2.1 Provides leadership in the development of a shared vision for educational improvement that inspires employees to work collaboratively. 2.2 Organizes the collaborative development and implementation of a division strategic plan based on analysis of data from a variety of sources. 2.3 Works collaboratively to develop long- and short-range goals and objectives consistent with the strategic plan and monitors progress in achieving the goals and objectives. 2.4 and utilizes human and material resources outside the division that may support and/or enhance the achievement of goals and objectives. 2.5 Uses research-based techniques to analyze and apply data gathered from division improvement measurements that include student assessment results and staff implementation practices. 2.6 Collaboratively identifies needs, determines priorities, and assesses program implementation using researched-based instructional practices that result in student learning. 2.7 Plans, implements, supports, and assesses instructional programs that enhance teaching and student achievement such that the school division and all schools meet all required federal and state standards. 2.8 Applies and communicates findings to all stakeholders to ensure continuous improvement. Exemplary Proficient Developing/ Unacceptable In addition to meeting the Proficient is the expected Needs Improvement requirements for Proficient... level of performance. The superintendent The superintendent The superintendent has The superintendent does proactively seeks out strategically gathers, not reached a 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 variety of data to analyzing, and using a guide planning and and ensures division planning and decision variety of data to guide decision making personnel are aware of making consistent with planning and decision consistent with relevant findings and are established guidelines, making consistent with established guidelines, using data to improve policies, and procedures established guidelines, policies, and procedures instructional programs, that result in student policies, and procedures that result in student resulting in improved academic progress. that result in student academic success. student academic academic success. performance. Performance Standard 3: Instructional Leadership The superintendent fosters the success of all teachers, staff, and students by ensuring the development, communication, implementation, and evaluation of effective teaching and learning that leads to student academic progress and school improvement. Sample Performance Indicators Examples may include, but are not limited to: The superintendent: 3.1 Communicates a vision of excellence and continuous improvement consistent with the goals of the school division.
2.1 Provides leadership in the development of a shared vision for educational improvement that inspires employees to work collaboratively. 2.2 Organizes the collaborative development and implementation of a division strategic plan based on analysis of data from a variety of sources. 2.3 Works collaboratively to develop long- and short-range goals and objectives consistent with the strategic plan and monitors progress in achieving the goals and objectives. 2.4 and utilizes human and material resources outside the division that may support and/or enhance the achievement of goals and objectives. 2.5 Uses research-based techniques to analyze and apply data gathered from division improvement measurements that include student assessment results and staff implementation practices. 2.6 Collaboratively identifies needs, determines priorities, and assesses program implementation using researched-based instructional practices that result in student learning. 2.7 Plans, implements, supports, and assesses instructional programs that enhance teaching and student achievement such that the school division and all schools meet all required federal and state standards. 2.8 Applies and communicates findings to all stakeholders to ensure continuous improvement. Exemplary In addition to meeting the requirements for Proficient... Proficient Proficient is the expected level of performance. Developing/ Needs Improvement Unacceptable The superintendent proactively seeks 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 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. Performance Standard 3: Instructional Leadership The superintendent fosters the success of all teachers, staff, and students by ensuring the development, communication, implementation, and evaluation of effective teaching and learning that leads to student academic progress and school improvement. Sample Performance Indicators Examples may include, but are not limited to: The superintendent: 3.1 Communicates a vision of excellence and continuous improvement consistent with the goals of the school division.
yourtown_superintendent_handbook.docx