Executive Evaluation

1. Executive Evaluation Training Session February 10, 2011 The Ohio Superintendent Evaluation System

3. Leadership Matters School board members and superintendents in high-achieving districts think and act differently from their counterparts in low-achieving districts. “The Lighthouse Inquiry: School Board/Superintendent Team Behaviors in School Districts with Extreme Differences in Student Achievement” by The Iowa Association of School Board, 2000

4. “The Lighthouse Inquiry” Superintendents and School Board Members in high-achieving districts are significantly different in their knowledge and beliefs than school boards in low-achieving districts. The way you think, act, and work together makes a significant difference in the student achievement in your district. Buckeye Association of School AdministratorsSuperintendent-School Board Leadership Development Workshop

5. Similarities Differences Key Findings • Caring about children • Peaceable relationships • Board Opinion of Supt. • Tension about roles in site-based system • Students in categorical programs • Local backgrounds of board members and staff • Elevating vs. Accepting Belief Systems • Prioritization of organizational focus and discipline • Accountability for measurable objectives Buckeye Association of School AdministratorsSuperintendent-School Board Leadership Development Workshop

6. Leadership Team Confusion How do we cooperate to accomplish our distinct yet complimentary roles? Roles and Responsibilities Modified from Table 1 OSBA Board-Superintendent Partnership 2008, page 4 Board Superintendent End Results Focus Means What?Why?How Much?How Well? Questions How?When?Where?By Whom? MissionVisionGoalsPoliciesStandards Tools StrategiesProceduresRegulationsAssignmentsDocumentation Vote Recommendation Method Buckeye Association of School AdministratorsSuperintendent-School Board Leadership Development Workshop

7. Roles and Responsibilities “…Confusion regarding the roles, responsibilities and relations between boards and superintendents likely creates more problems than any other issue.” -- OSBA: Board-Superintendent Partnership, 2008 Buckeye Association of School AdministratorsSuperintendent-School Board Leadership Development Workshop

8. Roles and Responsibilities New Superintendent Questions in BASA Executive Coaching Program Buckeye Association of School AdministratorsSuperintendent-School Board Leadership Development Workshop

9. 2008 Thirty-five Board Members, Superintendents, and University Representatives met for over 18 months to develop the Ohio Superintendent Evaluation System.

10. 2008 Vision, Continuous Improvement, and Focus on District Work Standard 1 Standard 2 Communication and Collaboration Policies and Governance Standard 3 Standard 4 Instruction Standard 5 Resources

11. 2008 OSES Themes: It is important to create a standards-based job description The governance team should focus on 3-5 annual objectives A mid-year formative assessment should be used to communicate about progress and to provide an opportunity for mid-course correction An annual summative evaluation should completed in narrative form The system must be kept simple

12. Jan.- May June- Sept. Dec.-Jan. June-July

13. Standards-Based Job Description

16. Annual Objectives

17. Key Concepts: Annual Objectives • Annual objectives are specific, measurable statements of what should be accomplished within a specified time frame to improve the district. They provide the basis for evaluating the Superintendent’s annual progress. • Annual objectives must be: • Clear • Focused • Based on data • Within the scope of the superintendent’s control • Aligned with broader district goals • Set with an understanding of the district’s capacity • Designed the stretch but not exceed district capacity • Measurable • Set with a clear timeframe

18. Annual Objectives Unit Level Objectives District Level Objectives • Develop 3rd Grade Writing Rubric • Pave High School Parking Lots • Design Professional Development for Advanced Placement Teachers • Institute a K-12 Writing Rubric • Audit Maintenance Needs of the District • Design Comprehensive Professional Development Strategies for Ohio Academic Assessments

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20. Work Plans

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22. Formative Assessment

23. Key Concepts: Formative Assessments • Linked to standards • Job Descriptions and Annual Objectives • 2. Monitors progress, offers suggestions, confirms achievement • Non punitive • Provides opportunities for coaching • 3. Provides evidence • Artifacts and Portfolios • Promotes self-assessment • Encourages alternative approaches to current practice

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25. SAMPLE

26. Summative Evaluation

27. Key Concepts: Summative Assessments • Summative assessment comments should be made in a general yet comprehensive manner, and they should address each of the five standards. Descriptors similar to those cited below may be useful. • Exemplary • Proficient • Progressing • Not meeting standards

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30. What is the Return on Investment of Time and Energy? • Preliminary Findings: The process… • Creates standards-based job description for the superintendent • Stimulates meaningful discussion about the important work of the district– creates a limited number (3-5) of focused annual objectives • Helps the district to focus on key priorities and to minimize distractions • Charts a clear path or work plan to achieve district priorities • Provides alignment of priorities in administrative team • Improves communication and understanding of marching orders • Determines up front the criteria for judging success

31. What is the Estimated Time Commitment? Board Member Time Commitment Standards-Based Job Description 2 hours Annual Objectives and Work Plans 3-5 hours Formative Assessment 2-3 hours Summative Evaluation 2 hours Total Estimated time 9 to 12 hours

32. School board establishes new objectives for Superintendent JIM FISCHER ThisWeek Community Newspapers Improving the process for superintendent evaluations was the focus of a Marysville Exempted Village School District Board of Education work session last Monday. The board discussed a new mechanism for the evaluations based on a model developed by the Ohio Department of Education that board president Jeff Mabee said is "an incredible change from where we were." The board set goals for superintendent Larry Zimmerman in three broad areas: academics, specifically as relates to achieving an "Excellent" rating on the ODE school district report cards; communications, both with the community and internally; and health and safety, with an eye toward maintaining a drug-free school environment. Mabee said the evaluation process includes setting the goals, developing a work plan, interim reviews and the annual summary. In the past, Mabee said, reviews have been less than effective. "We used to assign a numerical rating at the end of the year," he said, "but we learned that a certain number doesn't necessarily mean the same to each board member."The new mechanism "helps the board and it helps (Zimmerman) by having an ongoing conversation throughout the year." "It also allows the public to see what the board and superintendent are focused on," he added. Superintendent evaluations are done annually. Zimmerman is currently on a five-year contract that expires at the end of June 2012.

34. U.S. Airways Flight 1594 Lessons on Leadership and Teamwork • Planning and prep matters– essential to know key priorities • Attention to detail matters– step-by-step procedures make a difference • Being focused matters– capacity to tune out distractions • Communication matters– clear direction and feedback are important • Understanding unique roles matters—everyone must understand how they contribute to a successful mission

35. Thank you! Dr. Ralph Johnson, Director of Leadership Ralph.Johnson@escco.org Charles R. Parsons, President Charles R. Parsons Group charlesrparsons@gmail.com