Success Strategies for Leadership Team Evaluation: Board of

The Connecticut Association of Boards of Education The Connecticut Association of Public School Superintendents

81 Wolcott Hill Road, Wethersfield, CT 06109 26 Caya Avenue, West Hartford, CT 06110

(860) 571-7446 Fax – (860)571-7452 (860) 236-8640 Fax (860) 236-8628

Website – www.cabe.org Website – www.capss.org

Email – admin@cabe.org Email – capss@crec.org

_________________________________________________________________________________________________________

Assistance provided by LEAD Connecticut and the Connecticut State Department of Education

Success Strategies for

Leadership Team Evaluation:

Board of Education and

Superintendent of Schools

Approved by CABE and CAPSS - Spring 2016

CABE/CAPSS Evaluation Committee Members

CABE Representatives

Richard Murray, President

Donald Harris, Area 2 Director and Member of the Executive

Committee

Robert Rader, Executive Director

Patrice McCarthy, Deputy Director and General Counsel

CAPSS Representatives

Frank Baran, President of CAPSS and Superintendent of

Woodstock Public Schools

Alan Addley, CAPSS 1

st

Vice President and Superintendent

Granby Public Schools

Judith Palmer, Superintendent, Region 7 Public Schools

Joseph Cirasuolo, Executive Director, CAPSS

Table of Contents

Preface ........................................................................................................................................1

Legal Considerations: Executive Session and Freedom of Information Act (FOIA) ........2

Recommended Evaluation Process ..........................................................................................2

Recommended Evaluation Process and Timeline Flowchart ...............................................4

Superintendent’s Leadership Performance Areas and Specific Areas of Responsibility..5

Growth in Student Achievement .................................................................................5

Educational Leadership ...............................................................................................5

Organizational Management .......................................................................................6

Community and Board of Education Relations ........................................................6

Personal and Professional Qualities and Relationships ............................................7

Board of Education Self-Assessment ..........................................................................9

Preface

The Connecticut Association of Boards of Education (CABE) and the Connecticut Association

of Public School Superintendents (CAPSS) recognize the critical importance of a strong

partnership between every Board of Education and its Superintendent of Schools. This

recommended evaluation process collaboratively developed by CABE and CAPSS is an attempt

to properly communicate our strong belief that the Board of Education and Superintendent must

view themselves and function as the school district’s Leadership Team. To that end, we strongly

believe that the Leadership Team must share and enthusiastically advocate the same goals and a

vision of learning that sets high performance expectations for the entire school community.

It is important to note that the foundational components of the recommended evaluation process

are the CABE/CAPSS School Governance Position Statement, adopted March 2004 and revised

in 2014, and the CABE Superintendent evaluation instrument and the Board self-assessment.

THE Board of Education Chairperson, working with the Superintendent and the rest of the Board

of Education, is responsible for carrying out the evaluation of the Leadership Team.

While the Board of Education and Superintendent have different roles and responsibilities, their

work must complement each other. Ultimately, all serve to advance the goals and objectives of

their community for public education and, most importantly, student learning. As the Board of

Education’s Chief Executive Officer, Connecticut Education Law (C.G.S. 10-157(a)) requires

the Superintendent of Schools’ job performance be evaluated annually. Whether written or oral,

the annual evaluation of the school district’s Chief Executive Officer is one of the most

important responsibilities of every Board of Education.

CABE and CAPSS have recommended an evaluation process for the Superintendent of Schools

that is collaborative, goal oriented and offers numerous opportunities for focused and targeted

feedback from the Board of Education to the Superintendent of Schools regarding his/her job

performance. We firmly believe that this collaborative and candid approach to evaluation will

improve Board of Education and Superintendent communications and relationships, minimize

evaluation surprises and most importantly, enhance the overall success of the school district.

Student achievement across all areas is important and must be assessed in multiple ways.

Therefore, growth in student achievement has to be a factor in the assessment of the

Superintendent’s evaluations. All of the leadership performance areas and specific areas of

responsibility outlined in this document should be considered. Indicators related to student

academic achievement are necessary, but not sufficient to make final determinations about the

Superintendent’s job performance.

To increase the effectiveness of the school district’s Leadership Team and the overall

performance of the Board of Education and its individual members, CABE and CAPSS believe

that it is vitally important that every Board of Education conducts a self-assessment each school

year.

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An annual self-assessment enables the Board of Education to thoughtfully and constructively

evaluate its performance as the community’s legislative body that develops, evaluates and

oversees education policy. CABE and CAPSS strongly recommend Board of

Education self-assessment as a necessary and worthwhile activity toward advancing the vision

and goals of the school district. It is important that the Board factor the Superintendent’s

perspective into its self-assessment.

The following is a recommended process and timeline for the annual evaluation of the

Superintendent of Schools and the Board of Education self-assessment. It is important to note

that the recommended timeline is based upon a traditional evaluation year model (July-June) and

can be easily as necessary. The recommended Leadership Team meetings can and should be

conducted in Executive Session because they pertain to Board of Education Self-Evaluation and

Personnel.

Legal Considerations: Executive Session and Freedom of Information Act (FOIA)

The Connecticut Freedom of Information law allows for the discussion in executive session of

“personnel matters,” which includes “the appointment, employment, performance, evaluation,

health or dismissal of a public official or employee, provided that such individual may require

that discussion be held at an open meeting” (Connecticut General Statute Section 1-200(6)).

Under this provision the superintendent’s evaluation, as well as the performance of one or more

Board of Education members, are appropriate topics for executive session. District goals,

procedures, policies and data are NOT appropriate subjects for executive session under the FOI

law. All votes must be taken in public – only discussion can occur in executive session.

Note: Based on court decisions in Connecticut, written evaluation documents are likely to be

deemed public records subject to disclosure. Such written evaluation documents subject to public

disclosure would include any draft evaluation that is circulated among Board of Education

members.

Recommended Evaluation Process

The formal evaluation should in no way preclude informal discussions between the

Superintendent and Board of Education as needed.

Beginning of New Evaluation Year Meeting – July/September

Step 1: The Board conducts its self-evaluation and goal-setting.

Step 2: The district Leadership Team (Board of Education and Superintendent) meets to discuss

goals and objectives. Any discussion of district goals must be held in public. This structured

conversation is intended to serve as a goal/priority setting session for the district's Leadership

Team for the upcoming school year.

Step 3: In Executive Session the Board of Education has an opportunity to candidly discuss with

the Superintendent their performance goals for the year. Some of these will have been reflected

in the most recent evaluation of the Superintendent’s performance. This discussion should also

include the process and format by which the Superintendent’s performance will be evaluated.

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Mid Year Evaluation Meeting – December / January

Step 1: The Board reviews its performance in light of previously established goals.

Step 2: It is recommended that the Leadership Team meets again in Executive Session to

informally discuss their progress on goals and objectives established in July/August. This

session also provides the Leadership Team with an opportunity to identify and strategize about

new and/or unexpected challenges. This level of team collaboration allows all parties to be

contributing members of a fluid, responsive and strategic team.

Step 3: During this same discussion, it is recommended that the Board of Education provide

targeted informal feedback to the Superintendent about his/her effectiveness vis-à-vis the

previously established goals and objectives. The purpose of this informal feedback session is to

assess the Superintendent’s midyear performance and provide him/her with an opportunity to

properly respond to any Board of Education concerns and avoid unnecessary performance

evaluation “surprises” at year’s end.

End of the Year Evaluation of the Superintendent – May / June

Step 1: The Superintendent shares a verbal “Year in Review” self-assessment with the Board of

Education in Executive Session. This self-assessment may be supplemented by submitting

documentation as a formal narrative, portfolio or some other mutually agreed upon format that

was established during the Beginning of the Year Meeting, with the understanding that any such

written documentation would not be confidential. This document serves as evidentiary

documentation regarding the Superintendent’s job performance and should aid the Board of

Education in completing a comprehensive and fair evaluation of the Superintendent.

Step 2: The Board of Education conducts the evaluation of the Superintendent of Schools

according to Board of Education Policy in Executive Session unless the Superintendent exercises

his/her statutory right to require that such discussion be held in open session. It is recommended

that there be no prior sharing of written performance evaluation commentary (hard copy or

electronic) among Board of Education members prior to the Executive Session. The result of the

Board of Education’s Executive Session discussion regarding the Superintendent’s performance

should be either a written or verbal draft performance evaluation of the Superintendent of

Schools.

Step 3: A meeting in Executive Session should be scheduled by the Board of Education between

the Superintendent and the Board of Education, according to Board of Education Policy and

Superintendent’s contract. The purpose of this follow-up meeting is to share and discuss the

Board of Education’s draft evaluation with the Superintendent. This session serves as a final

opportunity for candid discussion between the Board of Education and the Superintendent prior

to the completion of the formal performance evaluation. The Connecticut Superintendent

Leadership Competency Framework, developed by LEAD Connecticut, also should be examined

as it is intended to focus specifically on effective superintendent leadership. It is included at the

end of this document.

Step 4: The formal performance evaluation is completed and presented either verbally or in

writing to the Superintendent of Schools by a representative(s) of the Board of Education

according to Board of Education Policy and Superintendent’s contract. It is important to note that

if the Board of Education’s performance evaluation of the Superintendent of Schools is in

writing, it is a public document and subject to FOIA. Any written copy of the Superintendent’s

performance evaluation must also be placed in the Superintendent’s official personnel file.

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Recommended Evaluation Process and Timeline Flowchart

Beginning of New Evaluation Year Meeting

July / September

(Meeting to be conducted in executive session)

Step 1: Board Self-Evaluation and Goal Setting

Step 2: Leadership Team Goal / Priority Setting.

Step 3: Superintendent’s Professional Goals and Objectives.

Mid-Year Evaluation Meeting

December / January

(Conducted in executive session)

Step 1: Board Reviews Its Performance

Step 2: Informal Leadership Team discussion regarding progress

on goals and objectives.

Step 3: Targeted informal feedback provided to Superintendent

regarding his/her performance.

End of Year Evaluation of the Superintendent

May / June

Step 1: Superintendent presents “year in review” self-assessment to

Board of Education regarding his/her performance.

Step 2: Board of Education evaluates the Superintendent’s job

performance. A draft evaluation is developed during this

meeting in districts where a written evaluation of the

Superintendent is provided.

Step 3: Meeting (in executive session) between Board of Education, as

per Board of Education policy and the Superintendent, to share

and discuss draft evaluation.

Step 4: Formal evaluation is completed and presented to the

Superintendent of School by a representative(s) of the Board of

Education as per policy.

Note: Superintendent’s Evaluation is a public document subject to FOIA.

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I. Growth in Student Achievement

Definition: The core mission of all school districts is to ensure growth in achievement for

all students. While the superintendent does not deliver instruction directly to children, the

superintendent has to establish a set of expectations and take other specific actions that

produce a culture and a climate that fosters growth in student achievement.

Areas of Responsibility:

 Establishes a system whereby data is collected on a regular basis regarding

student achievement in all curricular areas and whereby that data is used to

identify areas of instruction in which focus and emphasis needs to occur.

 Establishes a structure whereby plans for growth in student achievement are set

and then, regularly revised in accordance with the relevant data regarding student

achievement.

 Establishes a structure whereby staff is held accountable for implementing the

plans to enhance student achievement and for the intended growth in student

achievement.

 Establishes assessable goals for determining whether achievement growth

strategies are successful and methods for conducting the relevant assessments.

 In concert with the Board of Education, establishes assessable school system

goals for yearly performance in student achievement and methods for conducting

the relevant assessments.

 In concert with the Board of Education, establishes reasonable assessable goals

within the context of available resources and Board support for the

Superintendent’s proposals for the superintendent’s own performance with respect

to:

• The extent to which the superintendent has provided the leadership

required to enhance student achievement by meeting the areas of

responsibility listed above.

• The extent to which the school system has met the established system

goals for student achievement.

II. Educational Leadership

Definition: Educational leadership is grounded in relationships: working with the Board

of Education, community and staff to define a comprehensive vision for the schools;

identifying the values and ethics under which the schools function; creating a culture and

climate that nurtures and capitalizes on talents and skills; setting high performance

expectations for students and staff; and continuing to sustain and improve quality

research-based programs to enhance teaching and learning.

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Areas of Responsibility:

 Works with the Board of Education, staff and community to develop and

implement a vision for the school system that inspires action and commitment and

aligns with the values and ethics under which the district functions.

 Works with the board of education to develop and implement a plan of action and

a strategic operating plan that aligns with a theory of action.*

 Promotes a school culture and climate of continuous improvement and

accountability.

 Builds capacity by designing and implementing comprehensive professional

development plans for staff.

 Establishes structures and processes that sustain a culture and climate of

continuous improvement.

 Provides instructional leadership in the areas of curriculum, instruction,

assessment, evaluation of staff and data informed decision making to optimize

learning for all students.

*A theory of action identifies a specific set of actions that if taken will result in a

specified outcome that is grounded in a vision of learning.

III. Organizational Management

Definition: Organizational management concerns the effective facilitation of the day-to-

day operations of the school district and its programs.

Areas of Responsibility:

 Develops and manages a comprehensive approach to human capital that aligns to

district vision, strategies and goals consistent with Board of Education policy,

recruiting, hiring and retaining personnel for the district and includes a system of

support, supervision and consistent evaluation.

 Develops and manages a comprehensive approach to fiscal resources that align to

district vision, strategies and goals for consideration by the Board of Education

(BOE).

 Reports regularly to the BOE on the status of the budget and any other fiscal

concerns or issues.

 Develops and executes effective plans, procedures, routines and operational

systems that support the day to day operations of the district.

 Assists the BOE in developing policies and establishes regulations to implement

the policies.

IV. Community Relations

Definition: Strong community relations are critical to the success of the superintendent

and the school system. The superintendent must earn respect and trust from the

community and in turn, respect community members.

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Areas of Responsibility:

 Continuously communicates and collaborates with families and community,

regional and state stakeholders to support student learning and development at

home, school and in the community.

 Addresses family and community concerns in an equitable, effective and efficient

manner.

 Represents effectively the district to the local community.

V. Board of Education Relations

Definition: A strong relationship with the Board is critical to the success of the

superintendent and the school system. The superintendent must earn respect and trust

from the Board and in turn, respect Board members.

 Builds trusting, collaborative and respectful relationships with Board members.

 Provides professional advice and keeps the BOE informed and updated on

educational issues and the needs and operations of the school system.

 Keeps BOE members informed about significant operational issues in a timely

manner.

VI. Personal and Professional Qualities and Relationships

Definition: Personal and professional qualities and relationships are critical to the

effectiveness of leaders and managers. Superintendents must continue to refine and

develop their skills and contemporary knowledge; lead ethically and make decisions

based on sound professional practice; interact in a manner that best represents the

interests of the school district; and maintain a healthy balance between professional

obligations and personal life.

Areas of Responsibility:

Demonstrates:

 A belief that every student can achieve at high levels.

 An urgency to improve student achievement.

 The ability to manage resistance to change and to engage in difficult

conversations to maintain a consistent focus on high levels of achievement.

 The ability to explore how identity and life experiences shape assumptions and

unconscious biases.

 The ability to work with diverse people and be sensitive to cultural differences.

 The ability to build trusting, respectful relationships to improve student learning.

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 The ability to interact effectively with individuals and groups both within and

outside the school district to accomplish the goals of the district.

 The ability to use consensus building and negotiation strategies and conflict

resolution skills to lead authentic stakeholder engagement.

 Provides for a safe and orderly work environment.

 Delegates authority appropriately.

 Gives staff sufficient authority and support.

 Establishes an effective professional development system for staff that is aligned

with its responsibilities for teaching and learning.

 Communicates effectively with staff regarding district goals, objectives and

issues.

 Political savvy and respectful engagement across all stake holder groups.

 Effectively anticipates and responds to challenges and remains focused on the

vision of high expectations when faced with adversity.

 Builds trusting, respectful relationships to improve student learning.

 Maintains high standards of ethics, honesty and integrity in all professional

matters.

 Maintains poise and exhibits diplomacy in the full range of his/her professional

activities.

 Is a strong advocate for public education and demonstrates the courage to support

his/her convictions.

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Board of Education Self-Evaluation

Check the most appropriate rating box on a scale of 5-1 (5 representing the highest rating, 1 the lowest) for each

question. A “NA” rating is also provided if you are unable to rate on an item for any reason. A space for comments

is also provided on page 11 and 12.

Vision 5 4 3 2 1

Not

sure

1.

The Board has a vision/mission for the school district

with a primary focus on student achievement.

2.

The vision/mission and goals are developed

collaboratively with staff and the community.

3.

The Board

institutes a process for long

-

range and

strategic planning that aligns with the vision/mission

for the district.

4.

The Board uses the district policy manual to create a

culture that supports the vision and goals of the district.

5.

The Board

expresses in the vision/mission the belief

that high quality instruction in every classroom is the

foundation for high achievement for all students.

6.

The Board communicates clearly the goals and

expectations for the district, staff, and students with an

emphasis on high achievement for all students in the

district.

7.

The Board develops goals that align with the

vision/mission for the district, foster continuous

improvement and remain the highest priorities.

Total Vision

Community Leadership

8.

The Board communicates and interprets the school

district’s vision/mission to the public and listens, and

incorporates appropriate community perspectives into

board actions.

9.

The Board works to promote the

accomplishments of

the district within the district and community at large.

10.

The Board advocates at the national, state and local

levels for students and the school district and promotes

the benefits of public education.

11.

The Board

collaborates with other school boards,

superintendents, agencies, and other bodies to inform

federal, state and local policy makers of concerns and

issues related to education.

12.

The Board provides community leadership on

educational issues by creating strong linkages with

appropriate organizations, agencies, and other groups

to provide for healthy development and high

achievement for all students.

Total Community Leadership

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Check the most appropriate rating box on a scale of 5-1 (5 representing the highest rating, 1 the lowest) for each

question. A “NA” rating is also provided if you are unable to rate on an item for any reason. A space for comments

is also provided on page 11 and 12.

Board Operations 5 4 3 2 1

Not

sure

13.

The Board ensures the District policy manual is up

-

to

-

date and comprehensive.

14.

The Board conducts meetings that are efficient,

effective and focus primarily on student achievement

and other district priorities.

15.

The Board makes

decisions based on analysis of

relevant research and data.

16.

The Board adopts a fiscally responsible budget based

on the district’s priorities and regularly monitors the

fiscal health of the district.

17.

The Board collectively executes its

legal

responsibilities and ensures the district adheres to all

federal and state laws and board policies.

18.

The Board provides appropriate support (including

quality professional development) for programs and

initiatives consistent with the vision/mission of the

district.

19.

The Board conducts a comprehensive orientation to

familiarize new board members with their role on the

team.

20.

The Board conducts an effective annual self

-

evaluation.

21.

The Board participates in

professional development

specifically regarding its roles and responsibilities and

on relevant content areas.

22.

The Board belongs to, actively supports and

participates in professional organizations.

Total

–

Board Operations

Board Ethics 5 4 3 2 1

Not

sure

23.

The Board establishes a

Code of Ethics

and conducts

business in accordance with the code.

24.

The Board members maintain confidentiality regarding

sensitive communications.

25.

The Board members honors board

decisions even when

the vote is not unanimous,

26.

The Board does not let politics interfere with district

business.

27.

The Board deals with both internal and external

conflicts openly, honestly and respectfully.

Total Board Ethics

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Check the most appropriate rating box on a scale of 5-1 (5 representing the highest rating, 1 the lowest) for each

question. A “NA” rating is also provided if you are unable to rate on an item for any reason. A space for comments

is also provided on page 11 and 12.

Board Superintendent Team 5 4 3 2 1

Not

sure

28.

The Board works effectively with the Superintendent

as a collaborative leadership team to focus priorities

around high achievement for all students in the district.

29.

The Board sets aside time, at least semi

-

annually, to

discuss board/superintendent relations.

30.

The Board demonstrates support and respect for the

Superintendent’s role as the chief executive officer of

the district.

31.

The Board

provides direction to the Superintendent as

a whole, not from individual Board members.

32.

The Board follows the chain of command as identified

by board policy.

Total

–

Board Superintendent Team

Grand Total

Average

Please add any additional comments here (comments will be shared with participants):

Vision:

Community Leadership:

Board Operations:

Board Ethics:

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Board/Superintendent Relations:

General Comments:

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