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Policy 14 - Appendix



The Superintendent performance review is intended to provide for both accountability and growth, as well as the strengthening of the relationship between the Board and the Superintendent. The written evaluation report will affirm specific accomplishments and identify areas of growth where applicable. Some goals may address areas of weakness while others may identify areas where greater emphasis is required due to changes in the school district’s environment.

Structure of the Evaluation

The performance review shall be reasonably related to the goals and objectives established by the Board and to the duties assigned to the Superintendent. The procedures for the performance review shall follow the guidelines set out in the BCSTA’s Resource Guide to Performance Planning and Review of School Superintendents, which shall be mutually agreed upon by the Board and the Superintendent, and established in writing prior to the commencement of the performance review and assessment. In the event there is no agreement on the procedures, the Board may proceed with an evaluation and assessment based on acceptable management principles.

Guiding Principles

  1. Provides for a written evaluation of the Superintendent’s performance twice in a four-year term.
  2. Highlights the key role of the Superintendent as the educational leader of the district, to enhance student learning and success for all children.
  3. Recognizes that the Superintendent is the Chief Executive Officer. The Superintendent is held accountable for work performed primarily by other senior administrators (e.g. fiscal management).
  4. Emphasizes the need for and requires the use of evidence for evaluation purposes. Evaluations are most helpful when the evaluator provides concrete evidence of strengths and/or weaknesses.
  5. Is aligned with and based upon the Superintendent’s roles and responsibilities.
  6. Is linked to the District’s Strategic Plan and the key results contained therein.
  7. Is a performance-based assessment system. Such an evaluation focuses on improvement over time. The second and subsequent evaluations include an assessment of the Superintendent’s success in addressing growth areas as indicated in the annual growth plan.
  8. Uses multiple data sources. Objective data such as audit reports, accountability reports, and student achievement data are augmented with data that is more subjective.
  9. Elicits evidence to support subjective assessments. This must be the case when the Board provides feedback regarding Board agendas, committee and Board meetings, etc.
  10. Ensures Board feedback is provided at least twice in a four-year term of office. Such feedback will be timely, supported by specific examples and will focus on areas over which the Superintendent has authority. The Superintendent cannot be held accountable for areas over which they have not been given authority.





    November 2020