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    Performance Review - Superintendent

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    The Valley Indy
    The Oxford School District outlines a performance review process for evaluating the Superintendent of Schools that aligns with Connecticut state standards. The process involves ongoing collaboration with the Board of Education, examining data sources, setting annual goals by October 15th, holding mid-year and end-of-year conferences, and completing self-assessments. Progress on two measurable annual goals are evaluated at mid-year and final conferences using supporting evidence and recommendations for modifications if needed.

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    Performance Review - Superintendent

    Uploaded by

    The Valley Indy
    516 views8 pages
    The Oxford School District outlines a performance review process for evaluating the Superintendent of Schools that aligns with Connecticut state standards. The process involves ongoing collaboration with the Board of Education, examining data sources, setting annual goals by October 15th, holding mid-year and end-of-year conferences, and completing self-assessments. Progress on two measurable annual goals are evaluated at mid-year and final conferences using supporting evidence and recommendations for modifications if needed.

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    The Oxford School District outlines a performance review process for evaluating the Superintendent of Schools that aligns with Connecticut state standards. The process involves ongoing collaboration with the Board of Education, examining data sources, setting annual goals by October 15th, holding mid-year and end-of-year conferences, and completing self-assessments. Progress on two measurable annual goals are evaluated at mid-year and final conferences using supporting evidence and recommendations for modifications if needed.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    516 views8 pages

    Performance Review - Superintendent

    Uploaded by

    The Valley Indy
    The Oxford School District outlines a performance review process for evaluating the Superintendent of Schools that aligns with Connecticut state standards. The process involves ongoing collaboration with the Board of Education, examining data sources, setting annual goals by October 15th, holding mid-year and end-of-year conferences, and completing self-assessments. Progress on two measurable annual goals are evaluated at mid-year and final conferences using supporting evidence and recommendations for modifications if needed.

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    OXFORD SCHOOL DISTRICT

    PERFORMANCE REVIEW
    PROCESS FOR THE
    SUPERINTENDENT
    OF SCHOOLS
    PROCESS
    The Superintendent’s evaluation process aligns with the Connecticut State Department of Education:
    Standards For School Leaders. An annual evaluation of all administrative personnel must occur, and
    competence will be determined in the following ways:

     On-going collaboration and interactions with the Board of Education and District Personnel.
    Observations by and consultation with appropriate Board Members will be included.

     Examination of sources of data: artifacts mutually agreed upon, which will include, but are not
    necessarily limited to logs and/or agendas of meetings with Board Members, School Administrators,
    Teaching Staff, Parents, and students. Staff assessments, instructional leadership activities and other
    data to support measurable district accomplishments and student achievement will also be utilized.

     By October 15th, during an initial conference, the Superintendent of Schools and the Board of Education
    will agree upon two (2) annual goals that are based on district-wide initiatives and a comprehensive
    district plan.

     By February 15th, a mid-year conference will be held, and by June 30th a final or end-of-year conference
    will be held. A report of progress based on assessment of performance by the Board will be completed
    by the Board as well as a self-assessment of progress completed by the Superintendent.

     A plan designed by the Superintendent and submitted to the Board of Education for the purpose of
    self-growth may be accomplished through peer collaboration, independent study, and staff
    development activities. If the need arises, the Board may specify a plan for self-improvement. In this
    case, the Board will provide support and guidance in addressing the areas identified as needing
    improvement.

    A summation based on the yearlong activities will be shared with the Superintendent and placed in the
    Superintendent’s personnel file.
    OXFORD PUBLIC SCHOOLS
    SUPERINTENDENT OF SCHOOLS
    Performance Review Document
    Initial Goal Setting Conference
    School Year 2009-2010

    COMPREHENSIVE DISTRICT PLAN, MEASURABLE GOAL #1:


    _______________________________________________________________________________________________
    _______________________________________________________________________________________________
    _______________________________________________________________________________________

    OBJECTIVES STRATEGIES, ACTIVITIES METHOD OF EVALUATION*


    BENCHMARKS TO ACHIEVE GOALS RESOURCES, MATERIALS, PERSONNEL
    RESPONSIBLE DUE DATE

    BOARD’S COMMENTS REGARDING PROPOSED GOAL, OBJECTIVES, STRATEGIES, METHOD OF EVALUATION

    Proposed Proposed:
    Mid Year Conference Date: _____________ Final Conference Date: ___________

    ___________________________________ ______________________________
    Signature of Board Chair Date Signature of Superintendent Date

    *Methods of Evaluation of Objective/Goal are to be included in portfolio


    OXFORD PUBLIC SCHOOLS
    SUPERINTENDENT OF SCHOOLS
    Performance Review Document
    Initial Goal Setting Conference
    School Year 2009-2010

    COMPREHENSIVE DISTRICT PLAN, MEASURABLE GOAL #2:


    _______________________________________________________________________________________________
    _______________________________________________________________________________________________
    _______________________________________________________________________________________

    OBJECTIVES STRATEGIES, ACTIVITIES METHOD OF EVALUATION*


    BENCHMARKS TO ACHIEVE GOALS RESOURCES, MATERIALS, PERSONNEL
    RESPONSIBLE DUE DATE

    BOARD’S COMMENTS REGARDING PROPOSED GOAL, OBJECTIVES, STRATEGIES, METHOD OF EVALUATION

    Proposed Proposed:
    Mid Year Conference Date: _____________ Final Conference Date: ___________

    ___________________________________ ______________________________
    Signature of Board Chair Date Signature of Superintendent Date

    *Methods of Evaluation of Objective/Goal are to be included in portfolio


    OXFORD PUBLIC SCHOOLS
    SUPERINTENDENT’S FORMATIVE ASSESSMENT

    MEASURABLE GOAL #1: __________________________________________________________________________


    ______________________________________________________________________________________________
    ______________________________________________________________________________________________
    _______________________________________________________________________________________

    RECOMMENDATIONS/
    SUPPORTING EVIDENCE MODIFICATIONS
    MIDYEAR CONFERENCE
    DATE____________________

    PROGRESS _______________*

    FINAL CONFERENCE
    DATE: ___________________

    PROGRESS _______________*

    *PROGRESS KEY: A = ACHIEVED S= SATISFACTORY PROGRESS NP= NO PROGRESS


    Likely to Achieve

    __________________________________________________________________________________________________

    BOARD’S SUMMATIVE EVALUATION

    __________________________________________________________________________________________________

    SUPERINTENDENT’S SELF-ASSESSMENT

    ===============================================================================================

    ___________________________________ ______________________________
    Signature of Board Chair Date Signature of Superintendent Date
    OXFORD PUBLIC SCHOOLS
    SUPERINTENDENT’S FORMATIVE ASSESSMENT

    MEASURABLE GOAL #2: __________________________________________________________________________


    ______________________________________________________________________________________________
    ______________________________________________________________________________________________
    _______________________________________________________________________________________

    RECOMMENDATIONS/
    SUPPORTING EVIDENCE MODIFICATIONS
    MIDYEAR CONFERENCE
    DATE____________________

    PROGRESS _______________*

    FINAL CONFERENCE
    DATE: ___________________

    PROGRESS _______________*

    *PROGRESS KEY: A = ACHIEVED S= SATISFACTORY PROGRESS NP= NO PROGRESS


    Likely to Achieve

    __________________________________________________________________________________________________

    BOARD’S SUMMATIVE EVALUATION

    __________________________________________________________________________________________________

    SUPERINTENDENT’S SELF-ASSESSMENT

    ===============================================================================================

    ___________________________________ ______________________________
    Signature of Board Chair Date Signature of Superintendent Date

    OXFORD PUBLIC SCHOOLS


    SUPERINTENDENT’S FORMATIVE ASSESSMENT

    PLANNING, MANGEMENT AND ORGANIZATION

    SUPPORTING
    PROMOTES A SAFE AND ORDERLY SCHOOL ENVIRONMENT
    Y N * EVIDENCE
    Implements a systematic plan that promotes safety and order
    Applies legal and District Policy Requirements regarding discipline
    and Safety
    Applies and monitors special education and 504 disciplinary
    regulations
    Oversees the implementation and monitors District-wide discipline
    plan based on date and the District’s needs
    Oversees the development and continually modifies a District-Wide
    Crisis intervention Plan

    ESTABLISHES AND SUSTAINS A PROFESSIONAL CULTURE TO SUPPORTING


    ENCHANCE TEACHING AND SCHOOL PERFORMANCE
    Y N * EVIDENCE
    Promotes and models life-long learning
    Develops a District-Wide atmosphere of personal responsibility,
    trust and collaboration
    Guarantees equitable treatment to staff and students
    Develops a collaborative plan for professional development based
    on results driven data/comprehensive district plan
    Articulates the content of the comprehensive district plan to the
    entire school community

    DIRECTS THE DEVELOPMENT AND IMPEMENTATION OF A SUPPORTING


    DATA DRIVEN DISTRICT PLAN TO IMPROVE STUDENT
    ACHIEVEMENT
    Y N * EVIDENCE
    Mobilizes the entire school community in the implementation of the
    Comprehensive District Plan
    Accesses student data continually and analyzes data to assess the
    effectiveness of the Comprehensive District Plan
    Monitors and Modifies the Comprehensive District Plan

    MANAGES HUMAN AND FINANCIAL RESOURCES TO IMPROVE SUPPORTING


    STUDENT ACHIEVEMENT
    Y N * EVIDENCE
    Involves the entire school community in developing the budget
    Gathers, Analyzes, and uses data to create, evaluate, and oversee
    the management of the budget
    Focuses school financial and human resources on teaching and
    student learning
    Recruits and secures best applicants for school positions
    CURRICULUM IMPLEMENTATION – CONTENT AND INSTRUCTIONAL STRATEGIES
    SUPPORTING
    ALIGNS CURRICULUM INSTRUCTION AND ASSESSMENT WITH
    STATE AND DISTRICT GOALS
    Y N * EVIDENCE
    Oversees the use of assessment data to diagnose learner needs and
    to design appropriate instruction
    Focuses entire school community on student learning
    Guides staff in the curriculum alignment process
    Guides District personnel through the change process while
    maintaining a focus on learning
    Informs staff of best practices in instruction and assessment
    Engages in frequent dialogue and reflection about student learning
    Ensures and promotes instruction in the least restrictive
    environment
    Ensures equitable access to District resources for all students
    Oversees the implementation of District staff supervision, coaching,
    and termination policies
    Monitors staff in the implementation of the Comprehensive District
    and School-Based Plans
    Assists staff in self-evaluation, leading to effective practices
    Uses a variety of monitoring structures: Informal observations,
    assessment analysis, formal observation
    Ensures effective implementation of best practices for instruction
    and assessment
    Develops Collaborative peer and mentoring for district personnel
    Utilizes student assessment data as an integral component of the
    staff performance review process

    SCHOOL AND COMMUNITY RELATIONS

    SUPPORTING
    BENCHMARK Y N * EVIDENCE
    Markets the School District to enlist community support
    Resolves conflicts among individuals and groups
    Builds a common focus and district-wide collaboration to enhance
    student learning
    Collaborates and partners with the administration leadership team
    Uses a variety of vehicles and tools to communicate about student
    learning with constituents, both within and outside the school
    community
    Gathers and uses relevant data regarding community responses to
    student learning and their attitudes about the school community
    Demonstrates knowledge and sensitivity to issues of diversity
    Assesses areas of strength and potential areas of conflict to guide
    decision making

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