A Guide For School Boards Page 9
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59Part 2: Superintendent’s Goals
Each year, the board and superintendent team should meet to de-
velop a clear set of goals for the organization for the coming year. The
board’s role is to set these end results that clarify the boards expecta-
tions of “what” the board expects to be achieved. The superintendent
then prepares an action plan defi ning the means to be used to achieve
the goals. These goals, and the action plans, serve as a basis for Part 2
of the evaluation process.
Part 3: 360-Degree Evaluation
While the fi rst two sections of the evaluation process focus on objec-
tive measures of performance, the third section allows a superin-
tendent to request more subjective information from those he or she
works with directly.
360-degree evaluation should only be used if the superintendent
chooses to use it for feedback. The individuals who give the feedback
and the questions should be selected by the superintendent or by the
superintendent and board together. The superintendent compiles that
information to share with the board at the performance review.
360-degree evaluation allows feedback from observers outside the
board/superintendent leadership team such as staff , parents and
community who may not have input in parts 1 and 2 of the evaluation
document.
Superintendent Self-Evaluation
The results of the 360-degree evaluation and superintendent self-eval-
uation should be presented to the board by the superintendent before
the board members fi ll out their individual worksheets. The superin-
tendent may choose to fi ll out parts 1 and 2 and decide whether to use
the 360-degree evaluation as a self-assessment to be presented to the
board as a part of the evaluation process. The superintendent admin-
isters the 360-degree evaluation, selecting the questions and partici-
pants and compiling the results as well as presenting them to the
board. In order to be useful, the 360-degree survey should be given
to a statistically signifi cant number of randomly chosen members of
each identifi ed group (teachers, parents, administrators, community,
etc.). This process, or any variation on it, needs to be agreed to by all
parties at the beginning of the year.
Each of the parts (1, 2 and 3) is independent from the others and may
be used separately or in combination.
Compiling Results
The board meets in executive session to discuss the results and agree
on a consensus evaluation that will be presented in the meeting with
the superintendent. The individual responses in parts 1 and 2 are
worksheets only. Compiling results is best done by discussion among
all board members sitt ing together in executive session. It is important
that the members recognize the importance of coming to a consensus
and speaking with one voice in the evaluation. The superintendent
iii
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