Evaluating School Superintendents: A Guide to Employing Fair and Effective Processes and Practices

This book provides guidelines to Boards of Education and the members of communities to conduct a high-quality, research-based evaluation of their school superintendent. It also includes examples of contemporary practices of evaluating superintendents practiced across the United States. In exploring the important issue of evaluation for the superintendent the complexities and aspects of the process that make it unique are highlighted. Issues addressed include: Existing state policies that require/govern superintendent evaluations & their impact on practice Evaluation models that should be considered for evaluating superintendents The consequences of not having a clear set of policies/procedures Determining the major roles and responsibilities upon which the superintendent's evaluation should be based Documenting the superintendent’s job performance The policy, procedures, and training required for board members to successfully implement a superintendent evaluation system The evaluation process proposed ensures fairness to the superintendent as well as providing accountability to the school district and community. The focus of all evaluations should be on improved performance. Evaluation is a means to an end. The ultimate purpose of superintendent evaluation is improving individual performance in order to ensure quality services and programs to students.

Table of Contents:
Preface: Superintendent Evaluation: an introduction Chapter 1 – superintendent evaluation: getting started Chapter 2 – background and history Chapter 3 – current status of superintendent evaluation state-by-state Chapter 4 – performance standards: the foundation for superintendent evaluation Chapter 5 – documenting the superintendent’s performance Chapter 6 – implementing the superintendent’s performance evaluation Chapter 7 – where do we go from here? Appendices A: American association of school administrators (aasa) standards and indicators B: recommended superintendent domains, performance standards, and performance Indicators C: superintendent annual performance goals D: staff and community surveys E: self-assessment, performance checklist, and interim review F: superintendent summative evaluation G: sample summative evaluation form i H: sample summative evaluation form ii I: sample summative evaluation form iii J: sample summative evaluation form iv K: sample board of education policy – evaluation of the superintendent L: sample board of education procedures – evaluation of the superintendent M: summary tables: superintendent evaluation state-by-state Index About the authors

About the Author :
Michael F. DiPaola, Ed.D. is Chancellor Professor in the School of Education at William & Mary whose career in public schools spanned three decades, serving as a classroom teacher, assistant principal, high school principal, and district superintendent. Since joining the university faculty in 1998 his teaching and research, in the Educational Policy, Planning & Leadership Program, has focused on the interactions of professionals in school organizations, formative and summative assessment of professionals, school improvement, and the preparation of school leaders. Tracey L. Schneider, J.D., Ph.D. began her career in education as an education law attorney and worked for more than a decade with school administrators and boards to understand and comply with laws impacting schools. She is currently Assistant Professor at Stockton University and travels throughout the country providing training and professional development to school administrators, school boards, and attorneys on a variety of education law and policy issues. Steven R. Staples, Ed.D. is an Executive Professor in the School of Education at William & Mary whose career in public schools spanned four decades, serving as a classroom teacher, assistant principal, assistant superintendent and school superintendent for last 17 of those years. In 2008 joined faculty of the School of Education at William & Mary until 2012, when became the executive director of the state superintendent’s association. In 2014 Steve was selected and served as State Superintendent of Public Instruction for the Commonwealth of Virginia from 2014 until 2018, when he returned to William & Mary.

Review :
The superintendent oversees or manages all aspects of the school division. He or she is directly responsible for the daily activities, functioning and outcomes. He or she is directly accountable to the school board. Thus, the school board and superintendent relationship must be very sound, strong and trusting. The superintendent’s evaluation instrument must be direct, concise, and objectively identify the performance indicators/standards to which he or she will be evaluated. The performance standards serve as the foundation of the evaluation instrument. This book provides Board members and superintendents the tools to develop a sound evaluation system that is fair and drives accountability. With the nation’s need for great Superintendents higher than ever before, the authors deliver the missing link- a thoughtful research-based approach to effective Superintendent evaluation. This book is a must have road map for any high performing school board and school district! We have all heard it before-what gets monitored gets done. What if those doing the monitoring aren’t sure what they are looking for or have difficulty with providing meaningful feedback that leads to improvement? Too often, that is the case for those tasked with evaluating the school superintendent. The role of the superintendent is one that is complex, multi-faceted, and often misunderstood; presenting a significant challenge for evaluators. In this book, the authors have effectively laid out the groundwork for school boards everywhere who wish to establish a fair, unbiased, authentic evaluation process that will provide superintendents with the necessary feedback to master their craft and lead their school district to new levels of success!