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1 | SUPERINTENDENT EVALUATION -- INSTRUCTIONS | |
2 | Why Superintendent Evaluation Matters | |
3 | School boards that want to create an intense focus on improving student outcomes accomplish that, in part, by creating the conditions for the superintendent to be intensely focused on improving student outcomes. Every additional priority the school board evaluates the superintendent on has the effect of diluting the superintendent's focus on all of the previously articulated priority. For these reasons, our coaching is that the school board: 1) adopt a set of 1 to 5 Goals that represent the community's vision for what students should know and be able to do (we recommend 3 or less; these are written in SMART format) 2) adopt a set of 1 to 5 Guardrails that represent the community's non-negotiable values that must be honored (we recommend 3 or less) 3) have the superintendent adopt a set of 3 Interim Goals for each Goal and 3 Interim Guardrails for each Guardrail (these are written in SMART format) 4) evaluate the superintendent only on the basis of the Goals and Guardrail. Nothing else. No other critiera. Only the community's vision (Goals) and values (Guardrails). | |
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5 | The most common mistake that many school boards make is that they undermine their own priorities by having too many of them -- and if the school board has adopted more than 5 goals and 5 guardrails, it has too many priorities. The school board that focuses on everything is the school board that focuses on nothing. The discipline to stick to a limited set of narrowly defined goals about student outcomes and guardrails is rare -- which is why most school boards set themselves and their superintendent up to fail. The lack of discipline in priority setting introduces so much noise that neither the school board nor the superintendent can be successful. | |
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8 | Superintendent Evaluation Timeline | |
9 | Phase 0: Throughout the Year - Each month, board conducts monitoring of Goals and Guardrails (formative assessment) Phase 1: Before Supt Eval - 3rd party conducts evaluation training for the board (optional unless there will be a subjective element to the evaluation, then should be required for any board member who has not completed the training within the previous 24 months) - 3rd party conducts board 360 eval (optional at board discretion) - 3rd party conducts supt 360 eval (optional at supt discretion) - Board conducts self eval concerning its student outcomes focus - Supt conducts self eval concerning their student outcomes focus (goals & guardrails) Phase 2: During Supt Eval - Supt shares and discusses self eval with board - Board discusses 1) board self eval, 2) supt self eval (including the data), 3) year's worth of Goals monitoring reports, and 4) year's worth of Guardrails monitoring reports - Board chair drafts summary letter that addresses glows, grows, contract, and compensation - The entire letter, including the glows and grows, are always focused on the Goals and Guardrails. - Supt offers comments on draft letter - Board discusses and adopts final evaluation letter for the supt Phase 3: After Supt Eval - Board reviews goal metrics to clarify Goals for following year - Board adopts supt annual eval instrument and process for following year | |
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11 | This document is no longer maintained/updated. Current versions maintained at http://www.EffectiveSchoolBoards.com/publications/ | |
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