APPENDIX A: Blank, Reproducible Forms

APPENDICES

APPENDIX A: Blank, Reproducible Forms • Worksheet 2.11.1 • Worksheet 2.2 • Worksheets 3.1 and 4.1 • Worksheets 3.2 and 4.2 • Worksheet 4.3

APPENDIX B: An overview of the Washington Standards for Superintendents

APPENDIX C: Washington Standards-Based Superintendent Evaluation Rubric

APPENDIX D: Washington Statutory Regulations

APPENDIX E: Possible Evidence

APPENDIX F: Reflective Questions for Board-Superintendent Formative Review and Summative Evaluation

APPENDIX G: Glossary of Terms

APPENDIX H: Sample Job Descriptions Worksheet 1.1: TOOL FOR CREATING A JOB DESCRIPTION Page 1

Essential Elements by Standard (begin with an action verb for each function that describes the performance expected)

STANDARD 1 – Visionary Leadership: The superintendent is an educational leader who improves learning and achievement for each student by leading the development, articulation, implementation, and stewardship of a vision that is shared and supported by school and community stakeholders.

List Elements and Skills:

6. Worksheet 1.1: TOOL FOR CREATING A JOB DESCRIPTION Page 2

STANDARD 2 – Instructional Leadership: The superintendent is an educational leader who improves learning and achievement for each student by advocating, nurturing, and sustaining a district culture conducive to student learning and staff professional growth.

STANDARD 3 – Effective Management: The superintendent is an educational leader who improves learning and achievement for each student and employee by ensuring management of the organization, operations, facilities planning, and resources for a safe, effective, and humane learning environment.

STANDARD 4 – Inclusive Practice: The superintendent is an educational leader who improves learning and achievement for each student by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

STANDARD 5 – Ethical Leadership: The superintendent is an educational leader who improves learning and achievement for each student by acting with integrity, fairness, and in an ethical manner.

STANDARD 6 – Socio-Political Context: The superintendent is an educational leader who improves learning and achievement for each student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

6. Worksheet 2.1: IDENTIFY ANNUAL DISTRICT OBJECTIVES

School District: Academic Year: Superintendent Name:

FOCUSED, ANNUAL DISTRICT OBJECTIVES EVIDENCE OF PROGRESS OR COMPLETION TARGET OR OUTCOME (no more than five) (Monitoring Evidence/Data Sources) 1.

5. Worksheet 2.2: DEVELOP WORK PLANS Worksheet 2.2: DEVELOP WORK PLANS

***To be completed by the superintendent and administrative team*** (Duplicate and complete one form for each objective.)

Superintendent Name: School District:

Academic Year: Objective:

NAMES OF PERSONS/GROUPS TARGETED ACTION STEPS RESPONSIBLE COMPLETION DATE

10. NAMESR OESPF PEORNSSOIBNLES/GROUPS COMTPLAERTIGOETNE DDATE ACTION STEPS

Capacity Considerations Monitoring process Evaluation Criteria (Fiscal, human, time, or material (The reporting and feedback (Criteria that will be used to resources needed) process that will be used to discuss determine how well the objective progress being made toward has been met) achieving the objective) School District: Academic Year: Superintendent Name:

STANDARD SUPERINTENDENT REFLECTION AND COMMENTS BOARD RESPONSE/ RECOMMENDATIONS STANDARD 1: 3.1 – FORMATIVE (MID-YEAR) 3.1 – FORMATIVE (MID-YEAR) Visionary Leadership The superintendent is an educational leader who improves learning and achievement for each student by leading the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by school and community stakeholders. Strand 1—Advancing a district-wide shared vision for learning. The superintendent… 4.1 – SUMMATIVE (END-Of-YEAR) 4.1 – SUMMATIVE (END-Of-YEAR)  Builds commitment to the vision and mission.

 Develops strategies to implement the vision.

 Holds board and staff mutually accountability for striving toward the vision.

 Aligns district procedures and practices with the vision.

 Uses the vision as an indicator of progress.

STANDARD SUPERINTENDENT REFLECTION AND COMMENTS BOARD RESPONSE/ RECOMMENDATIONS STANDARD 2: 3.1 – FORMATIVE (MID-YEAR) 3.1 – FORMATIVE (MID-YEAR) Instructional Leadership The superintendent is an educational leader who improves learning and achievement for each student by advocating, nurturing, and sustaining a district culture conducive to student learning and staff professional growth. Strand 1— Putting student learning at the center. The superintendent…

 Advocates for student learning as the district’s highest 4.1 – SUMMATIVE (END-Of-YEAR) 4.1 – SUMMATIVE (END-Of-YEAR) priority.

 Promotes the systematic improvement of curriculum, instruction, and assessment.

 Assures that district policies, practices, and resources support student learning.

 Promotes values, beliefs and behaviors that create an organizational culture devoted to student learning.

 Gives a high priority to reducing achievement gaps. School District: Academic Year: Superintendent Name:

STANDARD SUPERINTENDENT REFLECTION AND COMMENTS BOARD RESPONSE/ RECOMMENDATIONS STANDARD 2: 3.1 – FORMATIVE (MID-YEAR) 3.1 – FORMATIVE (MID-YEAR) In st ru ct io na l Leadership The superintendent is an educational leader who improves learning and achievement for each student by advocating, nurturing, and sustaining a district culture conducive to student learning and staff professional growth. Strand 2—Evaluation and professional development. The superintendent…

 Focuses evaluation and 4.1 – SUMMATIVE (END-Of-YEAR) 4.1 – SUMMATIVE (END-Of-YEAR) professional development on the improvement of student learning.

 Implements effective procedures for staff evaluation.

 Develops systematic strategies for using professional development to improve student learning.

 Personally models effective professional development.

 Builds leadership capacity to improve student learning. School District: Academic Year: Superintendent Name:

STANDARD SUPERINTENDENT REFLECTION AND COMMENTS BOARD RESPONSE/ RECOMMENDATIONS STANDARD 3: 3.1 – FORMATIVE (MID-YEAR) 3.1 – FORMATIVE (MID-YEAR) Effective Management The superintendent is an educational leader who improves learning and achievement for each student and employee by ensuring management of the organization, operations, facilities planning, and resources for a safe, effective, and humane learning environment. Strand 1—Effectively and efficiently manages district operations. The superintendent…  Uses a continuous 4.1 – SUMMATIVE (END-Of-YEAR) 4.1 – SUMMATIVE (END-Of-YEAR) improvement process for implementing, monitoring, evaluating, and improving district operations.

 Effectively manages fiscal resources in accord with board priorities and instructional improvement.

 Strategically manages human resources to support instructional improvement and other district goals.

 Effectively manages key elements of district operations.

 Develops system for assuring that employee performance meets district expectations.

 Ensures long-range facilities School District: Academic Year: Superintendent Name:

STANDARD SUPERINTENDENT REFLECTION AND COMMENTS BOARD RESPONSE/ RECOMMENDATIONS STANDARD 3: 3.1 – FORMATIVE (MID-YEAR) 3.1 – FORMATIVE (MID-YEAR) Effective Management The superintendent is an educational leader who improves learning and achievement for each student and employee by ensuring management of the organization, operations, facilities planning, and resources for a safe, effective, and humane learning environment. Strand 2—Creates a safe and humane organizational environment. The superintendent… 4.1 – SUMMATIVE (END-Of-YEAR) 4.1 – SUMMATIVE (END-Of-YEAR)  Develops and implements procedures and practices that ensure the safety and well-being of students.

 Develops and implements procedures and practices that ensure the safety and well-being of employees.

 Develops and implements procedures and practices that ensure an orderly learning environment.

 Assures that district policies and practices result in a

STANDARD SUPERINTENDENT REFLECTION AND COMMENTS BOARD RESPONSE/ RECOMMENDATIONS STANDARD 4: 3.1 – FORMATIVE (MID-YEAR) 3.1 – FORMATIVE (MID-YEAR) Inclusive Practice The superintendent is an educational leader who improves learning and achievement for each student by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Strand 1—Collaborating with families and community members. The superintendent…  Develops two-way 4.1 – SUMMATIVE (END-Of-YEAR) 4.1 – SUMMATIVE (END-Of-YEAR) communication strategies to reach families, and other individuals, agencies, or groups in the community.

 Develops strategies to involve families and community members in the educational process.

 Develops strategies for constructive resolution of conflicts with families and community members.

 Mobilizes community resources to support district goals.

STANDARD SUPERINTENDENT REFLECTION AND COMMENTS BOARD RESPONSE/ RECOMMENDATIONS

3.1 – FORMATIVE (MID-YEAR) 3.1 – FORMATIVE (MID-YEAR) STANDARD 4:

4.1 – SUMMATIVE (END-Of-YEAR) 4.1 – SUMMATIVE (END-Of-YEAR)

STANDARD SUPERINTENDENT REFLECTION AND COMMENTS BOARD RESPONSE/ RECOMMENDATIONS STANDARD 5: 3.1 – FORMATIVE (MID-YEAR) 3.1 – FORMATIVE (MID-YEAR) Ethical Leadership The superintendent is an educational leader who improves learning and achievement for each student by acting with integrity, fairness, and in an ethical manner. Strand 1—Acting with integrity, fairness, and courage in upholding high ethical standards. The superintendent…

 Models high standards of professional and ethical behavior 4.1 – SUMMATIVE (END-Of-YEAR) 4.1 – SUMMATIVE (END-Of-YEAR) as set out in the Washington Administrative Code, AASA Code of Ethics, and board policy on ethics.

 Interacts respectfully with others.

 Articulates high expectations for ethical and professional behavior of district employees.

 Examines district procedures and practices for possible violations of fairness, social justice, and human dignity.

School District: Academic Year: Superintendent Name: STANDARD SUPERINTENDENT REFLECTION AND COMMENTS BOARD RESPONSE/ RECOMMENDATIONS STANDARD 6: 3.1 – FORMATIVE (MID-YEAR) 3.1 – FORMATIVE (MID-YEAR) Socio-Political Context The superintendent is an educational leader who improves learning and achievement for each student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. Strand 1—Understanding and influencing the district’s environment. The superintendent…

 Gains understanding of the community by interacting with 4.1 – SUMMATIVE (END-Of-YEAR) 4.1 – SUMMATIVE (END-Of-YEAR) local community members and engaging in community activities.

 Engages with local, state and federal officials in order to protect and promote the interests of children in the district.

 Engages with professional associations, business organizations, and other external groups to gain understanding of the current environment and develop district responses to emerging issues.

School District: Academic Year: Superintendent Name: STANDARD SUPERINTENDENT REFLECTION AND COMMENTS BOARD RESPONSE/ RECOMMENDATIONS STANDARD 6: 3.1 – FORMATIVE (MID-YEAR) 3.1 – FORMATIVE (MID-YEAR) Socio-Political Context The superintendent is an educational leader who improves learning and achievement for each student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. Strand 2—Works effectively with the school district’s Board of Directors. The superintendent…

 Respects and advocates mutual understanding of the roles 4.1 – SUMMATIVE (END-Of-YEAR) 4.1 – SUMMATIVE (END-Of-YEAR) and responsibilities of superintendents and board.

 Honors board policy.

 Provides the board with timely information.

 Treats all board members fairly, respectfully, and responsibly.

 Provides necessary support for effective board decision- making.

 Builds strong team relationships with the board. School District: Academic Year: Superintendent Name:

3.2 – FORMATIVE REVIEW DATE: STATUS: 4.2 – SUMMATIVE REVIEW DATE: DISTRICT OBJECTIVES STATUS:

IN PROGRESS IN PROGRESS COMPLETED

Superintendent’s Response:

Board Commendations/Recommendations: School District: Academic Year:

Superintendent Name:

Board Commendations/Recommendations: i. Job Description / Performance Standards

ii. District Objectives

Board president (or other evaluator): Date: Superintendent: Date: Appendix B: An Overview of the Washington Standards for Superintendents

Standard 1: VISIONARY LEADERSHIP

The superintendent is an educational leader who improves learning and achievement for each student by leading the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by school and community stakeholders.

Standard Strands: Themes:

 Builds commitment to the vision and mission. 1. Advancing a district-wide shared vision for learning.  Develops strategies to implement the vision.

 Holds board and staff mutually accountable for striving toward the vision.

 Aligns district procedures and practices with the vision.

 Uses the vision as an indicator of progress. Standard 2: INSTRUCTIONAL LEADERSHIP

The superintendent is an educational leader who improves learning and achievement for each student by advocating, nurturing, and sustaining a district culture conducive to student learning and staff professional growth.

 Advocates for student learning as the districts highest priority. 2. Putting Student learning at the center.  Promotes the systematic improvement of curriculum, instruction, 3. Evaluation and professional development. and assessment.

 Assures that district policies, practices, and resources support student learning.

 Promotes values, beliefs and behaviors that create an organizational culture devoted to student learning.

 Gives a high priority to reducing achievement gaps.

 Focuses evaluation and professional development on the improvement of student learning.

 Implements effective procedures for staff evaluation.

 Develops systematic strategies for using professional development to improve student learning.

 Personally models effective professional development.

 Builds leadership capacity to improve student learning. Standard 3: EFFECTIVE MANAGEMENT

The superintendent is an educational leader who improves learning and achievement for each student and employee by ensuring management of the organization, operations, facilities planning, and resources for a safe, effective, and humane learning environment.

 Uses a continuous improvement process for implementing, monitoring, evaluating, and 1. Effectively and efficiently manages district operations. improving district operations.

2. Creates a safe and humane organizational environment.  Effectively manages fiscal resources in accord with board priorities and instructional improvement.

 Strategically manages human resources to support instructional improvement and other district goals.

 Effectively manages key elements of district operations.

 Develops system for assuring that employee performance meets district expectations.

 Ensures long-range facilities planning and maintenance schedules are monitored, and that cost effective strategies are implemented to meet board priorities.

 Develops and implements procedures and practices that ensure the safety and well- being of students.

 Develops and implements procedures and practices that ensure the safety and well-being of employees.

 Develops and implements procedures and practices that ensure an orderly learning environment.

 Assures that district policies and practices result in a climate that is positive, friendly, and responsive to the needs of individuals. Standard 4: INCLUSIVE PRACTICE The superintendent is an educational leader who improves learning and achievement for each student by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

 Develops two-way communication strategies to reach Collaborating with families and community members. 1. families, and other individuals, agencies, or groups in the community. 2. Collaborating with and responding to diverse communities.  Develops strategies to involve families and community members in the educational process.

 Develops strategies for constructive resolution of conflicts with families and community members.

 Mobilizes community resources to support district goals.

 Assists board in planning, conducting, and building support levy and bond campaigns.

 Recognizes and responds to the diversity within the district.

 Capitalizes on the diversity of students and community to improve learning.

 Increases district capacity to positively address cultural tensions or conflicts.

 Works to reduce achievement gaps.

 Identifies and eliminates district policies and practices that have discriminatory effects. Standard 5: ETHICAL LEADERSHIP

The superintendent is an educational leader who improves learning and achievement for each student by acting with integrity, fairness, and in an ethical manner.

Models high standards of professional and ethical behavior as set out in the 1. Acting with integrity, fairness, and courage in upholding high ethical  Washington Administrative Code, AASA Code of Ethics, and board policy on standards. ethics.

 Interacts respectfully with others.

 Articulates high expectations for ethical and professional behavior of district employees.

 Examines district procedures and practices for possible violations of fairness, social justice, and human dignity. Standard 6: SOCIO-POLITICAL CONTEXT

The superintendent is an educational leader who improves learning and achievement for each student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

 Respects and advocates mutual understanding of the roles and 1. Understanding and influencing the district’s environment responsibilities of superintendents and boards.

2. Works effectively with the school district’s Board of Directors.  Honors board policy.

 Provides the board with timely information.

 Treats all board members fairly, respectfully, and responsibly.

 Provides necessary support for effective board decision-making.

 Builds strong team relationships with the board.

 Gains understanding of the community by interacting with local community members and engaging in community activities.

 Engages with local, state and federal officials in order to protect and promote the interests of children in the district.

 Engages with professional associations, business organizations, and other external groups to gain understanding of the current environment and develop district responses to emerging issues. Appendix C: Draft Washington Standards-Based Superintendent Evaluation Rubric

Pilot for the Washington Superintendent Evaluation Process Introduction to the Rubric Draft

Rubric structure. The rubric is built around six broad standards, each of which has one or two strands. Each strand, in turn, is made up of three to six themes: Process. For each theme, there are descriptions of superintendent performance ranging from “unsatisfactory” to “distinguished.” After reviewing the evidence presented by the superintendent, evaluators should determine which description best matches the evidence. Note: In order to be as clear as possible, the rubric provides descriptions at the four levels for each theme. While evaluators should discuss each of the themes, they should seek to determine the appropriate rating for the strand as a whole. Thus, a complete evaluation will result in ten formal ratings, one for each strand.

What the ratings mean. Ratings should be made by choosing the description that best matches the available evidence. However, the following brief generalizations may be helpful:

Unsatisfactory: At the unsatisfactory level, the superintendent’s behavior does not demonstrate the characteristics associated with effective performance. The superintendent may behave contrary to the expectations or may simply fail to show positive behaviors desired. The unsatisfactory level is included because it represents one pole of possible performance, but in practice this rating is relatively rare.

Basic: At the basic level, the superintendent’s performance demonstrates many of the characteristics associated with effective performance, although there may be a few exceptions or inconsistencies.

Proficient: At the proficient level, the superintendent’s performance is fully satisfactory, meeting all expectations at a high level. The superintendent not only carries out plans effectively but shows flexibility and creativity in adjusting to changed circumstances or unexpected roadblocks, and can articulate the progress to date and future directions.

Distinguished: At the distinguished level, the superintendent goes above and beyond proficiency to achieve an exceptionally high level of performance. Distinguished performance, by definition, is rare—it would be unusual to find a superintendent who was judged distinguished on more than a few strands. Note: In order to be judged distinguished, a superintendent should meet the expectations for proficient as well as distinguished.

Summary scores: The value of the rubric is in the feedback it provides on specific leadership behaviors; knowledge of the results will be most productive when those behaviors are the focus of discussion. The rubric does not assign specific point values or provide a summary score equivalent to “A,” “B,” etc.

Standard 1—Visionary Leadership: The superintendent is an educational leader who improves learning and achievement for each student by leading the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by school and community stakeholders.

Strand 1—Advancing a district-wide shared vision for learning. The superintendent…

Themes Unsatisfactory Basic Proficient Distinguished engages both internal and external engages the board, principals engages both internal and stakeholders in systematically and other administrators, external stakeholders in regular A. Builds commitment to limits references to the district’s evaluating the continuing value and teachers, and other district discussions of the district vision vision for learning appropriateness of the vision, and the vision and mission. employees in periodic and builds shared understanding leads efforts to resolve conflicts that discussions of the district vision and commitment to the vision may arise

implements the vision as a key reviews and modifies the district component of the district B. Develops strategies to does not have a strategy for articulates a strategy for improvement plan to ensure improvement plan, assuring that achieving the vision achieving the vision consistency with and progress implement the vision. it is addressed, supported, and toward the vision monitored

evaluates district procedures and creates a culture in which board, reminds staff and board practices systematically to C. Holds board and staff does not hold staff and board principals and other administrators, periodically of the need to make assure their consistency with the accountable for honoring the teachers, and other district staff mutually accountable for decisions consistent with the vision and expects principals vision understand the vision and hold each striving toward the vision. vision and other administrators to do other mutually accountable for it the same at the building level

develops procedures and develops procedures and develops procedures and practices does not develop procedures practices to align some practices to assure that major D. Aligns district to assure that the vision is and practices to align decisions on curriculum, decisions on curriculum, systematically and routinely used to procedures and practices curriculum, budgeting, staffing, budgeting, staffing, and budgeting, staffing, and guide decisions on curriculum, with the vision. and planning with the vision planning with the vision planning are aligned with the budgeting, staffing, and planning n vision assures that data is available and systematically used to assess uses data to assess progress assesses progress toward the progress toward the vision and E. Uses the vision as an does not use the vision as an toward the vision and vision and uses it as an informal communicate results to the board, indicator of progress communicates results to the indicator of progress. indicator of success staff, and community and board, staff, and community formulates plans to bring about necessary changes Standard 2— Instructional Leadership: The superintendent is an educational leader who improves learning and achievement for each student by advocating, nurturing, and sustaining a district culture conducive to student learning and staff professional growth.

Strand 1—Putting student learning at the center. The superintendent...

Themes Unsatisfactory Basic Proficient Distinguished consistently emphasizes student learning is central to the district motivates stakeholders to seek A. Advocates for student does not communicate that communicates to all stakeholders mission by actively engaging continuous improvement and student learning is central to the that student learning is central to learning as the district’s stakeholders in collaborative innovation in student learning to district’s mission the district’s mission highest priority. discussion of ways to improve achieve the district’s mission learning develops or sustains a B. Promotes the systematic takes few steps to analyze assures that decisions on comprehensive system for the engages staff in regular analysis improvement of district curriculum, instruction, curriculum, instruction, and review, analysis and of district curriculum, and assessment to improve assessment are guided by regular modification of curriculum, curriculum, instruction, instruction, and assessment and assessment. student learning analysis based on objective data instruction, and assessment based on key learning indicators motivates principals and other administrators, teachers, and C. Assures that district assures that existing district uses data to seek improvements does not align district policies, other members of the school policies, practices, and policies, practices, and in district policies, practices, and practices, and resources to community to seek improvement resources are aligned to resources to better support resources support student support student learning in district policies, practices, and support student learning student learning learning. resources to support student learning creates or sustains a culture that D. Promotes values, beliefs does not address the values, recognizes and celebrates leads members of the school creates or sustains a sense of and behaviors that create beliefs, behaviors, and individual and collective community to openly collective mission and efficacy organizational practices that efforts that reinforce the an organizational culture acknowledge and collaboratively in the improvement of student support a school culture focused culture to improve student devoted to student address problems in student learning on student learning learning learning. learning

assures that improvement efforts creates district-wide focuses attention on the need to include data-based strategies to E. Gives a high priority to disregards or downplays the commitment to understanding maintain high expectations for analyze and address barriers to significance of achievement and addressing achievement reducing achievement each student and close student learning and setting gaps gaps, and demonstrates sustained gaps. achievement gaps specific targets for closing progress in improving learning achievement gaps Standard 2— Instructional Leadership: The superintendent is an educational leader who improves learning and achievement for each student by advocating, nurturing, and sustaining a district culture conducive to student learning and staff professional growth.

Strand 2—Evaluation and professional development. The superintendent…

Themes Unsatisfactory Basic Proficient Distinguished A. Focuses evaluation and pays little attention to staff assures that the district has clear uses evaluation and professional uses evaluation and professional professional development evaluation and professional strategies for evaluation and development strategically to development as a tool for on the improvement of development to improve student professional development to promote candid and challenging existing practices collaborative self-assessment of learning improve student learning and improving student learning student learning. effectiveness develops and supports processes evaluates teacher and principal makes little effort to assure that assures that teacher and principal B. Implements effective for effective individual evaluation processes teacher and principal evaluations evaluations are fair, meaningful, improvement efforts resulting systematically and procedures for staff are fair, meaningful, and and consistent with state from teacher and principal collaboratively to assure evaluation. consistent with state expectations expectations evaluations effectiveness C. Develops systematic assures that district professional evaluates professional strategies for using does not design coherent establishes strategies for aligning development activities are development activities professional development district professional development extensive, accessible, and systematically and professional development strategies linked to the district efforts with the district focused on continuous collaboratively to assure to improve student improvement plan improvement plan improvement of teaching and effectiveness in improving learning. student learning student learning engages in candid self- models professional growth models professional D. Personally models assessment of personal planning as a continuous cycle of does not have a written development by creating and assumptions, values, beliefs, and assessment, reflection, and effective professional professional growth plan implementing a written practices that guide improvement changes in practice in order to development. professional growth plan of student learning improve student learning does not attempt to stimulate, takes steps to stimulate, mentor, guides principals and other creates a district-wide culture E. Builds leadership mentor, or coach the professional or coach the professional administrators or other that leads all staff to engage in capacity to improve development of principals and development of principals and instructional leaders to assist the continuous collaborative student learning. other administrators or other other administrators or other professional development of professional development instructional leaders instructional leaders teachers focused on student learning Standard 3— Effective Management: The superintendent is an educational leader who improves learning and achievement for each student and employee by ensuring management of the organization, operations, facilities planning, and resources for a safe, effective, and humane learning environment.

Strand 1—Effectively and efficiently manages district operations. The superintendent…

Themes Unsatisfactory Basic Proficient Distinguished A. Uses a continuous assures that operations are assures that operational systematically and consistently improvement process for does not systematically plan, analyzes and modifies the long- decisions are guided by a long- managed through planning, data implement, and monitor district term plan to assure that results implementing, monitoring, term plan that is periodically analysis, review of progress, operations support district priorities evaluating, and improving reviewed and updated and necessary changes in district operations. practice B. Effectively manages develops a budget in accordance strengthens the district’s fiscal develops budget in accordance with board priorities and health by continually seeking fiscal resources in accord does not effectively plan and with board priorities and manages it in an efficient, efficiencies and identifying new implement district budget in with board priorities and manages expenditures in financially responsible manner sources of funding such as accordance with board priorities instructional financially responsible manner to support improved instruction grants and other external improvement. and other key goals resources uses a continuous improvement C. Strategically manages assures that the district has implements a coherent approach process to assure effectiveness human resources to does not efficiently or systematic policies and to recruiting, hiring, induction, of policies and practices for strategically manage human procedures guiding recruitment, and career growth that promotes support instructional recruiting, hiring, induction, and resources hiring, induction, and long-term high-quality instruction and improvement and other career growth and makes career growth improved student learning district goals. changes as needed does not effectively manage key assures that key elements of uses a continuous improvement D. Effectively manages monitors district operations in elements of district operations, district operations are governed process to review effectiveness accordance with established key elements of district including facilities, by defined policies and of district operations and makes policies and practices operations. transportation, and enrollment practices changes as needed assures that district procedures does not assure that the district assures that the district has reviews data on employee E. Develops system for for setting, monitoring, and has procedures to set, monitor, defined procedures for setting, performance to make necessary assuring that employee acting on standards for and act on standards for monitoring, and acting on changes in existing procedures acceptable employee performance meets district acceptable employee standards for acceptable or to determine implications for performance are widely expectations performance employee performance district hiring practices understood and observed

Standard 3— Effective Management: The superintendent is an educational leader who improves learning and achievement for each student and employee by ensuring management of the organization, operations, facilities planning, and resources for a safe, effective, and humane learning environment.

Strand 2—Creates a safe and humane organizational environment. Themes Unsatisfactory Basic Proficient Distinguished involves parents, teachers, and conducts systematic data-based A. Develops and develops and implements does not develop and implement students in developing evaluations of the effectiveness implements procedures procedures and practices that procedures and practices that procedures and practices that of procedures and practice that address threats to student safety and practices that ensure ensure the safety and well-being address threats to student safety address threats to student safety and well-being (e.g., bullying, the safety and well-being of students and well-being (e.g., bullying, and well-being (e.g., bullying, accessibility, emergencies) of students. accessibility, emergencies) accessibility, emergencies) B. Develops and develops and implements conducts systematic data-based does not develop and implement involves employees in implements procedures procedures and practices that evaluations of the effectiveness procedures and practices that developing procedures and address threats to employee of procedures and practice that and practices that ensure ensure the safety and well-being practices that address threats to safety and well-being (e.g., address threats to employee the safety and well-being of employees their safety and well-being of employees. physical plant safety) safety and well-being regularly conducts data-based C. Develops and develops, communicates, and involves parents, teachers, and does not develop and implement evaluations of the effectiveness implements procedures implements procedures and students in developing, procedures and practices that of procedures and practices that practices that govern student implementing, and monitoring and practices that ensure ensure an orderly learning govern student behavioral behavioral expectations and guidelines and norms for an orderly learning environment expectations and disciplinary disciplinary actions accountable student behavior environment. actions involves parents, teachers, and includes measures of student D. Assures that district develops and implements does not assure that district students in developing and employee well-being and policies and practices procedures and practices that procedures and practices result procedures and practices that community satisfaction in the result in a climate that is result in a climate that is in a climate that is positive, promote a climate that is district’s data system and positive, friendly, and positive, friendly, and friendly, and responsive to the positive, friendly, and systematically reviews responsive to the needs of responsive to the needs of needs of individuals responsive to the needs of outcomes to make necessary individuals individuals. individuals changes

Standard 4— Inclusive Practice: The superintendent is an educational leader who improves learning and achievement for each student by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

Strand 1— Collaborating with families and community members. The superintendent…

Themes Unsatisfactory Basic Proficient Distinguished A. Develops two-way develops data-informed empowers effective networks of develops strategies and strategies to solicit the views families and other communication strategies does not have communication communication vehicles to and concerns of families and to reach families, and strategies to inform families and individuals, agencies, or share information and answer other individuals, community about district needs, groups in the community to other individuals, questions about district needs, goals and activities agencies, or groups in the maintain regular two-way agencies, or groups in the goals, and activities community about the communication about district community. district’s schools needs, goals and activities assures district implementation assures district implementation develops a network of key B. Develops strategies to of strategies to involve families does not involve families and of multiple strategies for family and diverse community involve families and and diverse community diverse community members in involving families in decision stakeholders who can serve as members through conferences, community members in the the educational process making about their children's formal and informal advisors on meetings, and volunteer educational process. education key issues activities develops the capacity of creates a culture in which assures that the district has C. Develops strategies for does not develop or implement principals and other conflicts are regularly addressed defined procedures allowing constructive resolution of strategies for constructively administrators, teachers, and and are viewed as opportunities families and community resolving conflicts with families board members to for respectful dialogue, conflicts with families and members to express concerns and community members constructively resolve conflicts consensus-building, and community members. and disagreements and build consensus constructive resolution builds relationships with inspires a widespread belief that makes minimal efforts to collaborates with community D. Mobilizes community community members and achievement of district goals for mobilize potential community agencies to create cohesive groups that lead to improved the learning and well-being of resources to support resources to support district networks of services to support resources to support district children is a community-wide district goals. goals district goals goals responsibility E. Assists board in does not provide board with helps board assure that levy and helps board assure that levy and helps board develop community planning, conducting, and timely and helpful guidance on bond campaigns are conducted bond campaigns not only meet engagement strategies that build conducting levy and bond in legally correct and fiscally immediate fiscal needs but building support for levy support for levies and bonds and bond campaigns. campaigns responsible manner advance long-term district goals

Standard 4— Inclusive Practice: The superintendent is an educational leader who improves learning and achievement for each student by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

Strand 2—Collaborating with and responding to diverse communities. The superintendent…

Themes Unsatisfactory Basic Proficient Distinguished develops strategies to help staff A. Recognizes and does not recognize or respond to becomes familiar with views and board become familiar with  fosters formal and responds to the diversity the existence of diverse groups and characteristics of diverse views and characteristics of informal partnerships with within the district. in the community groups in the community diverse groups in the diverse groups to support community mutual goals engages stakeholders to develop develops strategies to help staff a district-wide welcoming assures that principals and other B. Capitalizes on the capitalize on the assets that culture that honors the values, does not use strategies that administrators and teachers have diversity of students and students from diverse cultural, beliefs, norms, and traditions of recognize and capitalize on the the necessary cultural ethnic, racial, and economic diverse groups and integrate community to improve diversity within the district. competence to respond to the backgrounds bring to the diverse representation into learning. needs of all students classroom school and district decision- making processes C. Increases district assures that principals and other creates a climate in which capacity to positively disregards cultural tensions or assures that cultural tensions or administrators and teachers have members of the school conflicts that negatively impact conflicts are addressed in the necessary skills to help community can constructively address cultural tensions students positive ways students address cultural discuss and examine their own or conflicts. tensions or conflicts views on diversity systematically uses data to establishes partnerships with D. Works to reduce disregards or minimizes the keeps staff attention focused on identify instructional families and community groups existence of achievement gaps achievement gaps and possible approaches and school and to leverage instructional achievement gaps. among diverse groups school-based solutions district practices that reduce strategies to eliminate achievement gaps achievement gaps works proactively with board to collaborates with members of E. Identifies and does not examine district reviews district policies and ensure that proposed policies diverse groups to identify and eliminates district policies policies and practices that have practices for discriminatory and practices are reviewed for eliminate district policies and discriminatory effects on and practices that have effects possible discriminatory effects practices that have students discriminatory effects. and revised as needed discriminatory effects

Standard 5 —Ethical Leadership: The superintendent is an educational leader who improves learning and achievement for each student by acting with integrity, fairness, and in an ethical manner.

Strand 1—Acting with integrity, fairness, and courage in upholding high ethical standards. The superintendent…

Themes Unsatisfactory Basic Proficient Distinguished A. Models high standards demonstrates in words and of professional and ethical models with consistency the does not comply with standards follows acceptable standards of action pervasive commitment to highest standards of ethical and behavior as set out in the of ethical and professional ethical and professional the highest standards of ethical professional behavior, including Washington Administrative behavior behavior and professional behavior, courage and integrity Code, AASA Code of Ethics, including courage and integrity and board policy on ethics. provides an exemplary model solicits, engages and interacts interacts with colleagues and that influences employees, does not interact with others in a with colleagues and B. Interacts respectfully other stakeholders in a board, and other stakeholders to professional, respectful and stakeholders in a professional, professional, respectful and act with a high degree of with others. trustworthy manner respectful and trustworthy trustworthy manner professionalism, respect, and manner trustworthiness articulates expectations for guides principals and other creates a climate in which C. Articulates high does not articulate expectations ethical and professional administrators to articulate and district employees are highly expectations for ethical or monitor compliance for behavior by teachers, principals reinforce high ethical and conscious of ethical and ethical and professional and professional behavior and other administrators, and professional expectations for professional expectations and behavior in the district of district employees. other employees district employees hold each other accountable D. Examines district does not examine district frequently examines district guides principals and other assures that district procedures procedures and practices procedures and practices for procedures and practices for administrators to examine and practices are systematically adherence to principles of adherence to principles of district procedures and practices reviewed and revised to reflect for possible violations of fairness, social justice, and fairness, social justice, and for adherence to principles of fairness, social justice, and fairness, social justice, respect for human dignity for fairness, social justice, and human dignity human dignity each member of the school and human dignity. human dignity community Standard 6— Socio-Political Context: The superintendent is an educational leader who improves learning and achievement for each student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

Strand 1-- Understanding and influencing the district’s environment. The superintendent…

Themes Unsatisfactory Basic Proficient Distinguished A. Gains understanding of develops strategies that result in principals and other the community by regularly interacts with takes an active and visible administrators and teachers interacting with local makes little effort to know the community members and leadership role in the engaging in community community or its citizens participates in community community members and community activities in order to anticipate activities engaging in community and respond to community activities. needs B. Engages with local, works with board and staff to assumes a leadership role state and federal officials does not engage with local, engages with local, state, and protect and promote the through numerous contacts with in order to protect and state, and federal officials to federal officials to protect the interests of children in the government officials to protect protect the interests of children interests of children in the district by developing promote the interests of and promote the interests of in the district district. appropriate responses to children in the district. children in the district. government actions

C. Engages with professional associations, business organizations, works with board and staff to does not engage with engages with professional develop understanding of and and other external groups communicates to board and staff professional associations, associations, business appropriate responses to to gain understanding of knowledge of emerging issues business organizations, organizations, and other emerging issues in order to the current environment that affect the district and other external groups external groups preserve and advance the and develop district district vision responses to emerging issues. Standard 6— Socio-Political Context: The superintendent is an educational leader who improves learning and achievement for each student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

Strand 2—Works effectively with the school district’s Board of Directors. The superintendent…

Themes Unsatisfactory Basic Proficient Distinguished A. Respects and advocates models candid but respectful mutual understanding of collaborates with board to discussion of board and the roles and does not articulate or adhere to articulates and adheres to the review and refine guidelines for superintendent roles and the roles and responsibilities of roles and responsibilities of the effective board and responsibilities, including areas responsibilities of the board and superintendent superintendent and board superintendent roles and of friction or misunderstanding superintendents and responsibilities in the board-superintendent board. relationship consults with the board when facilitates systematic board B. Honors board policy. does not follow board policy follows board policy questions of interpretation arise review and revision of policy- on board policy making process assures that the board receives assists board in understanding collaborates with the board to necessary information in a does not provide the board with the multiple perspectives review and improve the C. Provides the board with timely way, including relevant timely information needed for surrounding issues, as well as effectiveness of information laws, policies and procedures timely information. effective board decision-making possible implications of and guidance provided to the from local, state and federal decisions board mandate D. Treats all board favors certain board members or facilitates resolution of concerns increases board capacity members fairly, is unresponsive to board treats all board members fairly, or conflicts through board through trust, encouragement, members’ perspectives on respectfully, and responsibly dialogue that creates greater respectfully, and and personal example responsibly. educational issues mutual understanding assures that the board has the works with the board to assure collaborates frequently with the E. Provides necessary does not establish and necessary materials, that meeting agendas are board to evaluate and improve implement effective procedures information, and logistical support for effective board focused and consistent with the effectiveness of board for board meetings support to make effective decision-making. board priorities decision-making decisions facilitates development of a collaborates with board to F. Builds strong team does not attempt to establish a works with board to monitor board-superintendent team develop structures, procedures, working team relationship with team effectiveness and adjust characterized by candor, deep relationships with the and norms for working as a board procedures accordingly listening, a collaborative spirit board team and openness to change APPENDIX D | 43

Appendix D: Washington Statutory Regulations

REVISED CODE of WASHINGTON (RCW) 28A.405.100

(5) Every board of directors shall establish evaluative criteria and procedures for all superintendents, principals, and other administrators. It shall be the responsibility of the district superintendent or his or her designee to evaluate all administrators. Except as provided in subsection (6) of this section, such evaluation shall be based on the administrative position job description. Such criteria, when applicable, shall include at least the following categories: Knowledge of, experience in, and training in recognizing good professional performance, capabilities and development; school administration and management; school finance; professional preparation and scholarship; effort toward improvement when needed; interest in pupils, employees, patrons and subjects taught in school; leadership; and ability and performance of evaluation of school personnel. APPENDIX E | 44

Appendix E: Possible Evidence

CQISE is designed to be an evidence-based process. The evidence for superintendent evaluation can take many forms: quantitative data, survey results, meeting minutes, official documents, summaries of activities, etc. Early in the process, boards and superintendents should agree on the kinds of evidence that will be most relevant, practical, and meaningful for their district. The list below is intended only to suggest some possibilities.

Standard 1 – Visionary Leadership  District improvement plan  Surveys of staff  Surveys of community  Records of meetings in which vision was a topic  Budget  Monthly calendar  Record of school visits  Board agendas/administrative team agendas  Presentations to groups (e.g., teachers, community)  Evidence of annual review of district’s mission statement  Board and administrative goals  Publications, website, social media messages that emphasize and communicate the vision  Reflective journals

Standard 2 – Instructional Leadership

 District improvement plan  Data on student learning  Data on dropout rates  Data on college attendance of graduates  Survey data from recent graduates  Results of teacher and principal evaluations  Evidence of teacher analysis of student learning data  Record of decisions made in response to student learning data  Record of past year’s professional development activities and evidence of their effectiveness  Documentation of coaching of principals  Presentations to groups (e.g., teachers, community) focused on student learning  Record of awards, celebrations, or recognitions focused on student learning  Summary of curricular changes made in the past year

Standard 3 – Effective Management

 Strategic plan APPENDIX E | 45  Data on teacher recruitment and retention  Budgetary documents  Data related to student safety and an orderly environment (bullying incidents, suspensions, etc.)  Parent survey data  Student survey data  Enrollment data  Staff meeting logs  Facilities plan  Student transportation data

Standard 4 – Inclusive Practice

 Documentation of district communications  Parent/community surveys  Documentation of changes that have been made as a result of family/community feedback  Data on family engagement (e.g., attendance at parent conferences or other school activities)  Record of collaborative partnerships with community agencies  District improvement plan  Student surveys  Achievement gap data  Results of equity audit  Summary of professional development focused on cultural competence  Agendas and minutes from community planning meetings

Standard 5 – Ethical Leadership

 Data from family/community surveys  Data from teacher surveys  Data from student surveys  Parent advisory council minutes  Minutes/agendas of administrative team meetings  Results of equity audit  Summary of decisions involving a significant ethical component  Superintendent reflections

Standard 6 – Socio-Political Context

 Records of communications with legislators  Summary of community leadership accomplishments  Summary of interactions with external groups  Documentation of communication with board  Board meeting materials  Superintendent reflections APPENDIX E | 46 APPENDIX F | 47 Appendix F: Reflective Questions for Board-Superintendent Formative Review and Summative Evaluation

A key part of the CQISE is the opportunity it provides for thoughtful conversations between superintendents and boards. In most cases, discussion during the evaluation will focus on the specific evidence provided by the superintendent. However, it may be helpful to have a list of general questions when addressing each of the six standards. The following list of questions was inspired by examples in Superintendent Leadership Performance Review: A Systems Approach, developed by the School Administrators of Iowa and the Iowa Association of School Boards. This is not a complete list, nor would it be reasonable to expect a superintendent to respond to all questions.

Standard 1 – Visionary Leadership

 How have you helped stakeholders understand and commit to the vision?  How is the vision communicated to staff? To the community? How well understood is it?  How and how often is the vision reviewed?  What strategies are you using to achieve the vision?  How is the vision reflected in the district improvement plan? What changes in the improvement plan would better support the vision?  During the past year, have you found cases in which procedures and practices were in conflict with the vision? If so, how have those procedures and practices been changed?  What are some of the specific steps we’ve taken in the past year to move closer to the vision? How much progress have we made? What data do we have that shows our progress?  In what ways does the budget support the vision?  What steps could we take to move the vision forward?  What can the board do to support your work to advance the vision?

Standard 2 – Instructional Leadership

 What are the key steps you’ve taken this year to ensure that student learning remains the district’s highest priority?  What are the most important data we use to monitor progress in student learning? What do those data indicate? What decisions have been made because of the data?  What budgetary decisions have we made to support student learning?  What progress have we made in reducing achievement gaps? What are the biggest issues we face? What are the next steps we should take?  What do the results of the teacher and principal evaluations show about our efforts to improve student learning? Do the results suggest future steps we need to take?  How are we using professional development to support student learning? What professional development activities have been most effective? How do we know?  What goals have you set for your own professional development? How have you addressed those?  What steps have you taken to improve the ability of principals to support student learning?  Overall, what are the most critical steps we need to take in order to improve student learning?  What can the board do to support your work to improve student learning?

APPENDIX F | 48 Standard 3 – Effective Management

 What system do you use to assure that district operations are being managed efficiently? How do you know when changes need to be made?  How do you ensure that the district’s general operations support student achievement?  What are the most important indicators of the district’s fiscal health? What do those indicators currently show? How do you set priorities when dealing with limited resources?  What strategies do we use to recruit and hire teachers who will be effective in improving student learning? What efforts do we make to keep those teachers? How does our staff turnover compare with other districts?  What steps have we taken to ensure the safety of students and staff? Do students feel safe? How do we know?  What system do we use for ensuring an orderly school environment? How effectively is it working? How do we know?  Do students, teachers, and parents perceive their school climate as positive and friendly? How do we know?  What can the board do to support your efforts to manage the district effectively?

Standard 4 – Inclusive Practice

 What are the major strategies we use to communicate with families and citizens? How effective are they? What improvements have we made in the past year? What changes should we be considering?  To what extent do we have two-way communication with families and citizens? How do we invite their input? How have we responded to their input?  What data do you have that indicate the level of meaningful family involvement in their children’s education? What steps have we taken to improve family involvement, especially for disengaged families? What changes should we be considering?  How do we work with community agencies to support children? How effective have those efforts been? Are there opportunities for additional collaborations?  How effectively do we meet the needs of all students? How do we know?  What steps have we taken to assure that staff understand and respond to the needs of diverse cultural and economic backgrounds? What strategies have been most successful in reducing achievement gaps?  How do we assure that our policies and practices are equitable for all students?  What can the board do to support your efforts to engage with families and others in the community?

Standard 5 – Ethical Leadership

 What issues in your work raise ethical dilemmas? How do you confront and resolve those dilemmas? What values and beliefs are central to how you approach ethical dilemmas?  Was there an occasion in the past year where you found it necessary to draw an ethical “line in the sand”? How was that situation resolved?  To what extent would staff and other stakeholders agree that you interact with them in a professional, respectful, and trustworthy manner? How do you know?  What steps have you taken to assure that staff adheres to high standards of ethical behavior?  What ethical principles are most important in guiding our work as a school district? How do we know that district policies and practices live up to those principles? What areas should we be looking at?  What can the board do to support your efforts to assure that the district’s work is guided by high ethical standards?

Standard 6 – Socio-Political Context

 In what ways have you taken an active and visible leadership role in the community?  What contacts have you had with local, state, or federal government agencies? How have you advocated for the needs of the district in those interactions?  How have you been engaged with professional associations, business organizations, or other external groups?  Overall, what emerging trends are most likely to affect our work as a school district? How are we preparing to respond top those developments? APPENDIX F | 49  How would you assess your efforts to work with the board as a leadership team? Where have we been most effective? What areas need attention?  What can the board do to support your efforts to build an effective board-superintendent leadership team? APPENDIX G | 50 Appendix G: Glossary of Terms

Achievement gap Any discrepancy in academic achievement between subgroups of the student population, particularly subgroups based on race, ethnicity, and socio-economic status.

Alignment Consistency among the different parts of a district’s strategy; e.g., if the goal is to improve STEM preparation, the goal should be supported by adequate funding, appropriate curriculum, teacher training, etc.

Assures that This language is used to indicate that the superintendent is responsible for results even when not directly involved in the activity. In larger districts, superintendents may delegate certain functions; in smaller districts, superintendents may personally carry out the same activity; in either case, superintendents are responsible for the outcome.

Collaboration A systematic process in which people work together, interdependently, to analyze and impact professional practice in order to improve individual and collective results.

Community resources Financial, material, or human assets in the larger community that can be used to support student learning.

Comprehensive system or strategy Addresses all relevant factors or contains all essential components.

Continuous Improvement Process The ongoing cycle of planning, doing, checking, and acting designed to improve results—constantly. This cycle includes gathering evidence, developing strategies and ideas to build on strengths and address weaknesses, implementing those strategies, analyzing the impact of the changes to discover what was effective and what was not, and applying the new knowledge in the next cycle of continuous improvement.

Courage Willingness to take personal risks in order to do the right thing.

Culture The set of values, beliefs, and behaviors that characterize a group or an organization (including schools and districts).

Data Recorded observations, usually in numeric or textual form, that ttempt to provide a measurement of some important outcome (e.g., student learning, community perceptions, graduation rates).

Data-based strategies Means that the district’s efforts to improve are informed by evidence of their effectiveness.

Data-based evaluation Means that judgments of effectiveness will be based on some form of tangible, reasonable objective evidence, not just on perceptions or personal opinion.

Efficacy The ability to produce a particular result; as used in this rubric, “collective efficacy” is a group’s belief that a certain outcome is important and that it has the capacity to achieve that outcome.

Evidence Data, documents, and other tangible information that support judgments about the degree to which a superintendent is meeting standards.

Facilitate APPENDIX G | 51 Facilitation involves creating the conditions that allow for results to be achieved. For example, a superintendent can facilitate a project by making sure that participants have the necessary information, materials, and resources.

Induction The process by which new teachers and administrators are oriented, mentored, and given other forms of assistance during their first couple years on the job.

Integrity Behavior that embodies honesty and trustworthiness.

Learning indicator Evidence that shows the degree to which students are attaining the desired knowledge and skills.

Mission The fundamental purpose of an organization. Mission answers the question “Why do we exist?”

Procedures and practices Procedures and practices refer to the way that people in the district routinely conduct their business. Procedures may involve written rules, well-established habits, or informal actions.

Professional Development The lifelong learning process that nourishes the growth of educators by continuous, collaborative, and reflective examination of one’s practice.

Professional Growth Plan (PGP) A listing of goals and strategies to improve one’s professional practice, based on an analysis of weaknesses and strengths.

Social justice A condition in which all individuals and groups in the district have similar opportunities for educational access, support, and success.

Strategy Any intentional plan designed to attain a particular outcome; it may be written or unwritten, but it can be clearly articulated and explained by the superintendent.

Stakeholders Individuals and groups who are affected by the actions and outcomes of a public school district. Internal stakeholders are those who are regularly and directly a part of district activities—typically, employees, board members, students, and parents. External stakeholders are those who are not directly associated with the district but who are impacted by its activities— taxpayers, city councils, etc.

Systematic Means that something is done intentionally and consistently on a scheduled basis, not just sporadically or when people think of it. Whether the schedule says once a week or once a year, there is a commitment that the activity will be conducted as part of the normal way of doing business.

Two-way communication Means that the district listens to its constituents as well as informs them about district activities.

Vision A realistic, credible, attractive future for an organization. Vision answers the question, What do we hope to become at some point in the future? How will we accomplish our mission? Appendix H: Sample Job Descriptions Sample 1

Title: SUPERINTENDENT Responsible to: District School Board

Overview of the position: The superintendent of schools is the chief executive and administrative officer of the Board. The superintendent reports directly to the district school board, has all powers and duties imposed upon the office by statute and has all executive and administrative powers and duties in connection with the overall operation of the schools which are not required by statute to be exercised directly by the board or by some other officer. The superintendent exercises leadership through school administrators who comprise the leadership team. Major Policy Responsibility: The superintendent of schools works with the board to develop policy and district goals. The superintendent is responsible for implementing and adhering to the board’s policies and approved goals. The superintendent may delegate specific powers or duties, while maintaining final responsibilities for any actions taken under such delegation. Minimum Requirements Valid Washington Superintendent certificate Master’s degree

Key Functions (STANDARDS)

A. VISION, CONTINUOUS IMPROVEMENT, AND FOCUS OF DISTRICT WORK: Superintendent shall establish a vision, expect continuous improvement, and develop a focused plan for achieving district goals. Effective superintendents facilitate the establishment of a vision for their districts. They articulate this vision clearly, creating a description of what the district can become. This vision drives the district’s work.

Representative Elements: 1. Develop a shared vision for the district.

2. Expect, model, and support the effective use of data.

3. Create and execute a coherent plan with a limited, achievable number of goals and objectives.

4. Implement the district plan and monitor the strategies and activities for achieving the goals and objectives.

5. Communicate the district’s vision, goals, and focused plan.

6. Engage the Board and key staff in a process that identifies objectives details activities, resources, timelines, standards, and monitoring processes necessary for completion of the district objectives.

7. Provides regular and year-end reports on progress.

B. COMMUNICATION AND COLLABORATION:

Effective superintendents recognize the importance of involving multiple stakeholders to inform decision-making, communicate processes and celebrate accomplishments. To gain and maintain support for these improvement efforts and to sustain the focus on the goals, effective superintendents must communicate effectively with staff and stakeholders. APPENDIX H | 53

Representative Elements:

1. Demonstrate communication competence with all stakeholders.

2. Develop, implement and maintain effective communication systems.

3. Communicate effectively, openly and demonstrate a willingness to collaborate with the district school board, the district treasurer and the district staff and external stakeholders.

4. Keep the public and staff informed about current educational practices, educational trends, policies, progress, and challenges in the District’s schools.

5. Assess public and staff beliefs about matters pertaining to the schools.

6. Promptly respond to staff and community concerns.

7. Execute activities that build and sustain positive community engagement.

8. Establish rapport with the media.

9. Promote understanding and appreciation of the community’s diversity.

Additional Elements 1. Promotes a positive work environment and engenders staff enthusiasm.

C. POLICIES AND GOVERNANCE: Effective superintendents identify, prioritize, recommend and follow policies and governance procedures that maintain a focus on the central goal – ensuring the success of all students. Effective superintendents recognize the moral imperative to ensure the success of every child and recommend and enforce policies and governance practices accordingly. Effective superintendents value the importance of an effective working relationship with the board and enlist the board’s support for district goals. Representative Elements: 1. Review, develop and recommend policies for the district.

2. Implement and continuously assess policies and practices.

3. Identify and respond to societal and educational trends that affect the district and community.

4. Advocate for all students within the family units.

5. Model and expect professional conduct.

6. Prepare and submit to the Board recommendations relative to all matters requiring Board action, placing before the Board such necessary and helpful facts, information, and reports as needed to ensure the making of informed decisions.

7. Prepare the agenda for Board meeting in cooperation with the Board President, attend and participate in all meetings of the Board and its committees, except when own employment or salary is under consideration, and participate in all Board deliberations, with no voting power. 8. Keep the Board informed of the activities operating under the Board’s authority.

Additional Elements 1. Uses personal discretion to address and report emergency situations.

D. INSTRUCTION: The Superintendent leads the creation of instructional systems designed for high student achievement. The Superintendent shall place a primary focus on improving instruction and enhancing student learning. As an instructional leader, the Superintendent shall create a district culture and expectations that support effective data-based decision making at all levels of the system. The Superintendent shall work with district and building administrators to identify, collect, analyze, and use relevant data to identify strengths to sustain and improvements to address. The Superintendent shall promote, support, and use research-based best practices for curriculum design and instruction. Representative Elements: 1. Require district-wide use of an established curriculum.

2. Ensure the development and implementation of high-quality, standards-based instruction.

3. Set expectations for and guide the creation of a comprehensive academic assessment system for the district.

4. Ensure that the district curriculum, instruction, and assessment programs are designed to provide full access and opportunity to all students consistent with available resources and legal mandates.

5. Provide for high-quality professional development for all staff aligned with district, state, and applicable national laws and standards.

6. Promotes the use of effective and appropriate technologies to support teaching and learning.

7. Monitor and supervise extra- and co-curricula programs in the District.

E. RESOURCES: Effective superintendents intentionally focus financial, human, time, materials, technological and facility resources in support of district goals for instruction and achievement. Superintendents take actions to achieve district goals. They support individuals at all levels in the district and assume that the central office is a support and service organization for the schools. Effective superintendents organize the district to provide administrators with appropriate authority within their schools to make decisions and implement initiatives. To allow for this to happen successfully, superintendents provide adequate and equitable resources across the district. Representative Elements: 1. Recruit, develop, evaluate and retain quality staff and oversee human resource management.

2. Organize calendars, and schedule focused on district goals.

3. Manage and prioritize fiscal resources to align expenditures with district goals.

4. Identify and equitably allocate materials and technology to support district goals.

5. Oversee the district’s facilities and operations. APPENDIX H | 55

6. Assign and transfer employees as the interest of the District may dictate.

7. Provide and implement a plan of assessment and evaluation for employees of the District as well as personally assess and evaluate select administrative personnel.

8. In collaboration with the district treasurer, provide a process for the creation of the annual tax budget and appropriation budget and recommend them to the Board for approval.

9. In collaboration with the district treasurer, recommend to the Board tax millage needed to maintain the District’s educational programs and provide leadership to tax levy campaigns.

10. In collaboration with the district treasurer, provide bidding, purchasing, and accounting procedures that are cost effective and efficient.

11. Provide appropriate regulations for the use and care of school properties.

12. Manage and supervise the transportation of students and provision of food services.

Additional Elements: 1. Directs the negotiation process with employee bargaining units.

F. SPECIAL PROJECTS, OTHER DUTIES AND SKILLS To identify, address and/or resolve tasks and problems that emerge in the District, which are unique or crucial to the overall successful operation of the district. It is expected that the Superintendent demonstrate leadership skills in the carrying out of his or her functions. Representative Elements: 1. Construction projects, facilitation of coherent, well-planned processes.

2. Coalition building in the community to meet specific Board goals.

3. Identifying enrollment trends and making recommendations concerning facility needs.

4. Professional and Personal Development through participation in local, state, and national professional organizations, visit similar school districts, attend educational conferences and read current professional literature.

Additional Elements: 1. Works cooperatively with LEAs (education related organizations and association).

2. Implements safety procedures to protect school property and help ensure the health and wellbeing of students, staff, and visitors.

3. Oversees the periodic evaluation and revision of emergency preparation plans.

4. Oversees the timely submission of reports, records, and inventories, and maintains district records for the maximum period mandated by law and/or Board policy.

Working Conditions: Exposure to the following situations may range from remote to frequent based on circumstances and factors that may not be predictable.  Duties may require operating and/or riding in a vehicle.  Duties may require traveling to meetings and work assignments.

 Duties may require prolonged use of a computer keyboard and monitor.

 Duties may require working extended hours.

 Duties may require working under time constraints to meet deadlines.

 Exposure to adverse weather conditions and seasonal temperature extremes.

 Potential for exposure to blood-borne pathogens and communicable diseases.

 Potential for interaction with aggressive, disruptive, and/or unruly individuals.

Performance Evaluation: Job performance is evaluated according to the policy provisions adopted by the ______School District Board.

The______School District is an equal opportunity employer offering employment without regard to race, color, religion, gender, national origin, age, or disability. This job description summary does not imply that these are the only duties to be performed. This job description is subject to change in response to funding variables, emerging technologies, improved operating procedures, productivity factors, and unforeseen events. APPENDIX H | 57 Sample 2

Position: Superintendent of Schools

Reports to: District School Board

Employment Status: Regular/Full-time

FLSA Status: Exempt

Description: The Superintendent of Schools is the chief executive and administrative officer of the Board. The Superintendent reports directly to the Board and has all powers and duties imposed upon the office by statute in administering policy and laws. The Superintendent has all executive and administrative powers and duties in connection with the overall operation of the school and is responsible for all facilities which are not required by statute to be exercised directly by the Board or by some other officer. The Superintendent exercises leadership as the educational leader, chief procurement and budgetary officer.

Major Responsibility: • Develop, initiate, and recommend policies for approval by the Board • Implement policies to ensure that overall operation of the schools adhere to Board policies • Delegate and lead the District in the accomplishment of Board goals and policies

Essential Functions: • Educational Leadership – Vision, Continuous Improvement and Focus of District Work • Services – Business, School, Community and Pupil – Communication and Collaboration • School Board Operation and Relationship – Policies and Governance • Curriculum and Instruction • Resources – Personnel and Staff Development, Fiscal, Operational and Material

Educational Leadership

Authority and Responsibility:

The Board desires an effective superintendent who can establish a vision to drive the district work by analyzing data, identify area of improvement and setting measurable goals for increasing student achievement.

Representative Skills and Standards:

• Identify the knowledge, skills and attitudes that students need for future success • Articulate a vision using a process of analyzing data, setting goals and aligning district work • Analyze and monitor the use of multiple sources of data • Attention to district goals and objectives • Organize district and building leadership teams to ensure that the school’s focused building improvement plans are measurable and closely aligned to district goals • Direct professional development of Administration, Staff, School Board, and district leaders • Communicate progress toward achievement of goals to all stakeholders • Facilitate a culture of trust and high expectations

Services

Effective superintendents recognize the importance of involving multiple stakeholders to make informed decision making, communicate processes and celebrate accomplishments. Direct and supervise all pupil services which attend to children of special needs, extra and co-curricular programs in the district while establishing the appropriate communication between schools and community.

• Communicate effectively and openly with a willingness to collaborate with all stakeholders • Appoint committees required by law, for curriculum, etc., as needed to make recommendations when so directed by the District School Board • Lead a culture of service, responsiveness and respect • Maximize communication using technology, media and other tools to promoting district goals and events

School Board Operation and Relationship

Effective superintendents identify, prioritize, recommend and follow policies that ensure the success of every child and the governance procedures needed to run an effective organization for the community and taxpayers of the district.

• Review, develop and recommend policies for the district • Implement and continuously assess policies and practices • Model and expect professional conduct • Identify and respond to societal and educational trends that affect the district and community • Advocate for children and families • Serve as a Board Liaison between the school district and the community • Prepare agenda and attend all Board meetings • Build a positive relationship with each board member and provide advice and counsel to the Board

Curriculum and Instruction

Lead the District in the assessment, evaluation, development and implementation of a rigorous and relevant curriculum that leads to increased student achievement.

• Establish a system for curriculum development and implementation of high-quality standard- based instruction • Recommend to the Board for its adoption all courses of study, curriculum guides, grade scales, curriculum and assessment maps and major changes in texts • Establish a system of supervisor for instruction that reflects national and state standards • Implement processes to monitor and assess student achievement through the appropriate use of data • Promote the use of effective and appropriate technologies to support teaching and learning

Resources

Intentionally focus on financial, human, time, materials, technologies and facility resources in support of district goals for instruction and achievement. Recommend to the Board the employment and selection of the administrative, instructional and support staff. Assign the staff, evaluate their performance and monitor staff development activities in the District. Oversee and administer the procurement and use of all district funds and facilities in order to efficiently and effectively achieve the District’s educational goals.

Representative Skills and Standards: APPENDIX H | 59

• Secure and nominate for employment the best qualified and most competent teachers, support and administrative personnel • Recruit, develop, evaluate, assign, transfer and retain quality staff and oversee human resource management • Manage and prioritize fiscal resources to align expenditures with district goals • Represent the Board in negotiating with employee organizations recognized by the Board as collective bargaining representatives • Identify and allocate material resources to support district goals • Oversee the district facilities and operations with appropriate regulations for the use and care of school properties • Recommend to the Board tax millage needed to maintain the District’s educational programs and provide leadership to tax levy campaigns

Other Duties and Responsibilities: • Act as the school district’s purchasing agent • Serve as a liaison between employees and the Board • Supervise methods of teaching, supervision, and administration • Provide staff-in-service education programs • Encourage employee professional growth • Recruit needed personnel • Serve as a role model for students • Respond to routine questions and requests in an appropriate manner • Perform other duties as assigned by the District School Board

Qualifications: • Master’s degree (M.A.) or equivalent • Appropriate state of Washington certification/license • Previous administrative experience preferred (3 to 4 years) • Alternatives to the above qualifications as the District School Board may find appropriate • BCII/FBI clearance • Negative TB test results

Required Knowledge, Skills, and Abilities: • Knowledge of various academic areas and teaching methodologies • Ability to work effectively with others • Ability to communicate ideas and directives clearly and effectively both orally and in writing • Effective, active listening skills • Organizational and problem solving skills • Ability and skill to operate various computer programs • Ability to organize and compile data for various state and federal reports • General understanding of accounting principles • Ability to handle a multitude of tasks in a timely and simultaneous manner • Ability to handle constant pressure and stress

Equipment Operated: • Computer • Telephone • Motor vehicle • Copy Machine • Printer • Security system • Two-way radio

Additional Working Conditions: • Occasional requirement to travel, both daily and overnight • Frequent weekend/evening/summer work • Occasional exposure to blood, bodily fluids and tissue • Frequent interaction among unruly children • Occasional operation of a vehicle in inclement weather conditions • Regular requirement to sit, stand, walk, talk, hear, see, read, speak, reach, stretch with hands and arms, crouch, climb, kneel, and stoop

Terms of Employment: Per contract with the District School Board.

______School District is an Equal Opportunity Employer and does not discriminate on the basis of race, religion, age, sex, or the presence of disabilities.

This job description is subject to change and in no manner states or implies that these are the only duties and responsibilities to be performed by the incumbent. The incumbent will be required to follow the instructions and perform the duties required by the incumbent’s supervisor, appointing authority.

______Board President Date

My signature below signifies that I have reviewed the contents of my job description and that I am aware of the requirements of my position.

______Signature Date

Adoption date: