Published: May 12, 2023

Why evaluate?

Evaluation fulfills several board governing roles:

  • Vision: Clear expectations for the superintendent.
  • Structure: Evaluation criteria, plan, and timeline are determined in advance.
  • Accountability: Measurement of progress on goals and superintendent performance.
  • Communication: Evaluation summary of progress on goals and overall performance is shared.

Evaluation should be…

  • A positive, objective process
  • A tool for informed change
  • Performed in a supportive atmosphere

Things for the board to consider:

  • What issues require leadership from the superintendent?
  • What changes do we want to see next year?
  • What is the superintendent’s role in leading these changes?
  • How do we measure progress?
  • When do we want a report on the progress?

How can we evaluate objectively and fairly?

  • By following board policy and evaluation language in your superintendent’s employment contract.
  • By evaluating on the agreed-upon criteria.
  • By coming to agreement on the process and instrument/tool that will be used in the evaluation in advance.
  • By agreeing in advance what documentation or evidence you will require.

Plan the evaluation calendar

  • Pre-evaluation meeting to establish criteria and procedures
  • Identify informal progress review check-in meeting dates
  • Identify formal evaluation completion date
  • Be aware of the March 15th contract notification requirements

Timeline

  • March – August: Pre-evaluation for determination of the evaluation process
  • August – March: Interim progress check-in meetings
  • January – March: Gather information
  • By March 15: Formal evaluation meeting
  • By end of school year: Adopt evaluation summary

What are the requirements?

  • State statutes (ORS) 192.660, 332.120, 342.513
  • Administrative Rules (OAR) 199-040-0020
  • Board Policy Manual Policy CBG
  • Superintendent Employment Contract

Adopt an evaluation document that:

  • Includes all agreed-upon criteria
  • Provides a defined rating system (numerical, descriptive, etc.)
  • Provides space for written comments
  • Serves as worksheet for the board’s composite evaluation

Part 1: Performance Standards

  • Visionary District Leadership
  • Ethics and Professional Norms
  • Inclusive District Culture
  • Culturally Responsive Instructional Leadership and Improvement
  • Communication and Community Relations
  • Effective Organizational Management
  • Effective Financial Management
  • Policy, Governance and Advocacy

Part 2: Goals

  • The board adopts goals based on the superintendent’s previous evaluation and/or the district’s current strategic initiatives or goals
  • Goals should be developed collaboratively between the board and superintendent
  • Goals should reflect the superintendent’s role in achieving the overall goals of the district but are not the same as the overall district goals.

Part 3: Evidence of Performance

Self-Evaluation

  • The superintendent fills out forms for both part 1 and part 2 and reports back to the board.
  • Assists board in understanding what has been accomplished.
  • May be reported before the formal evaluation meeting or at the same time.

Part 4: Targeted Feedback Survey (Optional)

Feedback

  • Optional component meant to give the superintendent and board additional feedback.
  • Asks a targeted group of stakeholders to give feedback via a survey.
  • The board and superintendent develop a list of individuals who will receive the survey.
  • An independent party should conduct the survey and send the summary report back to the board.
  • If a targeted feedback survey is used, the board considers that information in completing Parts 1 & 2.

Part 5: Evaluation Summary

Completing the job

  • Superintendent reports self-evaluation supported by artifacts or documents in those areas where the board may lack direct knowledge.
  • Members fill out the evaluation worksheets for parts 1 and 2 individually using the superintendent’s self-evaluation and the targeted feedback survey, if used.
  • Board meets to prepare a composite evaluation (executive session allowed)
  • Composite evaluation is presented to superintendent. (executive session is allowed)
  • Once signed off, it becomes a public document
  • Report the composite evaluation to the public

Summary Checklist

  • Consult district and legal requirements
  • Review relevant documents
  • Determine evaluation criteria (public)
  • Determine evaluation calendar (public)
  • Hear interim progress reports (check-ins)
  • Circulate worksheets to board
  • Schedule executive session to compile results
  • Discuss composite evaluation with the superintendent
  • Report results to the public

Cautions

  • A governing body may not use an executive session held for purposes of evaluating the chief executive “to conduct a general evaluation of an agency goal, objective or operation.” ORS 192.660(8)
  • The final evaluation document is a public record
  • Any evaluation documents/surveys returned to the board/central office are public records
  • Board member’s notes may be public records