................................................................................#

A. Relationshi" $ith the %oard.....................................................................................................

B. Communit' Relations...............................................................................................................(C. Staff Relationshi"s.................................................................................................................)*+D. %usiness and ,inance..............................................................................................................-

E. ducational eadershi"......................................................................................................./*10F. ersonal ualities...................................................................................................................11

G. valuation................................................................................................................................12

H. ro ress To$ard the School Im"rovement lan.................................................................1#

I. Student 3ttendance.................................................................................................................1

J. Student4 arent4Teacher ,eedbac5........................................................................................1(

K. Student 6ro$th and 3chievement................................................................................ .........1)L. Individual Calculations...........................................................................................................1+

M.%oard Calculations..................................................................................................................1-

valuation Cate ories.................................................................................................................1/

2



Introduction & E !lanation of "ubricsM3S% is "leased to "rovide this su"erintendent evaluation tool based on the evaluation requirements of the Revised SchoolCode. This evaluation tem"late is another o"tion for school districts and can be customi7ed to meet the evaluation "rioritiesof 'our board. This tem"late can be used alone or in con8unction $ith a facilitated $or5sho". The la$9 Section 12 / of theRevised School Code9 currentl' requires school boards to annuall' evaluate their su"erintendent:s 8ob "erformance usinmulti"le ratin cate ories that ta5e into account data on student ro$th as a si nificant factor. ;ther required cate oriesinclude "ro ress to$ard the school im"rovement "lan9 student attendance and student4"arent4teacher feedbac5.

Please consider the following:

1. The rubrics for Cate ories 3 < , are based on thesame cate ories as are found in M3S%=s formerSam"le Su"erintendent valuation.

2. Cate ories 6 < > are from .3. 102 and the revisionsto MC #-0.12 /. M3S% believes that the cate oriesindicated in the la$9 should be in the evaluation tool.

#. Cate or' ? @Student 6ro$th and 3chievementA isbased on feedbac5 received $hile facilitatin variousrou"s as the' develo"ed tools to address therequirements of MC #-0.12 /.

. It=s im"ortant to note that $ithin the Student 6ro$thand 3chievement cate or'9 an' number of oals andmeasurement definitions can be develo"ed. 6oalsettin should be a mutual e!ercise of the board andsu"erintendent.

(. Bo$ to treat re ression of student ro$th is also afunction of the local team.

). Calculations of a final score follo$ a $ei htedavera e format. The district can determine the$ei ht that=s assi ned to each cate or'. lease notethat in 201#*1 the Student 6ro$th and 3chievementcate or' must be $ei hted at 2( "ercentE com"lies$ith the si nificant factor requirement of MC#-0.12 /. The $ei htin for this cate or' increasesin 201 *1( to 0 "ercentE (0 "ercent in 201(*1).

+. ;nce a final score is determined9 it allo$s for adistrict to use the score in res"onse to MC #-0.12(0or an' other "ur"ose that it ma' deem to bea""ro"riate. S"ecific use of this document $on=t bethe interest or recommendation of M3S%.

3



C. Staff Relationshi"s @10FAIneffective

1 "ointMinimall' ffective

2 "ointsffective# "oints

Bi hl' ffective "oints

Score

Internalcommunications

Doesn#t (a*e a s!ecifics ste% to infor% staff ofi%!ortant issues.

"elies on t(e ad%inistrators to$ee! staff infor%ed.

Kee!s staff infor%ed of %osti%!ortant %atters.

Establis(es a s ste% of$ee!in, staff continuallinfor%ed to %ini%i8e ru%ors.

ersonnelmatters

Isn#t discrete +it( !ersonnel. At ti%es lac$s confidentialitand (olds ,rud,es.

0refers buildin, !rinci!als to(andle !ersonnel %atters first.Handles onl t(e %ost difficult%atters.

Handles !ersonnel %atters+it( fairness' discretion andi%!artialit .

Is !roacti*e +it( !ersonnel%atters. 0ersonnel !oliciesare routinel discussed and!ro%oted.

Concern forstaff

Has little re,ard for t(e o*erall+elfare of t(e staff.

Concern for staff is of a!rofessional nature4 not (i,(!riorit .

De%onstrates a ,enuineconcern for +elfare of staff.

E (ibits a sincere and ,enuineconcern for t(e staff. 3or$s toi%!ro*e +or$in, conditions.

Dele ation ofduties

Doesn#t dele,ate duties.Maintains !ersonal controlo*er all district o!erations.

Dele,ates duties as staff%e%bers re-uest additionalres!onsibilities.

Dele,ates res!onsibilit tostaff +it(in t(eir abilities andt(en su!!orts t(eir decisions.

Acti*el creates o!!ortunitiesfor staff to i%!ro*e!rofessional status +it(in t(eirinterest and abilities.

Staffreco nition

Doesn#t reco,ni8e staff forcontributions to t(e district#so!eration.

0ro*ides ,eneral reco,nition tot(e staff as a +(ole for t(eircontributions to+ard district,oals.

"eco,ni8es staff for t(eircontributions to+ard district,oals. Con*e s !ersonalt(an$/ ous.

Has an acti*e !ro,ra% toreco,ni8e staff forcontributions. "eco,ni8es staff !ublicl as a!!ro!riate.

Recruitment Doesn#t use an a!!lication!rocess and (ires fro%!ersonal reco%%endations.

Acce!ts +(ate*er a!!lications%a be recei*ed and selectsfro% t(e !ool of a!!licants.

)ee$s a!!licants t(rou,( a!ostin, and selection!rocess.

Acti*el recruits t(e best staffa*ailable and encoura,es t(eir a!!lication to t(e district.

Staffdevelo"ment

)taff de*elo!%ent isn#tutili8ed. )taff %e%bers areres!onsible for t(eir o+ni%!ro*e%ent.

)taff de*elo!%ent is a!!lied toall staff as re-uired b t(econtract.

)taff de*elo!%ent !ro,ra%sare reflecti*e of +(at t(e I)D%a offer to constituentdistricts.

)taff de*elo!%ent !ro,ra%sare tar,eted to+ard s!ecific,oals and uses current adultlearnin, conce!ts.

%ar ainin@laborA relations

Is anta,onistic to+ard unionleaders(i!' doesn#t +or$ toi%!ro*e relations.

Acce!ts t(at collecti*ebar,ainin, is a necessar anddifficult !rocess. 3or$s to%a$e t(e best of it.

Is !roacti*e in s(arin,infor%ation and !ur!osela*oids conflict.

Acti*el see$s to i%!ro*e t(ebar,ainin, e !erience t(rou,(%utual trainin,' trust ands(arin, of infor%ation.

Strate ic"lannin

9o !lannin, !rocess is used. )elects s!ecific !eo!le to!ro*ide in!ut for considerationof ,oals and !roble% sol*in,.

In*ol*es all staff in a strate,ic!lannin, !rocess.

)ee$s in!ut fro% allsta$e(olders in t(eco%%unit .

6

Staff Relationships, continued on page 7



C. Staff Relationshi"s @10FA9 continuedIneffective




Score

Team buildin Isn#t in*ol*ed in :tea%;buildin,' !referrin, to actunilaterall .

<ses tea% !roble%/sol*in,+(en necessar 4 not anon,oin, !rocess.

<ses a tea% a!!roac( tofoster o+ners(i! of decisions.

0ro%otes a tea% s!irit and is!art of t(e :tea%.; Trainin, is!ro*ided to %a i%i8eefficienc of tea% %e%bers.

Gisibilit' )eldo% *isits buildin,s anddoesn#t !artici!ate inclassroo% acti*ities.

Is !resent at buildin,!ro,ra%s and s!ecialacti*ities.

7isits buildin,s classroo% asti%e !er%its.

Buildin, *isits are a !rioritite%. 7isits buildin,s on are,ular basis and !artici!atesin classroo% acti*ities.

Cate or' Score F

D. %usiness and ,inance @10FA

7



Ineffective1 "oint

Minimall' ffective2 "oints

ffective# "oints


Score

%ud etrecommendations

)u!erintendent isn#t currenton bud,et infor%ation'defers to business %ana,er.

0artici!ates in bud,et %eetin,s.Bud,et is based on infor%ation$no+n at be,innin, of t(e ear.

Bud,et reco%%endations areout of necessit . As conditionsre-uire t(e bud,et is re*ised.

Bud,et reco%%endations are!roacti*e' ti%el ' considerate of%ost current info and data.

%ud etrevisions

T(e bud,et isn#t re*iseddurin, t(e fiscal ear.

Bud,et re*isions occur onl+(en necessitated b

e%er,enc e*ents.

"e,ular (quarterly) bud,etre*isions are reco%%ended'

considerate of c(an,es infiscal infor%ation.

Bud,et re*isions arereco%%ended whenever

conditions a!!ear to +arrantti%el inter*ention.

,inancialcontrols

Annual audit (as re*ealedareas t(at are in need ofi%!ro*e%ent. Financialaccounts aren#t in order.

Annual audit is e!ected tore*eal an discre!ancies. 6nla select fe+ !eo!le areres!onsible for accounts.

Is u!/to/date +it( GAA0 andstate accountin, !rocedures.Maintains internal controls.

0ro%otes a!!ro!riate financialcontrols' includin, t(ird/!artaudits and reconciliation ofaccounts.

%ud et re"orts Doesn#t re!ort financialinfor%ation to t(e boarde ce!t +it( t(e annualaudit.

"e!orts t(e status of financialaccounts as re-uested b t(eboard.

"e,ularl (monthly) re!orts tot(e board concernin, t(ebud,et and financial status.

Constant flo+ of bud,etarfinancial infor%ation !ro*ided +it(discussion of t(e ra%ifications ofan c(an,es.

,undin issues Doesn#t $ee! t(e boardinfor%ed concernin,c(an,in, fundin, issues.

Ans+ers board -uestionsre,ardin, status of t(e bud,et.Defers i%!act -uestions tobusiness %ana,er.

"e,ularl (monthly at most)!ro*ides a fundin, re!ort.

Constantl $ee!s board infor%edabout fundin, 1local' state'federal2 and !otential i%!act ondistrict#s bud,et.

,acilit'mana ement

Maintenance is onl!erfor%ed +(en absolutelneeded.

Facilit needs are addressed onan as/needed basis. T(e ti,(tbud,et doesn#t allo+ for!re*entati*e %aintenance.

A facilities %ana,e%ent !lanis in !lace t(at includes t(ecurrent status of t(e buildin,sand t(e needs to i%!ro*e anfacilit in t(e future.

Facilities %ana,e%ent !lan in!lace' includes current status ofbuildin,s and t(e needs toi%!ro*e facilit in future' +it( !lanto secure fundin,.

3lternativefundin

Doesn#t see$ an for% offundin, outside of state aid.

3elco%es ,ifts and donationsto t(e bud,et.

)ee$s alternati*e fundin, tosu!!le%ent t(e district#se istin, bud,et.

Has a !lan and strate, to,enerate alternati*e fundin, fordistrict !ro,ra%s.

Involves others Isn#t an inte,ral !art of t(ebud,et !rocess.

E !ects allo+s t(e business%ana,er to de*elo! andreco%%end t(e bud,et.

In*ol*es ad%inistrati*e staffot(ers in t(e de*elo!%ent of abud,et and bud,et re*isions.

Acti*el see$s 1(olds !ublic%eetin,s2 in!ut and incor!oratessu,,estions in bud,et !rocess.

Resourceallocation

"esources are allocated tot(ose +(o s!ea$ u! first.)o%e buildin,s ,radesrecei*e s!ecial treat%ent.

Aside fro% t(e basics'resources are allocated to t(ose+(o s!ecificall re-uestso%et(in,. E-uitabledistribution isn#t a factor.

"esources are distributedfairl and e-uitabl a%on, t(ebuildin,s and !ro,ra%s.

"esources are distributed fairland e-uitabl a%on, t(ebuildin,s !ro,ra%s. Al+a ssee$in, additional resources tosu!!le%ent instruction.

Cate or' Score 4#) F. ducational eadershi" @10FA

Ineffective Minimall' ffective ffective Bi hl' ffective Score

8



1 "oint 2 "oints # "oints "oints

eadershi"ima e

Isn#t t(e leader. )ee$s todele,ate a!!ointres!onsibilit to ot(ers.

Isn#t a (i,(/!rofile !erson.0refers to re%ain in t(ebac$,round.

Is seen as t(e leader and s!ea$sfor t(e district +(en necessar .

0ro5ects stron, leaders(i!i%a,e. 3elco%es role of bein,!oint !erson 1face of district2.

nthusiasm 9ot ent(usiastic. A!!earsto be loo$in, for careerc(an,e.

Meets %ost e !ectations' butdoesn#t see$ additionalres!onsibilit .

Co%!letes t(e necessar duties'fulfills t(e boards e !ectations.

Acce!ts res!onsibilities.

Is ent(usiastic in !erfor%in,t(e duties of t(e office. En5o st(e !osition and bein, at

sc(ool.?no$led e Is una+are of current

issues and can#t con*eessential infor%ation.

Isn#t co%!letel $no+led,eablere,ardin, current issues. "elieson ot(ers for infor%ation data.

Is a co%!etent ad%inistrator andunderstands t(e issues t(at facet(e district.

De%onstrates $no+led,e andco%fort +it( current issues4easil co%%unicates + ot(ers.

Self*im"rovement

Isn#t current +it( re-uired!rofessional de*elo!%entre-uire%ents.

6nl co%!letes t(e %ini%alre-uire%ents.

Fulfills t(e !rofessionalde*elo!%ent re-uire%ents !erstate la+. Attends !rofessionalconferences +(en a!!ro!riate.

Ea,erl see$s to learn andi%!ro*e u!on !ersonal and!rofessional abilities.

,ocus onstudents

Mini%al focus on%ana,e%ent of t(edistrict and %aintainin,

da /to/da o!erations.)tudent ac(ie*e%ent isn#tt(e !riorit .

)tudent ac(ie*e%ent is aconcern' but bud,et' !ersonneland e tra/curricular decisions

are t(e !riorit .

)tudent ac(ie*e%ent is i%!ortant'as it#s reflecti*e in district!ublications' and no+' !ersonnel

e*aluations.

0laces student ac(ie*e%ent ast(e to! !riorit and consistentlco%%unicates t(is to ot(ers.

Bases decisions on i%!ro*in,student ac(ie*e%ent. Bud,etreflects i%!ortance.

%est "ractices Is una+are of +(at best!ractices are. Isn#t current+it( %odern learnin,researc(.

Ma be a+are of %odernresearc( and best !ractices' buti%!le%entation isn#t a !riorit .

Is a+are of best !ractices and!ro%otes ot(ers to use researc(findin,s to i%!ro*e studentac(ie*e%ent.

Constantl see$s a+areness1readin,' etc.2 of best !racticesand fre-uentl %odels t(ese!ractices.

Res"onds toneeds

Isn#t concerned +it(c(an,in, needs ofstudents !arents. Districto!eration reflects' :t(is is

+(at +e#*e al+a s done.;

"es!onds to student and !arentneeds as t(e %a be!resented (listens). Doesn#tsee$ to i%!le%ent c(an,es.

"es!onds to student and !arentneeds as deter%ined (passive). <ses district resources asa*ailable.

)ee$s first to understand(proactive) student and !arentneeds and t(en res!onds to%eet t(e%.

6oaldevelo"ment

T(e ,oal is to ,et t(rou,(t(is ear.

Goals are defined b +(at#s!ossible +it(in e istin, bud,et.

Goals are defined b i%!le%entin,state curriculu% and see$in, to%a i%i8e student scores.

Belie*es in and facilitates t(ede*elo!%ent of s(ort lon, ter%,oals for district' usin, currentresearc( & deli*er %odels.

9

Educational Leadership, continued on page 10



. ducational eadershi" @10FA9 continuedIneffective




Score

Curriculum Curriculu% isn#t a !riorit . Isn#ten,a,ed in curriculu%assess%ent' desi,n ori%!le%entation.

Allo+s teac(ers to define t(eiro+n curriculu%. T(ere#s littleor no coordination.

E%!(asi8es ada!tin, t(ecurriculu% to statere-uire%ents' but relies onbuildin, !rinci!als to ensureco%!liance.

)u!er*ises t(e de*elo!%entof a %odern curriculu% t(at#sali,ned +it( state and nationalre-uire%ents.

StaffrofessionalDevelo"ment

0D acti*ities aren#t used toi%!ro*e indi*idual s$ills.0artici!ation is de!endent onteac(er interest.

0D is !resu%ed to be ali,ned+it( t(e curriculu%' but isn#t%onitored to ensurea!!ro!riateness.

"elies on buildin, !rinci!als to%onitor and a!!ro*e 0Dacti*ities' ali,ned +it( t(ecurriculu%.

0ro*ides 0D t(at#s consistent+it( ado!ted curriculu% toensure staff s$ills are ali,ned+it( curriculu% needs.

Cate or' Score 0 F

,. ersonal ualities @(FA10



Ineffective1 "oint

Minimall' ffective2 "oints

ffective# "oints


Score

Res"ect Isn#t considered !rofessionalin co%!arison to ot(erco%%unit leaders. Isn#t a!erson ot(ers ,o for ad*ice.

7ie+ed in t(e conte t of t(e!osition4 res!ected b board'but a relati*e un$no+n in t(eco%%unit and outside district.

Is $no+n to be t(esu!erintendent and is ares!ected !erson in t(eco%%unit .

Is seen as %ore t(an 5ust aneducator and is considered a+ell/res!ected !rofessional inall co%%unit circles.

3cce"tscriticism

Defensi*e +(en critici8ed."eacts ne,ati*el to

su,,estions fori%!ro*e%ent. )atisfied to

5ust %aintain.

Listens to criticis%' but isunli$el to c(an,e be(a*ior.

Acce!ts constructi*ecriticis%' res!ects it and

%a use it to c(an,ebe(a*ior.

)ee$s constructi*e feedbac$.<ses in!ut to i%!ro*e bot(

!ersonall and !rofessionall .

Communications5ills

3ritin, (as ,ra%%atical and!unctuation errors. )!ea$in,is often collo-uial andina!!ro!riate.

)!ea$in, and +ritin, isacce!table' but not a !riorit .

Co%%unication isi%!ortant. )!ea$s and+rites +it( fe+ errors.

3rites and s!ea$s clearl and!rofessionall . Models!rofessional standards for bot(students and staff.

Demeanor Is asserti*e' but in ane,ati*e %anner. Is %ostlconcerned +it( :self.;

Acce!ts and !erfor%s t(e 5obas necessar . Addressesissues as t(e arise.

Is asserti*e' but tactful. Isusuall considerate andres!ectful of ot(ers.

Is considerate and res!ectful ofot(ers. Is e*en/te%!ered and!leasant4 true !rofessional.

oise Can be abrasi*e +(enc(allen,ed. 0ro%otes +in/

lose solutions.

Is eas to ,et alon, +it( and+ants ot(ers to be t(e sa%e.

T(ere are +inners and losers.

Maintains !oise andco%!osure in difficult

situations. Doesn#t a*oidunco%fortable situations.

Maintains !oise and co%!osurein difficult situations. )earc(es

for +in/+in solutions.

3""earance 6ften isn#t dresseda!!ro!riatel and !ersonala!!earance isn#t suited tot(e !osition.

Dresses a!!ro!riatel and isre!resentati*e of t(eco%%unit .

Is !rofessional ina!!earance for all sc(oolacti*ities.

Is !rofessional in a!!earance inand out of sc(ool' and %odelsa!!ro!riate standards forstudents and staff.

3ttitude Doesn#t con*e an attitudeof carin, for $ids and staff asa !riorit .

Indicates carin, for $ids andstaff' but doesn#t dedicateefforts to !ro*idin,o!!ortunities for success.

Cares about $ids andstaff and +or$s to (el!$ids succeed.

Genuinel cares about t(esuccess of students and +or$sto %a i%i8e studento!!ortunities for success.

Bumor At ti%es' (u%or can be att(e e !ense of ot(ers andbe ina!!ro!riate.

Has a sense of (u%or and%a lau,( at co%%ents bot(ers.

Has a sense of (u%orand !artici!ates in li,(t%o%ents.

Has a sense of (u%or and canlau,( at (i% (erself +(ile%aintainin, t(e di,nit ofot(ers.

Control Ma lose control t(rou,(ina!!ro!riate lan,ua,e orot(er be(a*ior.

E (ibits self/control' but %adis!la an,er if !ro*o$ed.

Is al+a s under control!( sicall ande%otionall . Doesn#to!enl dis!la an,er.

Is al+a s under control!( sicall and e%otionall . Canal+a s be counted on to %odelt(e (i,(est standards ofconduct.

Cate or' Score #) F

11



6. valuation @10FA @required b' MC #-0.12 / @#A@cA@iAAIneffective




Score

valuationtool

T(e e*aluation tool doesn#tco%!l +it( state standards. 1)ec.=>?@2.

T(e e*aluation tool (as %ostof t(e state re-uired features.

Ad%inistrators use it at t(eiro+n leisure.

T(e e*aluation tool co%!lies+it( state re-uire%ents.Most ad%inistrators (a*ebeen trained in its use.

T(e e*aluation tool forteac(ers ad%inistrators isali,ned +it( state re-uire%ents.

Ad%inistrators (a*e beentrained (o+ to use it.

valuationcom"letion

9ot all e*aluations are co%!leteas re-uired.

E*aluations are co%!leted'but not all co%!l +it( t(estate standards.

E*aluations are co%!lete.)o%e less t(an :effecti*e;teac(ers (a*e et to (a*eID0s de*elo!ed.

E*aluations are co%!lete on allteac(ers ad%inistrators. Alle*aluations co%!l +it( t(estandards set fort( in )ec.=>?@. Teac(ers +(o are lesst(an :effecti*e; (a*e ID0s in!lace.

Cate or' Score - F

12



B. ro ress To$ard the School Im"rovement lan @(FA @required b' MC #-0.12 / @#A@cA@iiAAIneffective




Score

!istence of"lan

District and or buildin,/le*el!lans aren#t in e*idence.

T(e district and buildin,seac( (a*e t(eir o+n !lans for i%!ro*e%ent' but t(ere#s no

coordination of focus orresources.

T(e district (as a sc(ooli%!ro*e%ent !lan. Eac(buildin, (as a !lan. T(e !lans

are ,enerall tar,eted on t(esa%e areas of need.

T(e district (as aco%!re(ensi*e sc(ooli%!ro*e%ent !lan' su!!orted

b buildin,/le*el !lans. T(e!lans reflect student acade%icneeds and t(e resourcesnecessar to address t(e%.

ro ressto$ard "lan

9o e*idence of !ro,ressrelated to t(e )I0 can be%easured.

Eac( buildin, %a s(o+so%e student ac(ie*e%ent,ains' but +it(outcoordination a%on, buildin,s'no district i%!ro*e%ent canbe %easured.

T(ere#s so%e e*idence t(atindi*idual buildin,i%!ro*e%ent is related to acoordinated district effort.

Eac( buildin,#s )I0 is aninte,ral !art of t(e district !lan.T(e areas of identified needare bein, successfulladdressed as e*idenced bi%!ro*ed student ac(ie*e%entin identified areas.

Cate or' Score - F

13



>. Student4 arent4Teacher ,eedbac5 @(FA @required b' MC #-0.12 / @#A@cA@ivAIneffective




Score

Students )tudent concerns aren#tsou,(t or considered.

)tudent concerns are sou,(tas a re-uired co%!onent.T(ere#s no tabulation orre!ortin, of results.

)tudent concerns are sou,(tand ,enerall noted' but notfor%all re!orted.

)tudents are acti*el sur*e edfor t(eir concerns andsu,,estions4 results arere!orted and a*ailable.

arents 0arent concerns aren#t sou,(tor considered.

0arent concerns are sou,(t asa re-uired co%!onent. T(ere#sno tabulation or re!ortin, ofresults.

0arent concerns are sou,(tand ,enerall noted' but notfor%all re!orted.

0arents are acti*el sur*e edfor t(eir concerns andsu,,estions4 results arere!orted and a*ailable.

Teachers Teac(er concerns aren#tsou,(t or considered.

Teac(er concerns are sou,(tas a re-uired co%!onent.T(ere#s no tabulation orre!ortin, of results.

Teac(er concerns are sou,(tand ,enerall noted' but notfor%all re!orted.

Teac(ers are acti*elsur*e ed for t(eir concernsand su,,estions4 results arere!orted and a*ailable.

Cate or' Score 12 F

15



. Individual Calculations3

Section%

Hei ht of Cate or'C

Cate or' Score@FA

DCate or'

Hei hted Score

3. Relationshi" $ith the %oard= 1.=2

%. Communit' Relations 1. 2

C. Staff Relationshi"s= 1.=2

D. %usiness and ,inance= 1.=2

. ducational eadershi"= 1.=2

,. ersonal ualities 1. 2

6. valuation= 1.= 2

B. ro ress To$ard the SchoolIm"rovement lan

1. 2

I. Student 3ttendance 1. 2

>. Student4 arent4Teacher,eedbac5

1. 2

?. Student 6ro$th and3chievement

> 1.> 2

Total ossible= Total Score

Instructions Co! t(e Cate,or )core fro% eac( cate,or rubric into Colu%n C on t(is !a,e. Multi!l t(e 3ei,(t of Cate,or 1deci%al Colu%n B2ti%es t(e Cate,or )core 1Colu%n C2 and enter t(e result as t(e Cate,or 3ei,(ted )core 1Colu%n D2. Co%!ute t(e su% of Colu%n D and enteras t(e Total )core. T(is total score is our indi*idual effect i*eness ratin, for t(e su!erintendent. Go to !a,e = for board calculations.

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M. %oard Calculations

%oard Member Individual %oardMember Totals

1.

2.

#.

.

(.

).

+.-./.

Subtotal 4 /J

Total %oard Score

JInstructions To deter%ine a total board score enter t(e total score fro% eac( indi*idual board %e%ber#s !a,e = . Add t(e scores to,et(er and t(en di*ide b t(e nu%ber of board %e%bers on our board. Go to !a,e =@ to see t(e le*el ofeffecti*eness.

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Superintendent Evaluation 2012

Documents

Transcript of Superintendent Evaluation 2012