Reading/ On indicators such as Phonological     Literacy Awareness Literacy Screening or similar Readiness measures available locally Standards of Learning test outcomes     Benchmark outcomes     Mathematics Progress on Algebra readiness   Readiness assessments such as the Algebra Readiness Diagnostic Test Enrollment and success in Algebra I by  eighth Standards of Learning test outcomes     Benchmark outcomes     STEM Increase percentage of underrepresented  Education students taking advanced STEM courses Student Reduced retention rates resulting from     Progress increased student achievement outcomes Increased percentage of schools in   division majority of students earn high or moderate growth percentiles Of students who had low growth the   previous year, increase the percentage earning high or moderate student growth percentiles** Student Increase percentage of students involved    Nonacademic in extracurricular activities Core Activities Increase percentage of students receiving     prestigious awards *May include preK RATING SUPERINTENDENT PERFORMANCE The role of a superintendent requires a performance evaluation system that acknowledges the contextual nature and complexities of the job. For an evaluation system to be meaningful, it must provide its users with relevant and timely feedback. To facilitate this, evaluators should conduct both formative and summative evaluations of the superintendent. Definitions of Ratings The rating scale provides a description of four levels of how well the standards (i.e., duties) are performed on a continuum from to The use of the scale enables the exemplary unacceptable. school board to acknowledge effective performance (i.e., and and exemplary proficient) provides two levels of feedback for a superintendent not meeting expectations (i.e., and The definitions in Figure 8 offer general developing/needs improvement unacceptable). descriptions of the ratings. Ratings are applied to the seven performance standards and Note: as an overall summative rating, not to performance indicators. The superintendent is expected to perform at the level. proficient
Reading/ Literacy Readiness On indicators such as Phonological Awareness Literacy Screening or similar measures available locally Standards of Learning test outcomes Benchmark outcomes             Mathematics Readiness Progress on Algebra readiness assessments such as the Algebra Readiness Diagnostic Test Enrollment and success in Algebra I by eighth Standards of Learning test outcomes Benchmark outcomes            STEM Education Increase percentage of underrepresented students taking advanced STEM courses  Student Progress Reduced retention rates resulting from increased student achievement outcomes Increased percentage of schools in division majority of students earn high or moderate growth percentiles Of students who had low growth the previous year, increase the percentage earning high or moderate student growth percentiles**         Student Nonacademic Core Activities Increase percentage of students involved in extracurricular activities Increase percentage of students receiving prestigious awards        *May include preK RATING SUPERINTENDENT PERFORMANCE The role of a superintendent requires a performance evaluation system that acknowledges the contextual nature and complexities of the job. For an evaluation system to be meaningful, it must provide its users with relevant and timely feedback. To facilitate this, evaluators should conduct both formative and summative evaluations of the superintendent. Definitions of Ratings The rating scale provides a description of four levels of how well the standards (i.e., duties) are performed on a continuum from exemplary to unacceptable. The use of the scale enables the school board to acknowledge effective performance (i.e., exemplary and proficient) and provides two levels of feedback for a superintendent not meeting expectations (i.e., developing/needs improvement and unacceptable). The definitions in Figure 8 offer general descriptions of the ratings. Note: Ratings are applied to the seven performance standards and as an overall summative rating, not to performance indicators. The superintendent is expected to perform at the proficient level.