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Superintendent Evaluation:
Take the step towards more effective
and productive evaluations
Colleen Miller, Director of Leadership Development WSSDA
Dr. Gary Cohn, Superintendent Everett School District
Pam LeSesne, Board President, Everett School District
Dr. Carl Bruner, Superintendent, Mount Vernon School District
Robert Coffey, Board President, Mount Vernon School District
Superintendent Evaluation
4
Superintendent Evaluation Initiative
5
From the Steering Committee
• The evaluation process is a series of
conversations between the board and
superintendent that develops greater
leadership capacity. It is not a single
point in time.
6
From the Steering Committee
Superintendent evaluation is part of a
larger system of improvement including
the district strategic plan and the Board
Self-Evaluation.
7
Challenges Faced by Boards
8
Incremental Model
1
Select Component SelfAssess, Job Description,
Student Achievement
Goals
Summative Evaluation
Analysis, Goal Setting,
Plan Development
3
4
Mid-Cycle Review
Implementation
Washington Standards-Based
Superintendent Framework
10
Working with the Rubric
Themes
A. Builds commitment to
the vision and mission.
B. Develops strategies to
implement the vision.
C. Holds board and staff
mutually accountable for
striving toward the
vision.
11
Unsatisfactory
limits references to the
district’s vision for learning
does not have a strategy
for achieving the vision
does not hold staff and
board accountable for
honoring the vision
Basic
engages the board,
principals and other
administrators, teachers,
and other district
employees in periodic
discussions of the district
vision
articulates a strategy for
achieving the vision
reminds staff and board
periodically of the need to
make decisions consistent
with the vision
Proficient
engages both internal and
external stakeholders in
regular discussions of the
district vision and builds
shared understanding and
commitment to the vision
implements the vision as a
key component of the
district improvement plan,
assuring that it is
addressed, supported, and
monitored
evaluates district
procedures and practices
systematically to assure
their alignment with the
vision; expects principals
and other administrators to
do the same at the building
level
Distinguished
engages both internal and
external stakeholders in
systematically evaluating
the continuing value and
appropriateness of the
vision, and leads efforts to
resolve conflicts that may
arise
reviews and modifies the
district improvement plan
to ensure consistency with
and progress toward the
vision
creates a culture in which
board, principals and other
administrators, teachers,
and other district staff
understand the vision and
hold each other mutually
accountable for realizing it
Be Proactive
It is not about having time,
it is about
making time.
12
Shared understanding
13
Goals and Rubric
What part of the rubric applies to the
superintendent’s goal (s)?
14
What does this mean?
15
Evidence of Impact
16
Strong Backbone
17
Incremental
Questions to help start your small steps
18
Lead, inspire and celebrate
19
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