Superintendent Summative Performance Report Directions: Evaluators use this form to provide the superintendent with an assessment of performance. The superintendent should be given a copy of the form at the end of each evaluation cycle. Superintendent: School Year(s): School: Performance Standard 1: Mission, Vision, and Exemplary Proficient Developing/Needs Unacceptable In addition to meeting the Proficient is the expected Improvement requirements for Proficient... level of performance. The superintendent The superintendent works The superintendent has The superintendent does establishes a highly with the local school not reached a level of not work with the local productive relationship board to formulate and proficiency in working school board to formulate with the local school implement the school with the local school and implement the school board to formulate and division’s mission, vision, board to formulate and divisions, mission, vision, implement the school and goals to promote implement the school and goals to promote division’s mission, vision, student academic divisions, mission, vision, student academic and goals to promote progress. and goals to promote progress. student academic student academic progress. progress. Comments: Performance Standard 2: Planning and Assessment Exemplary Proficient Developing/Needs Unacceptable In addition to meeting the Proficient is the expected Improvement requirements for Proficient... of performance. The superintendent The superintendent The superintendent has The superintendent does proactively out strategically gathers, not reached a level of not gather, analyze, and research on the effective analyzes, and uses a proficiency in gathering, use a variety of data to use of assessment data and variety of data to analyzing, and using a guide planning and ensures division personnel planning and decision variety of data to guide decision making are aware of relevant making consistent with planning and decision consistent with established findings and are using established guidelines, making consistent with guidelines, policies, and data to improve policies, and procedures established guidelines, procedures that result in instructional programs, that result in student policies, and procedures student academic success. resulting in improved academic progress. that result in student student academic academic success. performance. Comments: Performance Standard 3: Instructional Leadership
Superintendent Summative Performance Report Directions: Evaluators use this form to provide the superintendent with an assessment of performance. The superintendent should be given a copy of the form at the end of each evaluation cycle. Superintendent: School Year(s): School: Performance Standard 1: Mission, Vision, and Exemplary In addition to meeting the requirements for Proficient... Proficient Proficient is the expected level of performance. Developing/Needs Improvement Unacceptable The superintendent establishes a highly productive relationship with the local school board to formulate and implement the school division’s mission, vision, and goals to promote student academic progress. The superintendent works with the local school board to formulate and implement the school division’s mission, vision, and goals to promote student academic progress. The superintendent has not reached a level of proficiency in working with the local school board to formulate and implement the school divisions, mission, vision, and goals to promote student academic progress. The superintendent does not work with the local school board to formulate and implement the school divisions, mission, vision, and goals to promote student academic progress. Comments: Performance Standard 2: Planning and Assessment Exemplary In addition to meeting the requirements for Proficient... Proficient Proficient is the expected of performance. Developing/Needs Improvement Unacceptable The superintendent proactively out research on the effective use of assessment data and ensures division personnel are aware of relevant findings and are using data to improve instructional programs, resulting in improved student academic performance. The superintendent strategically gathers, analyzes, and uses a variety of data to planning and decision making consistent with established guidelines, policies, and procedures that result in student academic progress. The superintendent has not reached a level of proficiency in gathering, analyzing, and using a variety of data to guide planning and decision making consistent with established guidelines, policies, and procedures that result in student academic success. The superintendent does not gather, analyze, and use a variety of data to guide planning and decision making consistent with established guidelines, policies, and procedures that result in student academic success. Comments: Performance Standard 3: Instructional Leadership
yourtown_superintendent_handbook.docx