recommends that the evidence of progress be reviewed and considered throughout the year. Trend analysis should be used where applicable. Part 3: Documenting Superintendent Performance In order to develop a complete picture of the performance, board members superintendent’s should use multiple sources of information in assessing performance quality. These data sources might include formal and informal observations, client surveys, artifacts of performance, goal setting, and other relevant sources of performance information. As representatives of the community, board members often receive unsolicited opinions about the performance of the superintendent, most often from individuals who are not pleased or disagree with an action or decision of the superintendent. Although it is tempting to use selected data sources in assessing the performance, some sources may be more problematic than others; thus, superintendent’s these problematic, unsolicited, non-representative data should be very carefully and cautiously considered before applying the data to superintendent evaluation, if they are to be used at all. For data sources to be acceptable, they must meet the tests of logic, validity, reliability, fairness, and legality. Answering questions like the ones that follow will assist board members in determining whether various data sources meet these tests: Are the data caused by or the responsibility of the superintendent? Do the data reflect responsibilities included in the job description? superintendent’s Are the data linked to student learning, welfare, or other needs? Are the data of primary importance in considering the quality of the superintendent’s performance? Are better data available on the same issue? Board members should work with the superintendent to reach consensus on the evidence-based data sources to be used. The suggested sources of information described in Figure 3.1 were selected to provide comprehensive and accurate feedback on superintendent performance. Data sources may include, but are not limited to, the sources in Figure 3.1. Figure 3.1: Suggested Documentation Sources for Superintendent Evaluation Data Source Definition Self-Evaluation Self-evaluation perceptions of their job performance. reveals superintendents’ Results of a self-evaluation should personal goals for inform superintendents’ professional development. Documentation Items generated by superintendents provide evidence of meeting the seven Evidence performance standards.
recommends that the evidence of progress be reviewed and considered throughout the year. Trend analysis should be used where applicable. Part 3: Documenting Superintendent Performance In order to develop a complete picture of the superintendent’s performance, board members should use multiple sources of information in assessing performance quality. These data sources might include formal and informal observations, client surveys, artifacts of performance, goal setting, and other relevant sources of performance information. As representatives of the community, board members often receive unsolicited opinions about the performance of the superintendent, most often from individuals who are not pleased or disagree with an action or decision of the superintendent. Although it is tempting to use selected data sources in assessing the superintendent’s performance, some sources may be more problematic than others; thus, these problematic, unsolicited, non-representative data should be very carefully and cautiously considered before applying the data to superintendent evaluation, if they are to be used at all. For data sources to be acceptable, they must meet the tests of logic, validity, reliability, fairness, and legality. Answering questions like the ones that follow will assist board members in determining whether various data sources meet these tests: Are the data caused by or the responsibility of the superintendent? Do the data reflect responsibilities included in the superintendent’s job description? Are the data linked to student learning, welfare, or other needs? Are the data of primary importance in considering the quality of the superintendent’s performance? Are better data available on the same issue? Board members should work with the superintendent to reach consensus on the evidence-based data sources to be used. The suggested sources of information described in Figure 3.1 were selected to provide comprehensive and accurate feedback on superintendent performance. Data sources may include, but are not limited to, the sources in Figure 3.1. Figure 3.1: Suggested Documentation Sources for Superintendent Evaluation Data Source Definition Self-Evaluation Self-evaluation reveals superintendents’ perceptions of their job performance. Results of a self-evaluation should inform superintendents’ personal goals for professional development. Documentation Evidence Items generated by superintendents provide evidence of meeting the seven performance standards.
guidelines_ups_eval_criteria_superintendents.docx