302.05 Superintendent Evaluation

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.

The superintendent will be 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.
Advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional development.
Ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment.
Collaborating with families and community members, responding to diverse community interests and needs and mobilizing community resources.
Acting with integrity, fairness and in an ethical manner.
Understanding the profile of the community, and responding to and influencing the larger political, social, economic, legal and cultural context.

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 and the school district's goals;
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 by 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 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.

This policy supports and does not preclude the ongoing, informal evaluation of the superintendent's skills, abilities and competence.

Legal Reference:
Wedergren v. Board of Directors, 307 N.W.2d 12 (Iowa 1981).
Iowa Code §§ 279.8, .20, .23, .23A (2013).
281 I.A.C. Ch. 83; 12.3(4).

Cross Reference:
212 Closed Sessions
302 Superintendent

Adopted: 1.30.1989
Revised/Reviewed: 12.2.2019

Reviewed: 05.16.2022

mameyer@hcsdcy… Wed, 10/23/2019 - 11:32

302.05E1 Superintendent Evaluation Instrument

Superintendent Evaluation:
Harlan Community School District

Job Responsibilities

Based on Iowa Standards for School Leaders (ISSL)

STANDARD #1

A superintendent is an educational leader who promotes the success of all students, 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. Sets priorities which evidence shows result in improved student achievement.

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

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

Supporting Evidence/Comments:	Summary Rating Circle Appropriate Response
	Weak - Average - Exemplary 1 - 2 - 3 - 4 - 5

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:	Summary Rating Circle Appropriate Response
	Weak - Average - Exemplary 1 - 2 - 3 - 4 - 5

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:	Summary Rating Circle Appropriate Response
	Weak - Average - Exemplary 1 - 2 - 3 - 4 - 5

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:	Summary Rating Circle Appropriate Response
	Weak - Average - Exemplary 1 - 2 - 3 - 4 - 5

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:	Summary Rating Circle Appropriate Response
	Weak - Average - Exemplary 1 - 2 - 3 - 4 - 5

STANDARD #6

A superintendent is an educational leader who promotes the success of all students by understanding, 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:	Summary Rating Circle Appropriate Response
	Weak - Average - Exemplary 1 - 2 - 3 - 4 - 5

Superintendent Goals

List at least two, but we suggest no more than three, significant individual superintendent goals. These goals should be directly linked to district goals which are clearly aimed at improving student learning and the climate for student learning.

These goals should be approved by the board in consultation with the superintendent. The measurable progress indicators, or evidence the board can expect to see over the next year of progress toward the goals, should be suggested by the superintendent in consultation with the board and approved by the board. The measurable progress indicators should be clear and understood by both board and superintendent.

This document will be part of the superintendent’s ongoing evaluation throughout the year as well as included as part of the overall, year-end evaluation.

End of Year Review of Goal Attainment

Yearend review will require the board to provide supporting evidence for its goal attainment ranking. Ongoing discussion of goal attainment, throughout the year, will assist board in providing this data.

7.1 Supporting Evidence of Goal Attainment	Goal Attainment Rating Circle Appropriate Response
	Weak - Average - Exemplary 1 - 2 - 3 - 4 - 5

7.2 Supporting Evidence of Goal Attainment	Goal Attainment Rating Circle Appropriate Response
	Weak - Average - Exemplary 1 - 2 - 3 - 4 - 5

7.3 Supporting Evidence of Goal Attainment	Goal Attainment Rating Circle Appropriate Response
	Weak - Average - Exemplary 1 - 2 - 3 - 4 - 5

Overall End of Year Summary

Check (√) one in each row

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


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:

Reviewed: 05.16.2022

kklaassen@hcsd… Tue, 01/28/2020 - 12:45