Executive Evaluation

1. Executive Evaluation The Ohio Superintendent Evaluation System 2011 OSBA Presentation November 3, 2011

2. The Foundational ElementsThe Ohio Superintendent Evaluation System 2007-08 2008 2009 Essential Practices Data and the Decision-Making Process Focused Goal-Setting Process Instruction and the Learning Process Community Engagement Process Resource Management Process Board Relations and Governance Process Five Standards Vision, Continuous Improvement, and Focus on District Work Communication and Collaboration Policies and Governance Instruction Resources Evaluation System Develop/Revisit a Standards-Based Job Description Identify Annual District Objectives/Develop Work Plans Conduct a Formative Assessment (mid-year) Conduct a Summative Evaluation (end-of-year)

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. STANDARD 4 Instruction OHIO STANDARDS FOR SUPERINTENDENTS STANDARD 1 Vision, Continuous Improvement, and Focus of District Work STANDARD 2 Communication and Collaboration STANDARD 3 Policies and Governance STANDARD 5 Resources

13. STANDARD 4 Instruction OHIO STANDARDS FOR SUPERINTENDENTS STANDARD 1 Vision, Continuous Improvement, and Focus of District Work STANDARD 2 Communication and Collaboration STANDARD 3 Policies and Governance STANDARD 5 Resources

14. OSES Model Job Description

15. STANDARD 4 Instruction OHIO STANDARDS FOR SUPERINTENDENTS STANDARD 1 Vision, Continuous Improvement, and Focus of District Work STANDARD 2 Communication and Collaboration STANDARD 3 Policies and Governance STANDARD 5 Resources

16. SAMPLE

17. 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

18. STANDARD 4 Instruction OHIO STANDARDS FOR SUPERINTENDENTS STANDARD 1 Vision, Continuous Improvement, and Focus of District Work STANDARD 2 Communication and Collaboration STANDARD 3 Policies and Governance STANDARD 5 Resources

19. SAMPLE

20. STANDARD 4 Instruction OHIO STANDARDS FOR SUPERINTENDENTS STANDARD 1 Vision, Continuous Improvement, and Focus of District Work STANDARD 2 Communication and Collaboration STANDARD 3 Policies and Governance STANDARD 5 Resources

21. SAMPLE

22. SAMPLE

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

24. STANDARD 4 Instruction OHIO STANDARDS FOR SUPERINTENDENTS STANDARD 1 Vision, Continuous Improvement, and Focus of District Work STANDARD 2 Communication and Collaboration STANDARD 3 Policies and Governance STANDARD 5 Resources

25. SAMPLE

26. X X X SAMPLE X X All annual objectives were completed. Superintendent Mann should continue to develop the district’s new communications plan.. The administrative team completed al five (5) objectives by the target dates. We should continue to develop the communication plan, and we should implement the recommendations outlined in the special education plan.

27. SAMPLE

28. 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

29. 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

30. STANDARD 4 Instruction Ohio Superintendent Evaluation System OHIO STANDARDS FOR SUPERINTENDENTS STANDARD 1 Vision, Continuous Improvement, and Focus of District Work STANDARD 2 Communication and Collaboration STANDARD 3 Policies and Governance STANDARD 5 Resources Jan. - March April-May April-June Dec.-Jan July-August

31. What is the Return on Investment of time and Energy? • Preliminary Findings: • 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 • Provides organizational focus– it minimizes distractions • Work plans chart a clear path to achieve district priorities • Provides alignment of priorities in administrative team • Transparent marching orders– communication tool for stakeholders • Determines up front the criteria for judging success

32. Year One OSES Participant Evaluation Respondents’ Positions (N= 40)

33. Year One OSES Participant Evaluation Satisfaction with Job Description (N= 40)

34. Year One OSES Participant Evaluation Satisfaction with Annual Objectives (N= 40)

35. Year One OSES Participant Evaluation Satisfaction with Work Plans (N= 40)

36. Year One OSES Participant Evaluation Satisfaction with Formative Assessment (N= 39)

37. Year One OSES Participant Evaluation Satisfaction with Summative Evaluation/Communication (N= 39)

38. Year One OSES Participant Evaluation Satisfaction with Summative Evaluation/Consensus (N= 40)

39. Year One OSES Participant Evaluation Satisfaction with the “Return on Investment” (N= 37)

40. Year One OSES Participant Evaluation Satisfaction with Process Improving Governance (N= 37)

41. Year One OSES Participant Evaluation Satisfaction with Process Improving Board’s Understanding of Superintendent’s Responsibilities (N= 39)

42. Ohio Superintendent Evaluation System What is role and value of the facilitator? Does the collaborative development of district objectives impact the unity of the board? How did you inform the board of the content and progress of your work plans? Did the process impact the culture and climate of your district? Did the find the OSES process to be flexible enough to meet your district’s needs? How did the process impact your relationship with your board members? How did you use the process to increase the organization effectiveness of your district? What did you like most about the OSES process? What did you and your board members see as your return on investment from the OSES process? How does the process impact the district’s ability to deal with serious challenges like financial cutbacks.

43. Questions and Comments

44. Thank you!