A Guide For School Boards Page 8
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59The evaluation process is also used to make critical decisions about
contract extensions, non-extensions, or terminations. The evaluation
process keeps school boards informed about district activities and
progress being made toward goals. The superintendent can use the
feedback to engage in personal professional development. A qual-
ity superintendent evaluation process is a win/win for the board, the
superintendent and the community. So where do we begin?
The Three-Part Tool
OSBA has developed a three-part evaluation tool. Part 1 is based on
Performance Standards established jointly by the American Associa-
tion of School Administrators and the National School Boards As-
sociation. Part 2 evaluates progress towards the goals established by
the board and superintendent at the beginning of the evaluation cycle.
Parts 1 and 2 are designed to be fi lled out by individual board mem-
bers; their responses are compiled into a summary by a designated
board member and a consensus report is prepared by the board for
discussion with the superintendent. The superintendent may also fi ll
out these parts as a self-evaluation and a basis for discussion with the
board.
Part 3 consists of a 360-degree evaluation of the superintendent by
members of the community and staff . It is designed to be used by the
superintendent to receive feedback leading to professional develop-
ment and an understanding of staff and community concerns that
might not otherwise surface in parts 1 or 2. Parts 1 and 2 are adminis-
tered, compiled, and reported by the board. Part 3, as it is presented
here, is administered, compiled, and reported by the superintendent.
(Other options for the 360-degree evaluation include having a board
designee or outside third-party administer and compile the informa-
tion.)
Part 1: Performance Standards
Professional standards for the superintendency have been established
by the American Association of School Administrators (AASA) with
NSBA. Eight standards describe the fundamental job requirements
that superintendents must address. OSBA has developed an addi-
tional standard that enhances the other eight. These standards serve
as the foundation of the performance standards section of the OSBA
Superintendent Evaluation Form.
For each professional standard, AASA has identifi ed performance
indicators that can help you discern whether the standard has been
att ained. OSBA has included many of the AASA indicators, in addi-
tion to others, in the evaluation form so that boards will have some
basis from which to make judgments about the superintendent’s per-
formance. These performance indicators focus primarily on personal
characteristics and management style of the superintendent.
ii
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