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Executive EvaluationThe Ohio Superintendent Evaluation System
Training SessionFebruary 10, 2011
Leadership Matters
“The Lighthouse Inquiry: School Board/Superintendent Team Behaviors in School Districts with Extreme Differences in Student Achievement” by The Iowa Association of School Board,
2000
School board members and superintendents in high-achieving districts think and act differently from their counterparts in low-
achieving districts.
Buckeye Association of School AdministratorsSuperintendent-School Board Leadership Development Workshop
“The Lighthouse Inquiry”
Superintendents and School Board Members in high-achieving districts are significantly different in their knowledge and beliefs than school boards in low-achieving districts.
The way you think, act, and work together makes a significant difference in the student achievement in your district.
Buckeye Association of School AdministratorsSuperintendent-School Board Leadership Development Workshop
Key Findings
Similarities Differences
• Caring about children• Peaceable relationships• Board Opinion of Supt.• Tension about roles in
site-based system• Students in categorical
programs• Local backgrounds of
board members and staff
• Elevating vs. Accepting Belief Systems
• Prioritization of organizational focus and discipline
• Accountability for measurable objectives
Buckeye Association of School AdministratorsSuperintendent-School Board Leadership Development Workshop
Roles and Responsibilities
Board Superintendent
Leadership Team
What?Why?How Much?How Well?
End Results
MissionVisionGoalsPoliciesStandards
Vote
Means
How?When?
Where?By Whom?
StrategiesProceduresRegulations
AssignmentsDocumentation
Recommendation
Focus
Questions
Tools
Method
How do we cooperate to accomplish our distinct yet complimentary roles?
Confusion
Modified from Table 1 OSBA Board-Superintendent Partnership 2008, page 4
Buckeye Association of School AdministratorsSuperintendent-School Board Leadership Development Workshop
Roles and Responsibilities
“…Confusion regarding the roles, responsibilities and relations between boards and superintendents likely creates more problems than any other issue.”
-- OSBA: Board-Superintendent Partnership, 2008
Buckeye Association of School AdministratorsSuperintendent-School Board Leadership Development Workshop
Roles and ResponsibilitiesNew Superintendent Questions in
BASA Executive Coaching Program
2008
Thirty-five Board Members, Superintendents, and University Representatives met for over 18 months to develop the Ohio Superintendent Evaluation System.
2008
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Vision, Continuous Improvement, and Focus on District Work
Communication and Collaboration
Policies and Governance
Instruction
Resources
1. It is important to create a standards-based job description
2. The governance team should focus on 3-5 annual objectives
3. A mid-year formative assessment should be used to communicate about progress and to provide an opportunity for mid-course correction
4. An annual summative evaluation should completed in narrative form
5. The system must be kept simple
OSES Themes:
2008
Jan.- May June- Sept.
Dec.-Jan.June-July
Standards-Based Job Description
Annual Objectives
Key Concepts: Annual Objectives
Annual objectives are specific, measurable statements of what should be accomplished within a specified time frame to improve the district. They provide the basis for evaluating the Superintendent’s annual progress.
Annual objectives must be:• Clear• Focused• Based on data• Within the scope of the superintendent’s control• Aligned with broader district goals• Set with an understanding of the district’s capacity• Designed the stretch but not exceed district capacity• Measurable• Set with a clear timeframe
Annual Objectives
• Develop 3rd Grade Writing Rubric
• Pave High School Parking Lots
• Design Professional Development for Advanced Placement Teachers
• Institute a K-12 Writing Rubric
• Audit Maintenance Needs of the District
• Design Comprehensive Professional Development Strategies for Ohio Academic Assessments
Unit Level Objectives District Level Objectives
SA
MP
LE
Work Plans
SA
MP
LE
Formative Assessment
Key Concepts: Formative Assessments
1. Linked to standards
• Job Descriptions and Annual Objectives
2. Monitors progress, offers suggestions, confirms achievement
• Non punitive• Provides opportunities for coaching
3. Provides evidence
• Artifacts and Portfolios
4. Promotes self-assessment
• Encourages alternative approaches to current practice
SA
MP
LE
SA
MP
LE
Summative Evaluation
Key Concepts: Summative Assessments
Summative assessment comments should be made in a general yet comprehensive manner, and they should address each of the five standards. Descriptors similar to those cited below may be useful.
• Exemplary• Proficient• Progressing• Not meeting standards
SA
MP
LE
SA
MP
LE
Preliminary Findings: The process…
• Creates standards-based job description for the superintendent
• Stimulates meaningful discussion about the important work of the district– creates a limited number (3-5) of focused annual objectives
• Helps the district to focus on key priorities and to minimize distractions
• Charts a clear path or work plan to achieve district priorities• Provides alignment of priorities in administrative team• Improves communication and understanding of marching
orders• Determines up front the criteria for judging success
What is the Return on Investment of Time and Energy?
What is the Estimated Time Commitment?
Standards-Based Job Description
Annual Objectives and
Work Plans
Formative Assessment
Summative Evaluation
Board Member Time Commitment
2 hours
3-5 hours
2-3 hours
2 hours
Total Estimated time 9 to 12 hours
School board establishes new objectives for Superintendent
JIM FISCHER
ThisWeek Community Newspapers
Improving the process for superintendent evaluations was the focus of a Marysville Exempted Village School District Board of Education work session last Monday.
The board discussed a new mechanism for the evaluations based on a model developed by the Ohio Department of Education that board president Jeff Mabee said is "an incredible change from where we were."
The board set goals for superintendent Larry Zimmerman in three broad areas: academics, specifically as relates to achieving an "Excellent" rating on the ODE school district report cards; communications, both with the community and internally; and health and safety, with an eye toward maintaining a drug-free school environment.
Mabee said the evaluation process includes setting the goals, developing a work plan, interim reviews and the annual summary. In the past, Mabee said, reviews have been less than effective.
"We used to assign a numerical rating at the end of the year," he said, "but we learned that a certain number doesn't necessarily mean the same to each board member."The new mechanism "helps the board and it helps (Zimmerman) by having an ongoing conversation throughout the year."
"It also allows the public to see what the board and superintendent are focused on," he added.
Superintendent evaluations are done annually. Zimmerman is currently on a five-year contract that expires at the end of June 2012.
U.S. Airways Flight 1594
Lessons on Leadership and Teamwork • Planning and prep matters– essential to know key priorities• Attention to detail matters– step-by-step procedures make a difference• Being focused matters– capacity to tune out distractions• Communication matters– clear direction and feedback are important• Understanding unique roles matters—everyone must understand how
they contribute to a successful mission
Dr. Ralph Johnson, Director of [email protected]
Charles R. Parsons, President Charles R. Parsons Group [email protected]
