North Carolina Superintendent
and Instructional Central Office
Staff Evaluation Process
1
WELCOME
Yvette Stewart
Lead Professional Development Consultant
Educator Recruitment and Development Division
ystewart@dpi.state.nc.us
919-807-3278
www.ncpublicschools.org/profdev/training/superintendent
North Carolina Department of Public Instruction
October 2010
2
Webinar Information
• Webinars are recorded
• Mute is enabled for all participants
• Features you will use and see:
– Questions Bar
– Q&A
• Session will not automatically end if we run past time
• Materials available @
www.ncpublicschools.org/profdev/training/superintendents
• Email personal questions or concerns to
professional_development@dpi.state.nc.us
3
Agenda
1.
2.
3.
4.
Background Information
Overview of North Carolina
Standards for Superintendents
Review of the Evaluation Processes
Closing Questions
4
Future-Ready Students for the
21st Century
The guiding mission of the North
Carolina State Board of Education is
that every public school student will
graduate from high school, globally
competitive for work and
postsecondary education
and prepared for life in the
21st century.
We are all accountable!
5
Background Information
• Standards approved in 2007
• Instrument approved September 2010
• Optional for 2010-2011 school year. (20+ districts participating)
• Evaluation instruments also approved for:
– June 2007: Teachers
– July 2008: Principals
– September 2010: Assistant Principals
• September 2010: Online System (not currently for
Superintendents and Instructional CO)
6
Provides for the development of effective professional learning communities
aligned with the district strategic plan, focused on results, and characterized by
collective responsibility for 21st century student learning
Provides structures for the development of effective professional learning
communities aligned with the school improvement plan, focused on results, and
characterized by collective responsibility for instructional planning and for 21st
century student learning
Work collaboratively with all school personnel to create a professional
learning community
7
Key Components
www.p21.org
www.ncteachingconditions.org
8
New Standards and Evaluation Systems
Formative,
Growth
Serves as a
guide for North
Carolina’s
school
superintendents
as they reflect
upon and
improve their
effectiveness as
district leaders.
Datadriven
Focuses the
goals and
objectives of
districts as they
support,
monitor and
evaluate their
superintendents.
PD
Guides
professional
development for
superintendents
and serves as a
tool in
developing
coaching and
mentoring
programs for
superintendents.
Alignment
Informs higher
education
programs in
developing the
content and
requirements of
superintendent
degree
programs.
9
Teacher Education
Programs
Teacher
Evaluation
System
Administrator
Education
Programs
M.S.A.
Administrator
Education
Programs
Ed.D
School
Executive
Evaluation
System
Superintendent
Evaluation
System
(Principals and
Asst. Principals)
(Including Central
Office Staff)
10
Reflections from the field…
Chuck Graham
Associate Superintendent, Surry County Schools
Dr. Jean Williams
VP for Research and Evaluation, McREL
11
North Carolina Standards for School Superintendents
Strategic Leadership
Instructional Leadership
Cultural Leadership
Human Resource Leadership
Managerial Leadership
External Development Leadership
Micro-Political Leadership
12
Standard 1: Strategic Leadership
Superintendents create conditions that
result in strategically re-imaging the
district’s vision, mission, and goals to
ensure that every student graduates from
high school, globally competitive for
work and postsecondary education and
prepared for life in the 21st Century.
They create a climate of inquiry that
challenges the community to continually
re-purpose itself by building on the
district’s core values and beliefs about
the preferred future and then developing
a pathway to reach it.
Elements:
a) District Strategic Plan
b) Leading Change
c) Distributive
Leadership
13
Of Every 100 9th Graders in North Carolina…
Source: NCHEMS Information Center for Higher Education Policymaking and Analysis. Student Pipeline - Transition and
Completion Rates from 9th Grade to College. www.higheredinfo.org/dbrowser/index.php?submeasure=119&year=2006&level=nation&mode=data&state=0. 2010
14
Interesting Facts (NC)
◙In 1950:
60% Unskilled jobs
◙Today:
< 20%
One result: In North Carolina, the demand for middle- and high-skilled
workers is outpacing the state’s supply of workers educated and
experienced at that level.
81% of North Carolina’s jobs are middle- or high-skill (jobs that
require some postsecondary education or training).
Yet only 36% of North Carolina adults have some
postsecondary degree (associate’s or higher).
15
Governor Perdue’s Education Initiative
Ready – increase number of students
who can read, write and do math at
the end of grade 3
Set – increase number of students
performing at or above grade level
Go – increase number of students
taking college credit courses in high
school, graduating from high school,
going to a 4-year college/university or
community college
16
DISCUSSION QUESTION:
In what ways can a
Superintendent or
Instructional Central Office
staff member model or
demonstrate Strategic
Leadership?
Standard 2: Instructional Leadership
Superintendents set high standards for
the professional practice of 21st Century
instruction and assessment that result in
an accountable environment. They
create professional learning communities
resulting in highly engaging instruction
and improved student learning. They
set specific achievement targets for
schools and students and then ensure the
consistent use of research-based
instructional strategies in all
classrooms to reach the targets.
Element:
a) Focus on Learning
and Teaching,
Curriculum,
Instruction and
Assessment
18
19
Standard 2 – Instructional Leadership
Statewide Information Systems
Centrally-provided, Statewide Technology Infrastructure
State Longitudinal
Data System
Instructional
Improvement
System
Statewide Student
Information
System
20
Standard 2 – Instructional Leadership
• Accountability and Curriculum Reform
Effort (ACRE)
– NC Common Education Data Analysis and Reporting
System (CEDARS)
– Common Core Standards
– Formative and Summative Assessment
21
Standard 3: Cultural Leadership
Superintendents understand and act on
the important role a system’s culture has
in the exemplary performance of all
schools. They understand the people in
the district and community, how they came
to their current state, and how to connect
with their traditions in order to move
them forward to support the district’s
efforts to achieve individual and collective
goals. While supporting and valuing the
history, traditions, and norms of the district
and community, a superintendent must be
able to “reculture” the district, if needed,
to align with the district’s goals of
improving student and adult learning and to
infuse the work of the adults and students
with passion, meaning and purpose
Elements:
a) Focus on Collaborative
Work Environment
b) Acknowledges Failures;
Celebrates
Accomplishments and
Rewards
c) Efficacy and
Empowerment
22
Teacher Conditions 2010
Please rate how strongly you
agree or disagree with the
following statements:
Responses from NC Educators Surveyed
Agree
Strongly
Agree
Strongly
Disagree
Disagree
Teachers have time available to
collaborate with colleagues
18%
43%
10%
29%
Teachers have sufficient access to
instructional technology, including
computers, printers and internet access
34%
46%
5%
15%
This school does a good job of
encouraging parent/guardian
involvement
36%
54%
2%
8%
School administrators support teachers’
efforts to maintain discipline in the
classroom
31%
50%
5%
14%
Teachers are encouraged to participate in
school leadership roles
35%
55%
2%
7%
The faculty and leadership have a shared
vision
24%
59%
3%
14%
www.ncteachingconditions.org
23
Principal Conditions 2010
TABLE 2.
AREAS PRINCIPALS IDENTIFIED NEEDING ADDITIONAL SUPPORT
Teacher remediation/coaching
Student assessment
Percent Indicating a
need for Support 2010
Percent Indicating a
need for Support
2008
45.7
32.0
13.7
44.0
30.0
14.0
48.0
- 5.9
1
2
Difference
Data-driven decision making
42.1
Teacher evaluation
40.0
11.0
29.0
Instructional leadership
35.8
32.0
3.8
Budgeting
34.1
32.2
31.4
29.7
27.8
15.7
28.0
20.0
24.0
27.0
23.0
14.0
6.1
12.2
7.4
2.7
4.8
1.7
Working with parents and the community
School improvement planning
School scheduling
Creating positive learning environments
Staffing (hiring, etc.)
1
www.ncteachingconditions.org
24
Principal Conditions 2010
TABLE 1. THE AMOUNT OF TIME PRINCIPALS DEVOTE TO VARIOUS ACTIVITIES IN AN AVERAGE WEEK
None Less than 1 hours
More than 1 but less than or
equal to 3 hours
More than 3 but less than or
equal to 5 hours
More than 5 but less than or
equal to 10 hours
More than
10 hours
Instructional planning with teachers
1.1
15.8
43.2
25.9
12.2
1.8
Observing and coaching teachers
0.1
4.0
29.2
34.9
24.1
7.7
Covering classes for certified or noncertified absences on-site
37.0
46.2
11.7
3.5
1.3
0.2
Meetings with or sponsored by central
office
2.4
28.1
46.5
18.0
Personnel issues
2.7
18.8
33.6
25.6
13.9
5.4
Administrative duties
0.0
0.7
5.7
17.4
26.9
49.3
49.3
Meetings with parents and the
community
0.1
5.1
27.7
33.8
25.4
8.3
Student discipline issues
0.5
13.5
32.5
27.4
17.2
8.9
Working directly with students (i.e.
teaching, tutoring, etc.)
5.3
30.9
32.1
17.4
9.4
5.0
0.6
4.4
www.ncteachingconditions.org
25
Standard 4: Human Resource Leadership
“Leadership determines the
direction; organization determines
the potential; people determine
the success.”
John Maxwell, Developing the Leader Within You and
Developing the Leader’s Around You.
26
Standard 4: Human Resource Leadership
Superintendents ensure that the
district is a professional learning
community with processes and
systems in place that result in the
recruitment, induction, support,
evaluation, development and
retention of a high-performing,
diverse staff. Superintendents use
distributed leadership to support
learning and teaching, plan
professional development, and
engage in district leadership
succession planning.
Elements:
a) Professional
Development/
Learning Communities
b) Recruiting, Hiring,
Placing and Mentoring
of Staff
c) Teacher and Staff
Evaluations
27
Standard 4 – Human Resource Leadership
•
•
•
•
•
Professional Learning Communities (PLCs)
New Evaluation Systems
DLP
Leadership Academies
IHE Program Revisioning
28
Standard 5: Managerial Leadership
Superintendents ensure that the district
has processes and systems in place for
budgeting, staffing, problem solving,
communicating expectations, and
scheduling that organize the work of the
district and give priority to student
learning and safety. The superintendent
must solicit resources (both operating
and capital), monitor their use, and
assure the inclusion of all stakeholders
in decisions about resources so as to
meet the 21st Century needs of the
district.
Elements:
a) School Resources and
Budget
b) Conflict Management &
Resolution
c) Systematic
Communication
d) District Expectations
for Students & Staff
29
Standard 5 – Managerial Leadership
RESOURCES
STAKEHOLDERS
PROCESSES
30
Standard 6: External Development Leadership
A superintendent, in concert with the
local board of education, designs
structures and processes that result
in broad community engagement
with, support for, and ownership of
the district vision. Acknowledging
that strong schools build strong
communities, the superintendent
proactively creates, with school and
district staff, opportunities for
parents, community members,
government leaders, and business
representatives to participate with
their investments of resources,
assistance, and good will.
Elements:
a) Parent and
Community
Involvement and
Outreach
b) Federal, State, and
District Mandates
31
Standard 6 – External Development Leadership
Question for Discussion:
What do you expect to see or have
seen from district staff to heighten
external development or collaborate
with partners (including parents)?
32
Standard 7: Micro-political Leadership
The superintendent promotes the
success of learning and teaching
by understanding, responding to,
and influencing the larger political,
social, economic, legal, ethical, and
cultural context. From this
knowledge, the superintendent
works with the board of education to
define mutual expectations,
policies, and goals to ensure the
academic success of all students.
Element:
a) Superintendent
Micro-political
Leadership
33
Standard 7 – Micro-Political Leadership
The question is not whether organizations
will have politics but rather what kind of
politics they will have…Constructive
politicians recognize and understand
political realities. They know how to
fashion agendas, create networks of
support, and negotiate effectively with both
allies and adversaries. …they will need to
consider potential (strategies), and, most
important, their own values and ethical
principles.
Bolman L., & Deal, T. (1997). Reframing Organizations. San
Francisco: Jossey-Bass (p. 193)
34
The Evaluation Process
1.
Superintendent SelfAssessment
2.
Meeting Between
Superintendent and
District School Board
5.
Final Evaluation and
Goal-Setting Meeting
North Carolina
Superintendent
Evaluation Process
4.
District School Board
Rating of
Superintendent
3.
Consolidated
Performance
Assessment
35
Both should:
1. Know and understand the North Carolina Standards for Superintendents
2. Receive training on the evaluation process
Superintendent/CO
Evaluator (School Board Members, Supts)
Prepare for Step 2:
Self-Assessment
Meeting with Supt or board to agree upon
guidelines for evaluation
Ensure all steps in the process are conducted
according to the approved process
Gather data, artifacts, evidence to support
performance in relation to standards and
progress towards attaining goals
Identify the superintendent/central office staff’s
strengths and areas for improvement and make
recommendations for improving performance
Develop and implement strategies to improve
personal performance/attain goals in areas
individually or collaboratively identified
Ensure the content of the Summary Evaluation
Worksheet contains accurate information and
accurately reflects their performance
Finalize goals and end-of year evaluation with
superintendent or board as soon as achievement
data is received
Participate in evaluation discussions and guide
the superintendent/central office staff member in
establishing goals for the subsequent year
36
What are artifacts?
Communication
Logs
Evidence of
collaboration
with supervisor
and/or
leadership
team
Participation in
district
improvement
planning
External
reviews and
audits
Student and
Teacher
Performance
Data
Use of
research-based
practices and
strategies
Evidence of
stakeholder
involvement
Professional
Development
Plan and Goals
NCTWCS Data
(District-wide)
Development
of district PLCs
District
strategic plan
Graduation
Dropout
Teacher Retention
Data
37
1.
Superintendent
Self-Assessment
5.
2.
Final
Evaluation
and GoalSetting
Meeting
Meeting
Between
Superintendent
and District
School Board
Both
Superintendents and
Instructional Central Office Staff
member will:
North Carolina
Superintendent Evaluation
Process
4.
District School
Board Rating
of
Superintendent
3.
Consolidated
Performance
Assessment
Prepare for Initial Meeting
1. Self-Assessment
2. Goal Setting
3. Prepare for Consolidated
Performance Assessment
38
Standard 1: Strategic Leadership – Superintendents create conditions that result in strategically re-imaging the district’s
vision, mission and goals to ensure that every student graduates from high school, globally competitive for work and
postsecondary education and prepared for life in the 21 st Century. They create a climate of inquiry that challenges the
community to continually re-purpose itself by building on the district’s core values and beliefs about the preferred future
and then developing a pathway to reach it.
Developing
Proficient
Accomplished
Distinguished
Not Demonstrated
(Comment
Required)
a - District Strategic Plan: The district’s identity (its vision, mission, values, beliefs and goals) is derived from the processes used to establish
these attributes, and the ways they are embodied in the life of the community.
…and
. . .and
…and
Develops and
 Facilitates the
Ensures that the district’s
communicates a personal
vision of a 21st Century
school district.
development and
implementation of a district
strategic plan . . .
strategic plan is
implemented as intended by
its developers.
Creates a working
Participates in consistent,
relationship with the local
board of education that
results in a shared vision.
sustained, and open
communication with
principals about how school
policies and practices relate
to the district’s mission and
vision.
Develops relationships
within and beyond the
school community that
ensure understanding and
appreciation of the district’s
vision and that positively
affect and are affected by
the community context.
Leads in such a way that
the district’s strategic plan
and implementation
processes are referred to by
other districts as a model
that prompts, supports, or
guides similarly integrative
and effective planning
efforts.
Convenes a core group of
district leaders to develop a
district improvement plan.
Creates processes and
Effectively communicates
district improvement plan to
principals
Uses multiple data
sources to develop goals
and objectives and facilitate
needed changes.
procedures for developing,
implementing, and
maintaining the district’s
strategic plan.
Develops effective
systems of open and honest
communication.
Uses stakeholder input to
determine effectiveness of
strategies and guide
revisions.
Conscientiously solicits
input from stakeholder
groups to determine the
effectiveness of the
district’s strategic plan.
Establishes a rigorous and
systematic approach to
update or rewrite the
district’s strategic plan.
39
{Example of self-assessment}
#2: Goal-Setting
(Initial Meeting)
Setting Goals
• Address Standards and Elements
• Measurable Goals
• Key Strategies
• Actions/Activities
• Timeline
40
1.
Superintendent
Self-Assessment
5.
2.
Final
Evaluation
and GoalSetting
Meeting
Meeting
Between
Superintendent
and District
School Board
North Carolina
Superintendent Evaluation
Process
4.
District School
Board Rating
of
Superintendent
3.
Consolidated
Performance
Assessment
#3: Develop Consolidated
Performance Assessment:
– Artifacts
– Evidence, Data
– Summary
41
#4: Scoring the Rubric
The scoring system for the
Superintendent rubric is a 3-step
process designed to use the
ratings of all school board
members in a fair and objective
manner. This process involves:
1.Each school board member will
independently rate the
superintendent on each descriptor.
2.The final rating for each
standard is the median rating of all
of the school board member
ratings.
3.Once the median scores for all of
the standards are determined, the
overall score is determined based
on the median scores for all of the
standards.
The Superintendent should rate
the Instructional Central Office
Staff by:
1. Marking the box beside all
descriptors on the rubric
under each element in
evidence.
2. The evaluator must
determine an overall
element rating and an
overall standard rating for
all 7 standards.
Standard
Standards
The Evaluation Rubric
Developing
Element
Proficient
Accomplished
Distinguished
Not Demonstrated
(Comment Required)

























Descriptors
Ratings
43
Performance Rating Scale
Distinguished
Consistently and significantly exceeded basic
competence on standards of performance
Knowledge and skills replicated
Exemplar of performance
Accomplished
Exceeded basic competence on standards
for performance most of the time
Innovation + High Performance
Proficient
Demonstrated basic competence on
standards of performance
Solid, effective application + success
Developing
Not Demonstrated
Did not demonstrate
competence on, or
adequate growth
toward, achieving
standard(s) of
performance
*Requires
documentation
Demonstrated adequate growth during the
Never demonstrated
period of performance, but did not
demonstrate competence on standard(s) of
performance
Skill not mature or unsuccessful
44
Scoring by Superintendent
Step 1:
The Superintendent will rate the
Instructional Central Office Staff
member on all descriptors by
marking the box beside each
element in evidence.
45
To score, a superintendent will…
Standard 1: Strategic Leadership – Superintendents create conditions that result in strategically re-imaging the district’s vision, mission and goals to ensure that every
student graduates from high school, globally competitive for work and postsecondary education and prepared for life in the 21 st Century. They create a climate of
inquiry that challenges the community to continually re-purpose itself by building on the district’s core values and beliefs about the preferred future and then developing
a pathway to reach it.
Developing
Proficient
Accomplished
Distinguished
Not Demonstrated
(Comment Required)
a - District Strategic Plan: The district’s identity (its vision, mission, values, beliefs and goals) is derived from the processes used to establish these attributes, and the
ways they are embodied in the life of the community.
 Develops and
communicates a personal
vision of a 21st Century school
district.
Creates a working
relationship with the local
board of education that results
in a shared vision.
Convenes a core group of
district leaders to develop a
district improvement plan.
Effectively communicates
district improvement plan to
principals
Uses multiple data sources
to develop goals and
objectives and facilitate
needed changes.
…and
. . .and
…and
 Facilitates the development
and implementation of a
district strategic plan . . .
Ensures that the district’s
strategic plan is implemented
as intended by its developers.
Participates in consistent,
sustained, and open
communication with principals
about how school policies and
practices relate to the district’s
mission and vision.
Develops relationships
within and beyond the school
community that ensure
understanding and
appreciation of the district’s
vision and that positively
affect and are affected by the
community context.
Leads in such a way that the
district’s strategic plan and
implementation processes are
referred to by other districts as
a model that prompts,
supports, or guides similarly
integrative and effective
planning efforts.
Creates processes and
procedures for developing,
implementing, and
maintaining the district’s
strategic plan.
Develops effective systems
of open and honest
communication.
Uses stakeholder input to
determine effectiveness of
strategies and guide revisions.
Conscientiously solicits
input from stakeholder groups
to determine the effectiveness
of the district’s strategic plan.
Establishes a rigorous and
systematic approach to update
or rewrite the district’s
strategic plan.
46
Strategic Leadership
Instructional
Leader-ship
Cultural Leadership
Human Resource Leadership

Managerial Leadership

External
Development
Leadership
Overall: External Development
Leadership
Superintendent Micro-Political
Leadership
Overall: Supt. Micro-Pol. Leadership

Federal and District Mandates


Parent and Community Involvement

District Expectations for Students and
Staff
Overall: Managerial Leadership

Systemic Communication

Conflict Management & Resolution

Overall: Human Resource
Leadership
School Resources and Budget

Teacher and Staff Development

Recruiting, Hiring & Mentoring Staff

Professional Dev./Learning Comm.

Overall: Cultural Leadership

Efficacy and Empowerment

Acknowledges Failures and Accomp.

Focus on Collab. Work Environment
Overall: Instructional Leadership
Dist
Focus on Learning & Teaching

Over: Strategic Leadership
Pro
f
Distributive Leadership
Acc
Leading Change
Dev
District Strategic Plan
Step 2: The superintendent must determine an
overall element rating and an overall standard
rating for all 7 standards.
 




47

ND
Micropolitical
Lead.
Performance Rating Scale
Distinguished
Consistently and significantly exceeded basic
competence on standards of performance
Knowledge and skills replicated
Exemplar of performance
Accomplished
Exceeded basic competence on standards
for performance most of the time
Innovation + High Performance
Proficient
Demonstrated basic competence on
standards of performance
Solid, effective application + success
Developing
Not Demonstrated
Did not demonstrate
competence on, or
adequate growth
toward, achieving
standard(s) of
performance
*Requires
documentation
Demonstrated adequate growth during the
Never demonstrated
period of performance, but did not
demonstrate competence on standard(s) of
performance
Skill not mature or unsuccessful
48
Scoring by School Board Member
Step 1:
Each school board member will
independently rate the
superintendent on each
descriptor.
49
Performance Rating Scale
Distinguished
Consistently and significantly exceeded basic
competence on standards of performance
Knowledge and skills replicated
Exemplar of performance
Accomplished
Exceeded basic competence on standards
for performance most of the time
Innovation + High Performance
Proficient
Demonstrated basic competence on
standards of performance
Solid, effective application + success
Developing
Not Demonstrated
Did not demonstrate
competence on, or
adequate growth
toward, achieving
standard(s) of
performance
*Requires
documentation
Demonstrated adequate growth during the
Never demonstrated
period of performance, but did not
demonstrate competence on standard(s) of
performance
Skill not mature or unsuccessful
50
Strategic Leadership
Instructional
Leader-ship
Cultural Leadership
Human Resource Leadership

Managerial Leadership

Overall: External Development
Leadership
Superintendent Micro-Political
Leadership
Overall: Supt. Micro-Pol. Leadership

Federal and District Mandates


Parent and Community Involvement

District Expectations for Students and
Staff
Overall: Managerial Leadership

Systemic Communication

Conflict Management & Resolution

Overall: Human Resource
Leadership
School Resources and Budget

Teacher and Staff Development

Recruiting, Hiring & Mentoring Staff

Professional Dev./Learning Comm.

Overall: Cultural Leadership

Efficacy and Empowerment

Acknowledges Failures and Accomp.

Focus on Collab. Work Environment
Overall: Instructional Leadership
Dist
Focus on Learning & Teaching

Over: Strategic Leadership
Prof
Distributive Leadership
Acc
Leading Change
Dev
District Strategic Plan
Summary Evaluation Worksheet
(for individual scores)
 




External
Development
Leadership
51

ND
Micropolitical
Lead.
Scoring by School Board Member
Step 2:
The final rating for each
standard is the median, or
middle, rating of all school
board members’ ratings.
52
Finding the Median
(Example for a Seven-Member Local School Board)
Rating
Std.
Not
Demonstrated
Developing
1
1
2
2
3
2
4
1
3
5
1
2
6
7
Proficient
Accomplished
4
2
4
Median
Proficient
1
Accomplished
5
Proficient
3
Developing
3
1
Distinguished
5
3
1
Accomplished
1
3
Accomplished
1
Proficient
53
Scoring by School Board Member
Step 3:
Once the median scores for all of
the standards are determined,
the overall score for the
superintendent is determined
based on the median scores for
all of the standards.
54
Finding the Overall Score
Developing (Standard 4)
Proficient (Standard 1)
Proficient (Standard 3)
*Proficient (Standard 7)
Accomplished (Standard 2)
Accomplished (Standard 5)
Accomplished (Standard 6)
*Proficient is the median score, and therefore the
overall score for the superintendent.
55
Strategic Leadership
Instructional
Leader-ship
Cultural Leadership
Human Resource Leadership

Managerial Leadership

External
Development
Leadership
Overall: External Development
Leadership
Superintendent Micro-Political
Leadership
Overall: Supt. Micro-Pol. Leadership

Federal and District Mandates

Parent and Community Involvement

District Expectations for Students and
Staff
Overall: Managerial Leadership

Systemic Communication

Conflict Management & Resolution

School Resources and Budget

Overall: Human Resource Leadership

Teacher and Staff Development

Recruiting, Hiring & Mentoring Staff

Professional Dev./Learning Comm.

Overall: Cultural Leadership

Efficacy and Empowerment

Acknowledges Failures and Accomp.

Focus on Collab. Work Environment
Overall: Instructional Leadership
Dist
Focus on Learning & Teaching

Over: Strategic Leadership
Prof
Distributive Leadership
Acc
Leading Change
Dev
District Strategic Plan
Summary Evaluation Worksheet
(for final scores)
 




56

ND
Micropolitical
Lead.
#5: Final Evaluation and Goal Setting Meeting

Discuss progress towards goals


Including self-assessment, Consolidated
Performance Assessment and Superintendent
or Board’s Summary Rating Worksheet
(completed prior to meeting)
Agree upon additional artifacts to review
– Timeline determined by Superintendent and
Board
57
Questions?
58